1 / 6

Behaviour Management for Primary NQTs Session 1: Creating a positive classroom context

Behaviour Management for Primary NQTs Session 1: Creating a positive classroom context. Mark Holdaway Associate Trainer (Brighton & Hove Pupil Referral Unit). Aims of the session. We will explore: Focusing on the positive A framework for implementing expectations (the 5 Rs)

eaton-watts
Télécharger la présentation

Behaviour Management for Primary NQTs Session 1: Creating a positive classroom context

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Behaviour Management for Primary NQTsSession 1: Creating a positive classroom context Mark Holdaway Associate Trainer (Brighton & Hove Pupil Referral Unit)

  2. Aims of the session We will explore: • Focusing on the positive • A framework for implementing expectations (the 5 Rs) • A solution-focused approach to tackling behaviour problems • Being a proactive teacher and will introduce: • A proactive checklist for positive behaviour management

  3. In effective classrooms … • There is a shared understanding of what constitutes ‘good ’behaviour (what does this look like in your school?) • There is regular teaching and reinforcement of social behaviour and behaviour that maximises learning • There is a behaviour framework in place which sets out clear expectations • There is an emphasis on belonging and social responsibility (what does that mean?) • There is an emphasis on building good relationships between adults and children, and between children themselves (how do you do this?)

  4. The 5 Rs RELATIONSHIPS Responsibilities Rights (teachers and pupils) Choices Rules Negative consequences (sanctions) Positive consequences (rewards) Inevitability (consistency, not severity) Routines (why are these so important?)

  5. Exception finding • Changing the view of the problem • Identifying successful moments • Identifying times when the problem is less severe, less frequent, less long-lasting ‘If you keep on doing what you’re doing, you’ll keep on getting what you’re getting.’ Can you think of a situation that currently needs addressing? How might this way of thinking help?

  6. We have covered: • The importance of focusing on the positive • What makes an ‘effective classroom’ • A framework for developing positive behaviour (the 5 Rs) • Teachers’ and children’s rights and responsibilities • Using exception finding to promote positive behaviour

More Related