Moving Beyond
Discipline
Behavioural Difficulties
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“Mistaken behaviour is a natural
occurrence, the result of attempts by
inexperienced, developmentally young
children to interact with a complicated,
increasingly impersonal world. When
mistaken behaviour occurs, adults
significantly affect what children learn
from the experience.”
Behaviour as a Curriculum Area
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Rewards and Sanctions need to be used across
the whole school in a consistent manner.
Students need to be taught behaviour as a
skill then developed into a disposition.
Intelligence is not fixed but fluid, everything
can be learned.
Carrot and stick method can lead to a ‘What's
in it for me attitude?’
Praise for effort/determination and not just
calling them smart and good.
Effort improves outcome and motivation.
Common Behavioural Difficulties
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Being inattentive
Distracting others
Being uncooperative
Acting defiant
Daydreaming
Repeating instructions
Appearing rude
Seeming to be forgetful and disorganised
WHY?
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Good to challenge adult authority;
Test the lines of tolerance;
Makes the lesson more interesting;
Enhances reputation;
Releases serotonin;
Fun
Some students don’t realise that their attitude is
unacceptable.
So challenging behaviour from students can be
expected.
Challenging Behaviour from Children
is to be Expected
“Conflict is inevitable among members of
any truly participatory group of
children; it probably should not and
probably cannot be eliminated
completely. The spontaneous and
inevitable social problems that arise
when children work and play together
put the teacher in an ideal position to
advance children’s social development.”
Children View Authority Differently
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They are more aware of their rights.
Their view of authoritarian adult
behaviour as experienced in the home
has changed.
Authoritarian control is more
effective for young children
It is less effective for older ones,
who are entering a developmental
stage where identity, independence
and autonomy are the main tasks.
Disequilibrium
Not all students are learning at the same level
and have unique needs. Coming into a classroom
with a new set of rules and boundaries can cause
them disequilibrium. (staff to do below activities)
 Linked fingers
 Rub stomach and pat head
 Twist arms
 Crossed arms
 Rub one leg and hit other with fist (swap over)
How to Work Towards
Equilibrium
Teachers
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Self-regulate their emotions
To be self-aware
To be motivated
To be empathetic
To enhance their own social skills
Reflection – to find a solution
Carl Jung - Psychotherapist
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“We think of efficient teachers and
support staff with a sense of
recognition, but those who have touched
our humanity we remember with
gratitude. Learning is the less essential
mineral, but warmth is the life-element
for the Childs soul, no less than for the
growing plant.”
Let
Down
Guilty
Angry
Frustrated
Feelings Towards
Inappropriate
Behaviour
Irritated
Despair
Annoyed
Embarrassed
Be Persistent
Be Patient
Small Steps
Be Optimistic
Teaching
New
Behaviours
Choose the Achievable
Practice
Be Realistic
Discuss and Share
What has worked for you?
Talk to the person next to you.
Small Steps
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Produce a seating plan for your room.
Positive Communication.
Outline class rules and display.
Recognition of positive behaviour.
Create/build a group identity.
Consistent routines
Mastery, Performance & Social goals
Positive links to home.
Behaviours that I pay attention to are those
that I am maintaining.
A few more for the tool box:
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Rewards or positive reinforcement
Little by little – agreed behaviours
Zero tolerance – extreme approach
Catch them being good – praise for being in
seat when usually out of it, provides
encouragement.
Self monitoring – if on report ask them their
opinion on grade before its given. Ask them at
start of lesson to give them a target.
Restorative Justice
Four Key Questions:
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What has happened?
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Who has been affected?
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How can we find a way forward?
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How can we do things differently in the
future?
Bibliography
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Dweck, Carol (2006) ‘Mindset’
Syed, Matthew (2011) ‘Bounce – How Champions are made’
Ellis, Simon & Todd Janet (2009) ‘Behaviour for Learning’
Weare, Katharine (2003) ‘Developing the Emotionally Literate
School’
Porter, Louise (2006) ‘Behaviour in Schools’
Galvin, Peter (1999) ‘Behaviour and Discipline in Schools:
Practical, Positive and Creative Strategies for the Classroom’
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You Tube: ‘The Still Face Experiment’
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http://www.snotr.com/video/4129