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Behaviour Scenarios

Behaviour Scenarios. A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 12: Dealing with unacceptable language. Scenario 12. Dealing with unacceptable language As you are passing a pupil who is working, the pupil swears under his/her breath.

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Behaviour Scenarios

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  1. Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 12: Dealing with unacceptable language

  2. Scenario 12 Dealing with unacceptable language As you are passing a pupil who is working, the pupil swears under his/her breath. Others start to laugh. How do you respond? www.behaviour4learning.ac.uk2

  3. Key Learning outcomes • Consideration of the use of appropriate language by both pupils and staff. • Modelling and practising some techniques to deal with individual misbehaviour whilst keeping a focus on learning and maintaining the impetus of the lesson. www.behaviour4learning.ac.uk3

  4. What do you do? • Ignore the pupil. • Say loudly ‘I will not have language like that in my class.’ Apply a sanction acceptable in the school e.g. send the pupil out of the room. • Whisper to the pupil ‘Please don’t use language like that even when you whisper.’ Then ask the pupil a question about the work. • Tell the pupil you will speak together after the lesson. When you do so, explain that such language is unacceptable and ask the pupil to promise not to use it again. www.behaviour4learning.ac.uk4

  5. What may be the best choice? 3. Whisper to the pupil ‘Please don’t use language like that even when you whisper.’ Then ask the pupil a question about the work. Whispering to the pupil keeps the exchange private, excludes the others who are laughing, and doesn’t escalate the situation. It is also a slightly unexpected response which will gain the pupil’s attention. Asking a question re-focuses the pupil on the work and the purpose of the lesson. The response is brief. It keeps the momentum of the lesson going and does not distract pupils from their learning. www.behaviour4learning.ac.uk5

  6. How might you prevent a recurrence ? • At the end of the lesson, quietly ask the pupil to have a word with you. Ask why he/she was swearing. Ask the pupil not to do it again. • If you think it advisable in the circumstances, include those pupils who were laughing in this conversation too. • When suitable occasions arise, discuss the use of language with the class and the reasons that swearing is unacceptable. • Always model the use of correct language yourself. www.behaviour4learning.ac.uk6

  7. Underlying principles • Pupils need to learn what language is acceptable and what might give offence to others. For some this means a radical change in their previously learned habits. • When dealing with an incident involving one pupil, it is often counterproductive to draw the attention of others to it. • It is important to recognise and respond to unacceptable behaviour. However, it is also important, for the sake of all the pupils, to keep a constant focus on their learning. • Tactical ignoring is a technique that should be used sparingly but it does have it’s place where there is no danger of the behaviour escalating so that learning is disrupted. www.behaviour4learning.ac.uk7

  8. Rights and responsibilities • Teachers have a responsibility to uphold the school rules. • They, and their pupils, have the right to be treated with dignity and respect. • They are in a position to help pupils to understand what behaviour is generally accepted by society and what is not. Pupils who do not learn this cause difficulties for themselves as well as for others and may always feel alienated and disadvantaged. • Pupils need to understand that some rules are not confined to school - that swearing is not just something that strangely upsets some teachers but that, for very good reasons, it may give offence to many people. www.behaviour4learning.ac.uk8

  9. Activities to try Working with your school mentor or other experienced practitioner who agrees to observe your teaching with a focus on: • how you deal with individual unacceptable behaviour without disturbing the rest of the class or disrupting the flow of the lesson • how appropriate your own use of language is • how successful you are at avoiding distractions and keeping the lesson flowing at an appropriate pace. Arrange to discuss the outcomes: What went well?………. Even better if………… 4. Can you agree what is acceptable and unacceptable language in school? Can you agree if it is acceptable for members of staff to swear in the staffroom or tutors/trainees to swear in a seminar? www.behaviour4learning.ac.uk9

  10. Want to find out more?References on the B4L site • Improving Behaviour for Learning (Secondary Schools) – Ending the lesson (has a useful commentary on three different responses to swearing in a lesson) • Teachers TV - Primary NQTs - Managing Behaviour • Glossary item - SEAL (Social and Emotional Aspects of Learning) • B4L item - Learning outcomes for ITT trainees to support SEAL in school • B4L item - Tourette Syndrome UK Association www.behaviour4learning.ac.uk10

  11. Conclusions What is the key message have you gained from this scenario material? How might you apply this approach in your own practice in school. Further insights and notes for tutors and mentors are available on the website Updated August 2009

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