Embedded Files
"for students, acquiring the ability to manage their behaviour and relationships appropriately is a key part of preparing them for life in an adult society, including the workplace".
"for students, acquiring the ability to manage their behaviour and relationships appropriately is a key part of preparing them for life in an adult society, including the workplace".
- At both a whole school and classroom level and in all interactions with students we need to be:
very clear about your expectations for student behaviour
teaching students behaviour management strategies
assisting them (students) learn to take responsibility for their own behaviour. We talk about owning our behaviour.
2. Teaching self-regulation so that students can manage their own behaviour
2. Teaching self-regulation so that students can manage their own behaviour
We need to teach a range of strategies to students to monitor and reflect on their own behaviour, so that they can learn to regular their behaviours. They need to be able to do this when engaged in positive behaviours and also when engaged in negative behaviours. They need to know how to:
We need to teach a range of strategies to students to monitor and reflect on their own behaviour, so that they can learn to regular their behaviours. They need to be able to do this when engaged in positive behaviours and also when engaged in negative behaviours. They need to know how to:
2a. Recognise and assess their own emotions and behaviours
2a. Recognise and assess their own emotions and behaviours
2b. Track their own behaviours over time
2b. Track their own behaviours over time
2c. Work with others on a behaviour contract to encourage a personal responsibility for behaviour - these are a Tier 2 Intervention and will be discussed on page 5.
2c. Work with others on a behaviour contract to encourage a personal responsibility for behaviour - these are a Tier 2 Intervention and will be discussed on page 5.
2a. Teaching a child to recognise and manage their own emotions is critical in order that they can manage their own behaviour. First they need to recognise how they are feeling and then they need to have strategies (and often be supported to use them) to reduce anger, frustration etc.
2a. Teaching a child to recognise and manage their own emotions is critical in order that they can manage their own behaviour. First they need to recognise how they are feeling and then they need to have strategies (and often be supported to use them) to reduce anger, frustration etc.
2a1. Learning about anger
2a1. Learning about anger
After watching the video on the left, make some notes on:
After watching the video on the left, make some notes on:
a) strategies used to assist students to recognise that they are becoming angry
a) strategies used to assist students to recognise that they are becoming angry
b) strategies that might be used to assist students to manage their anger
b) strategies that might be used to assist students to manage their anger
c) strategies that might be used by you or a teacher to allow the student cool down time in a stress free environment
c) strategies that might be used by you or a teacher to allow the student cool down time in a stress free environment
https://drive.google.com/open?id=1dTxHr3Pjy8y7ebLXM_SMvt6TTTByzn8DrLWUwuDPwUg - Notes made in class
2a2. Teach students to describe emotions
2a2. Teach students to describe emotions
2a3. Use picture books to teach about emotions
2a3. Use picture books to teach about emotions
2a4. Teach emotions and self-regulation through modelling
2a4. Teach emotions and self-regulation through modelling
Social stories -
https://www.thewatsoninstitute.org/resource/sadness/
https://happylearners.info/social-stories/feeling-sad.html
Emotions Cards and Games
https://childhood101.com/helping-children-manage-big-emotions-printable-emotions-cards/
https://allplaylearn.org.au/wp-content/uploads/2020/01/Emotion-Cards-A4-Colour-v2.pdf
Role Plays -
https://www.edutopia.org/blog/role-play-sel-teaching-tool-kristin-stuart-valdes
https://the-art-of-autism.com/role-playing-to-teach-emotions-to-autistic-people/
2b. Assessing and tracking own emotions and behaviours over time
2b. Assessing and tracking own emotions and behaviours over time
Students can learn to assess and monitoring their own behaviour once they recognise how emotions, and the triggers that cause those emotions, are impacting on them. Some of the strategies they might use include:
Students can learn to assess and monitoring their own behaviour once they recognise how emotions, and the triggers that cause those emotions, are impacting on them. Some of the strategies they might use include:
Using the zones of regulation to identify where they think they are sitting (below left)
2. Use an emotional thermometer to get the child to assess where they are - coloured from green to red; a further action is taken to assist the child move from where they are to where they should be (click on image above right to see another example)
3. A daily behaviour chart with a rubric - https://www.scholastic.com/content/dam/teachers/blogs/genia-connell/2017/gc-daily-student-tracking-form.pdf
4. a 4 point scale with a simple rubric - https://www.scholastic.com/content/dam/teachers/blogs/genia-connell/2017/gc-contract-4-point-scale.pdf
5. Time management report (weekly) https://www.scholastic.com/content/dam/teachers/blogs/genia-connell/2017/gc-student-reflects-behavior-explains.pdf
6. https://www.thoughtco.com/behavior-contract-and-behavior-monitoring-tools-3110696
https://www.thoughtco.com/behavior-contracts-for-a-weekly-contract-3110506 then open https://0.tqn.com/z/g/specialed/library/Behavior-contracts-monitoring/weeklylevelkey.pdf OR https://0.tqn.com/z/g/specialed/library/Behavior-contracts-monitoring/weeklylevelblank.pdf
https://www.thoughtco.com/behavior-contract-and-behavior-monitoring-tools-3110696
7. Visual or verbal routine on desk to follow - they check that they are following it (below right)
8. Use a personal time out card to manage anger or feeling stressed (red card, give visual five, write name on board) . This is pre-arranged with the student and allows them to go and manage their own emotions in or out of the classroom.
gc-daily-student-tracking-form.pdf
3. Building a repertoire of skills in students and ourselves:
3. Building a repertoire of skills in students and ourselves:
Times when you might need to teach students to manage and show responsible behaviours:
Times when you might need to teach students to manage and show responsible behaviours:
Entering and leaving rooms
Transition between activities
During class when one or more students are unsettled and learning is disturbed
When the teacher / SLSO wants the attention of the whole group
Beginning and ending a lesson or support session
3a. Ensure that your non verbal communication with students is giving them the message that they are important members of the class.
3a. Ensure that your non verbal communication with students is giving them the message that they are important members of the class.
Engage them by using -
1. Eye contact
2. Physical proximity
3. Facial expressions and gestures - smiling, nodding etc
4. Touch (ONLY if appropriate)
5. Signals to indicate what is going on in class
6. Being at their height or at least not towering over them
7. Having open body language (no crossed arms etc)
8. Giving them wait or take up time
9. Modelling required behaviours non-verbally (hand up, moving towards the door etc)
3b. Ensure that your verbal communication with students is also giving them the same message:
3b. Ensure that your verbal communication with students is also giving them the same message:
1. Use a quiet tone of voice – model the behaviour you wish to promote
2. Lower the volume and pitch of your voice
3. Calmly repeat instructions – be persistent and consistent with the expectation of compliance
4. Establish eye contact if you can – engage first with your eyes and then with conversation
5. Provide verbal assistance to clarify misunderstandings – what is clear to you may not be clear to the student – be patient
6. Use calm language with clear expectations to re-position students, resources, materials – sometimes the simplest re-positioning tactic can defuse a situation
7. Encourage the children to solve the problem themselves
8. Use diversionary techniques to redirect – it works just as well with older students as it does with toddlers
9. Calmly remove stimuli – remove what is causing the upset
10. If the child becomes aggressive – ensure assistance is called – the school will have particular protocols that will need to be followed – the safety of children or staff is paramount. Depending on situation and protocols physical restraint might be required (see below).
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