Proactive Co-Regulation & Unproductive Behaviour
Proactive Co-Regulation & Unproductive Behaviour
Everyone's Responsibility
Everyone's Responsibility
Embedded Files
At The Key we are really careful about the language that we use to describe behaviour: We have deliberately chosen unproductive, as we specifically did not want to use 'challenging' or 'disruptive' as we want to ensure that the pupil does not tie any notion of their self to the word, which we believe has the potential to have a significant impact on feelings of shame and self-worth.
Utilising such a term allows us to move beyond a child-deficit model and start to think in a more solution focused way, taking individual differences into account and addressing the root causes of any specific issue, with a view to provide the missing 'tools' in their toolbox. As Dr Ross Greene writes:
“It’s not a behavior problem, It’s a regulation problem’
All our co-regulation strategies are firmly embedded within a relational approach, utilising skills gained from a vast amount of combined tacit knowledge and evidenced informed processes gained from research. We also ensure that our co-regulation guidance utilises the ATIP principles described on this site, along with restorative practice principles in order to move the pupil from an extrinsically motivated perspective to one that is intrinsic, developing self-regulation skills throughout.
The Impact of Staff
The Impact of Staff
At The Key we recognise the relationship of staff and pupils as transactional, with both groups able to impact the other, resulting in both positive and unproductive outcomes. We acknowledge that importance role that we may play in either escalating or de-escalating a situation, and as the adults, it is our job to maintain equanimity and support the pupil to regulate themselves, through the promotion of positive relationships, constructive dialogue, high levels of support and modelling of prosocial behaviour as to avoid conflict.
The Conflict Cycle
‘I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It my daily mood that makes the weather. As a teacher, I possess tremendous power to make a student’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a student humanised or de-humanised.’
‘I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It my daily mood that makes the weather. As a teacher, I possess tremendous power to make a student’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated and a student humanised or de-humanised.’
Haim Ginott
Proactive Co-regulation
Proactive Co-regulation
At The Key we undertake regular CPD sessions on effective, proactive co-regulation strategies, built around our relational approach and the need to develop the skills required for pupils to most effectively access the curriculum and avoid exhibiting unproductive behaviours. This includes what the Educational Endowment Fund describe as 'Learning Behaviours', which incorporates such skills as metacognitive strategies. We recognise the need to keep updating and developing our personal practice, utilising the most up to date information possible and involving all relevant parties, such as parents, to ensure we achieve the best possible outcomes for our pupils.
Learning Behaviours
Learning Behaviours
EEF Report on Behaviour (2019)
EEF Report on Behaviour
Restorative Practice Quadrant
”‘Children do well if they can, and if they’re not it is because they are lacking the skills to do well’
”‘Children do well if they can, and if they’re not it is because they are lacking the skills to do well’
Dr Ross Greene
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