Better Behaviour in Classrooms: A Framework for Inclusive Behaviour Management

Better Behaviour in Classrooms: A Framework for Inclusive Behaviour Management

Better Behaviour in Classrooms: A Framework for Inclusive Behaviour Management

Better Behaviour in Classrooms: A Framework for Inclusive Behaviour Management


This complete INSET course for schools shows teachers how to improve behaviour in the classroom. It provides support, guidance and information to facilitate thenbsp;application of positive behaviour management approaches. The authors havenbsp;produced photocopiable resources and training materials for use with staff groups or individuals, and the materials have been developed for use with both established and newly qualified staff, appropriate to primary and secondary settings. Drawing on their experience of dealing with children's emotional and behavioural difficulties and their work in mainstream schools, the authors explore the behavioural issues that challenge teachers daily and discuss how teachers can meet these challenges. nbsp;


Behavioural patterns in the academic year

Having considered the human perspective of the emotional brain and its effect on interaction and behaviour we then moved to the major influences of the neighbourhood, the institution and the pupils. From the teachers' perspective these often feel like the things we have to accept. Being able to identify and view these influences objectively gives us the opportunity to optimise the effect of our collective actions. We can though have most influence on the environment within our own classrooms, with the pupils we teach. As we have seen behaviour is not a simplistic issue and we must have some awareness of the context in which we are operating.

We must begin with the big picture, the overview, in order to clarify our own thinking about where we want to go. In the process we will also construct a means to provide feedback for ourselves and our pupils about the progress we have made. We know from experience that the academic year has several predictable patterns, by defining these patterns we gain information about behaviour. We can use the information to inform our understanding of the behaviours and to identify strategies which will be useful in our responses.

Bill Rogers identifies two phases of the academic year, the establishment and consolidation phases. We would also identify the transition phase. For each of these phases there are typical behaviours for both adults and pupils. We should also seek those particular characteristics of our own school context which leads to predictable behaviours. We need to look at our academic calendar and plot significant behavioural issues. We have constructed a sample behaviour calendar in chapter 4 for clarity, but these influences are by no means exhaustive. We can include anything which we feel may have a significant influence on either pupil or adult behaviour. We can then use this knowledge of the academic year in our school to help us pace the behavioural learning. This in turn will enable us to be realistic about our behavioural expectations of our pupils and ourselves.

Establishing the behaviour action plan

The behaviour action plan will have distinct phases. The establishment phase must contain all the elements previously discussed to set parameters and address the expectations of all stakeholders.

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