Better Behaviour in Classrooms: A Framework for Inclusive Behaviour Management

By Kay Mathieson; Meg Price | Go to book overview

8

The reflective practitioner

Considering the whole class environment

As teachers, we often consider things which may have gone wrong in a lesson, but seldom identify why things have gone well in the same way. Clarifying what was different, to allow improved behaviour or engagement, can help us to take preventative action in the future. Sometimes it is the simplest things which are overlooked, changing seating arrangements, giving responsibility, having tasks ready for pupil entry to class. Each change will have an effect on adult and pupil behaviour. Ideally, working with a colleague through brief reflective discussions about class responses, on a regular basis, we are able to bring observations to a conscious level, which may have passed unrecognised. Sharing ideas about the motivation for particular behaviours can inform our own responses and understanding of situations.


Effect of teacher behaviour

The single most powerful influence in any classroom is the teacher. Again, we can use this knowledge to inform our action or leave things to develop of their own accord. Research indicates that positive relationships between teacher and pupil, significantly influence their learning and behavioural responses. As teachers, we set the tone for the atmosphere of the classroom. We do this on both a daily basis and as an on-going process. We have considered many issues about learning about our pupils' behaviour, but it is essential to realise that they will be learning about our behaviour as well. Part of the process of the establishment phase is about getting to know each other. We do this by trying out what happens if we respond in a particular way to a situation. If we are clear about the key messages we wish to convey then we can use these to inform the tone of our responses.


Personal knowledge of our own behaviour

We can take positive action more quickly, if we know the situations which make us anxious, and our likely response. This can ensure that we manage situations rather than allow them to escalate. Devising a plan of action and even a script, can prevent an emotional hijack of the situation. This will allow us to view the situation with an element of detachment and maximise the opportunity for behavioural learning. Acknowledging the fact that we have different tolerance levels for different pupils can help to clarify our own effective strategies. From this skills base, we begin to add to our behaviour toolbox by building new strategies for particular situations.

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Better Behaviour in Classrooms: A Framework for Inclusive Behaviour Management
Table of contents

Table of contents

  • Title Page iii
  • Contents v
  • Acknowledgements viii
  • Introduction 1
  • 1 - Communicating with the Emotional Brain 3
  • 2 - From Policy to Practice 7
  • 3 - The Big Picture 15
  • 4 - Consensus-Driven Behaviour Planning Within the Classroom 20
  • 5 - Behaviour - Taught Not Caught, Making the Message Clear 24
  • 6 - Managing the Emotional Environment in the Classroom 28
  • 7 - Managing the Physical Environment in the Classroom 33
  • 8 - The Reflective Practitioner 36
  • 9 - Consolidation Phase 41
  • 10 - Transitions 49
  • 11 - Planning Spirit Lifters 52
  • Conclusion 55
  • Inset Sessions 58
  • In-Set 1 61
  • Theme: Authority 68
  • Theme: Behaviour Issues 85
  • Suggested Further Reading 95
  • Index 96
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