4b. Managing behaviours

Preventing disruptive behaviours - no matter how old the students are it is important to use consistent and planned strategies including:

Proactive strategies

Proactive management strategies are those we implement before a behaviour problem occurs such as those described on the previous page. These strategies create a sound routine, clear expectations and include coping strategies designed to reduce frustration and outbursts. The secret is strategic planning – otherwise teachers and SLSOs are put in a situation where they have to react to the behaviour problem. This unplanned reaction tends to be emotionally laden. It is always best to focus on increasing positive behaviours through praise and reinforcement instead of trying to reduce unwanted behaviours. Proactive behaviour management is the bedrock of good behaviour. However, reactive techniques are also necessary.

Reactive Strategies

Reactive strategies are those we implement after a problem behaviour occurs. They include redirection, tactical ignoring, guided choices, take up time, de-escalation, clarifying and applying consequences etc.

2. Managing challenging behaviours proactively

2a. Redirection

It is important to understand that we cannot control a student's behaviour, but we can redirect it. Students can display behaviours that warn us that they are about to lose control; by recognising these ‘early warning signs‘ we can stop the behaviours from getting worse by redirecting them.

Examples are:

having them get a drink
go to the toilet
giving them something else to do whilst they are waiting
giving them a short 'get back on track' break.

We can also be aware of triggers for unwanted behaviours and by observation and management we can ensure that the student remains calm and able to learn.

Try not to put energy and time into unwanted behaviour. Instead implement the appropriate redirection and/or sanctions in a calm manner. As soon as the student displays appropriate behaviour celebrate and move on. The student will learn to act accordingly for a positive outcome.

If a student shouts out to answer a question, remind them that they should be sitting with their hand raised ready to answer the question. Then give them another chance to answer the question, displaying the desired behaviour.

If a student becomes disruptive at the beginning of the lesson when the books are being handed out redirect their attention by choosing them to hand out the books. If a student finds it difficult to line up sensibly ask them to stand at the front of the line and lead the other others or to be the 'back-marker'.

Dr Bill Rogers talks about managing behaviours in the following videos. Make notes on some of the strategies that he suggests as these are strategies that you will be able to use when working with a range of students.

2b. Choices, Guided or Directed

It is important to understand we cannot control a student‘s behaviour but we can enable them to make their own choices and then understand the consequences of that behaviour. If a student is engaging in unwanted behaviour give them a brief reminder of the rule and move on, expecting them to do what was expected (take up time). If the behaviour continues give them a brief ‘time out‘ to reflect on their behaviour. Then ask them to choose to either continue with the unwanted behaviour and have the appropriate sanctions or return to the group and display positive behaviour. Allow the student time to make this choice, which gives them time to calm down and think rationally.

It is best to give guided choices (a choice of two things) - for example:

please sit down at your desk and get your book out or get your book and work in the withdrawal room
please read your book whilst you are waiting for me or go on with the next question and I will be with you soon

2c. Activity: Tactical ignoring, managing 'No', guided choice, consequences

As you watch these three videos, make notes for yourself based on his advice. His recommendations are very good and very successful when applied consistently with most students.

Try to capture:

tactical ignoring

managing no

guided choices

modelling using verbal and non-verbal

proximity

take-up time

....

respond-to-problem-behaviour.pdf

2d. Active supervision and proximity are essential practices for you and the teacher to use.

Active supervision means that you are actively supervising by watching, moving around, commenting, as students work.

Always be able to see the room or the group even you are reading, listening, marking work etc.

Proximity means moving yourself or seating yourself near someone who needs some reminding about concentrating is a powerful non-verbal tool. It tells them that you have an expectation of them, and they are much more likely to do as they were asked.

3. Managing challenging behaviours re-actively

Some of the strategies you will use after behaviour escalates may be the same as those used before but they will be used in different ways. There will also be new strategies.

a) Redirection

after a student's behaviour has escalated it is still possible to redirect. This can involve acknowledging the escalated behaviour but still having the student go to get a drink, go for a run on the oval or having some time alone, which allows them to calm down before we work on consequences.

b) De-escalation

after a student's behaviour has escalated we need to work with them to calm them down and work through consequences. Some students de-escalate themselves, and after working with students for a while you can have strategies set up that you know will work for them such as giving them calm down time, allowing them to have some time alone in a safe place, listening to some music etc. See below for more strategies on calming.

c) Consequences

Consequences might be applied quite quickly for younger students but older students can have consequences deferred unless it was a situation where there was violence / student safety was at risk. Consequences need to be appropriate and follow school processes and procedures.

The student:

loses some points or a position on a behaviour monitoring ladder or chart
is moved to another seat
has a note made or makes a note in a monitoring logbook
moved out of the class to a neighbouring class to complete an independent task. A class exit report will be added to the student record on the school LMS. The student will have to meet with the teacher the next lunchtime for a restorative conference.
is offered the opportunity to work in the learning support room (if appropriate).
is moved to the office of the assistant principal (AP) to complete work. A class exit report will be added to the student record on the school LMS. The student will have to report to the AP for a follow-up restorative and agree to a behaviour management plan (BMP).
In extreme cases, the student can be moved to the school office and their parents are called to collect them. This will result in a notification to parents. A class exit report will be added to the student record on the school LMS, and the student and parents will have to report to the principal or the AP for a follow-up restorative and agree to a strict behaviour management plan (BMP).

d) Conflict negotiation and resolution - Restorative practices approach

"Conflict can be caused by a disagreement or an argument between people. Conflict resolution is a way for them to find a peaceful solution. Conflict is a part of life, at school and beyond. Schools need to actively nurture the skills students need to build supportive, sustainable relationships and resolve disagreements. How we teach and model conflict resolution impacts on all aspects of student wellbeing, including social and academic outcomes.

Learning to manage conflict reinforces the notion that solutions are possible. It develops skills in pro-social behaviour, negotiation, assertiveness, co-operation and effective communication. It also promotes social and emotional competencies such as empathy, compassion, respect for others and emotional awareness._

(https://education.nsw.gov.au/schooling/school-community/attendance-behaviour-and-engagement/behaviour-support-toolkit/support-for-teachers/restorative-practices/conflict-resolution )

Many schools now follow a restorative practices approach to conflict resolution.

Restorative practice is a whole school teaching and learning approach that encourages behaviour that is supportive and respectful. It puts the onus on individuals to be truly accountable for their behaviour and to repair any harm caused to others as a result of their actions.

https://education.nsw.gov.au/content/dam/main-education/student-wellbeing/attendance-behaviour-and-engagement/media/documents/Restorative_practice_fact_sheet.pdf

When you are working to calm the student:

use affective questions https://education.nsw.gov.au/content/dam/main-education/student-wellbeing/attendance-behaviour-and-engagement/media/documents/Affective_questioning.pdf
actively listen and speak in a calm quiet voice; ensure you are not patronising
talk to the student, not at the student
use the restorative practice conversation starters https://education.nsw.gov.au/content/dam/main-education/student-wellbeing/attendance-behaviour-and-engagement/media/documents/Restorative_practice_conversation_starter.pdf
use open body language, arms and legs uncrossed, open hands/palms, calm and smiling face
nod, smile, thumbs up when the students sits down, drops a branch or other missile, does as requested
do everything calmly and quietly (unless there is immediate danger)
try to sit at the same level as the student but not necessarily too close to them
allow some quiet calm down time before using too much language, allow the student to begin to self-regulate
ask open questions to find out what the problem is
wait for responses - don't try another question until you have given a lot of wait time
paraphrase when you can, or comment rather than directing e.g. 'I can see you are upset'; 'So you felt that X was laughing at you.'

When the student is calmer:

as you work on a short-term plan with the student to help resolve this immediate situation (but not the longer term issue):
- - don't make promises you cannot keep
  - don't force others to say sorry - but if the student wants to apologise teach them to use appropriate language for apologies https://education.nsw.gov.au/content/dam/main-education/student-wellbeing/attendance-behaviour-and-engagement/media/documents/Restorative_practice_apology_skills.pdf
  - use peer mediation (primary schools) (high schools)
  - try to resolve small issues that day if possible
  - make sure that you follow whatever plan is agreed upon
  - make sure you are clear that others might need to be consulted
  - explain that you and other key staff with whom the student has a strong connection will assist them to navigate this issue
after the short-term situation is resolved, a longer term plan needs to be developed
the student should be consulted and engaged in the plan but does not have to be there for its development
the longer term plan has to involve some strategies to manage the situation longer term and might have both short and long term goals.

Class strategies

Circles - https://education.nsw.gov.au/content/dam/main-education/student-wellbeing/attendance-behaviour-and-engagement/media/documents/Circles.pdf

Peer mediation https://education.nsw.gov.au/schooling/school-community/attendance-behaviour-and-engagement/behaviour-support-toolkit/support-for-teachers/restorative-practices/peer-mediation

3d. Traffic Light model for managing behaviour

Many schools use the Traffic Light model for managing behaviour in the classroom which is both proactive and reactive. Names or characters begin at green light and as behaviour changes during the day the student moves their name or character up or down the traffic light. However, this can be problematic, as can individual names on behaviour charts, because it is a public display associated with particular students and it is often the same students on red every day. This can diminish self-confidence and self-esteem in some and increase it in others.

Great workers – Green light

making good choices
organised workers
cooperative team members.

Reminder – Yellow light

think about your choices
time to work on better decisions.

Time out (Reflection) – Red light

think about your choices
time to work on better decisions
time away from the classroom.

4. Monitoring behaviours

All challenging behaviours, both disruptive and behaviours of concern, need monitoring.

Disruptive behaviours will be monitored by the classroom teacher, SLSO and other teachers who work with those students. Intervention will be done in the classroom and will involve the type of strategies described on this page.

Behaviours of concern should be reported by the teacher/s and SLSO to the School Learning Support Team, Assistant Principal, Principal or School Counsellor. They require further investigation and often will require a Tier 2 or 3 support such as an Individual Behaviour Plan. They might require other critical back-up support as well which might include counselling.

We will learn more about this later in the unit.

5. Safety

It is important to manage the safety of the student, other students and yourself when managing behaviours. You must consider both emotional and physical safety of all.

You might need to:

redirect other students away from dangers
redirect the upset student away from a danger
stay at a safe distance
remove other students altogether
remove equipment or resources which could be broken or used as missiles
call for help from another staff member
try to calm down the upset student so that the danger is reduced.

It is important that SLSOs have an understanding of why students behave in negative ways. According to evidence-based research, there are two main focus areas to consider:

All students want to feel a positive connection to others in the learning environment and to feel they belong, and most misbehaviours occur from their attempts to achieve this. Not feeling a sense of belonging is a stressor, and from the feelings of distress, an individual can become emotionally dysregulated. This causes the individual to move into a flight or fight response, where they can neither think with reason nor follow the rules.

Some students have a skill deficit. They have not yet developed skills in emotional regulation or emotional intelligence. These individuals require further practice, or time, to develop skills, including empathy. It is empathy that helps students to sit quietly and listen to the teacher. Some students have a disability that prevents them from developing skills in following rules and regulations.

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