Managing Challenging
Behaviour
Produced as part of the Partnership Development Schools (PDS)
Strategy Phase 3 2008-09 (Lead PDS: The Park Community School.
Contact Chris Ley ([email protected])
Overview
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Society and it’s views, the wider context.
Interesting facts and stats.
What do students need?
What can teachers do?
Types of challenging behaviour
How do we deal with it?
Confrontation and anger.
A ‘way out’.
De-escalation
Positive handling.
Role play.
Keep a sense of perspective!
Wider Context
 The demonisation of youth in society
today by some areas of the media has
created tension. Hoodies, gangs, knife
crime, binge drinking and drugs is the
image some purvey as the norm. Is this
fair?
Some interesting facts!
 Behavioural difficulties are not
increasing. (Elton Report 1989)
However:
 Exclusions in 1990/91 were 2,910
 Exclusions in 1995/96 were 12,000
 This may contradict the findings of
the Elton Report.
More interesting facts!
 Behaviour is satisfactory or better at
over 90% of schools.
 Attendance is at a record high of 93%
 Permanent exclusions are over 20%
lower than in 1997.
(Jacqui Smith MP 2005)
Reassuring FACT!!
 The fact is that the majority of pupils
are well behaved most of the time
(Jacqui Smith MP 2005)
What do students need?
 A structured, positive environment.
 Teacher who is good role model, firm, fair,
knowledgeable and in charge!
 To feel safe from embarrassment, humiliation
and unfair criticism.
 Be treated with dignity and respect.
 Interesting lessons.
 To be involved. (not taught ‘at’)
 Decent equipment, resources.
What should teachers do?
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Establish reasonable rules and procedures
Explain rationale for rules
Have clear fair logical consequences
Provide structure and routine
Interesting lessons
Be positive and reinforce good behaviour
Use humour where appropriate
Have high expectations
The ways challenging
behaviour may manifest.
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Swearing at teacher
Shouting out
Rocking back on chair
Refusal to follow request
Arguing
Fiddling with mobile/ipod etc
Throwing things
Leaving room
Non eye contact
Tapping, scraping, muttering etc
How do you deal with it?!
 Ensure that you know your schools
behaviour policy and what sanctions
are available for you. Including things
like T.O.R, isolation, detention, report
cards and any other procedures used.
Use these things consistently!
Confrontation and anger.
 Preventative measures should limit the
amount of confrontation you will be involved
in, but inevitably, every so often, it will
happen. Remain calm and firm, and separate
the behaviour from the child. For example,
“I have a a lot of time for you Billy, but you
cannot use your phone in class, and you know
that” or “I like you, but I don’t like being
sworn at”
Give pupils a way out
 Try to avoid backing pupils into a
corner to get what you want, especially
in front of their peers.
 Let them talk to you, and listen. Then
expect them to do the same, as you
have just modelled.
De-escalation
 As the professional, you will often see
a situation starting to escalate in the
classroom. Acting early may prevent a
big disruption to your lesson. Stay
calm, maybe tactically ignore smaller
transgressions to deal with the ensuing
explosion! Often a small interaction
with the parties involved, sometimes
not even verbal, will be enough.
Positive Handling
 What the law says:
 School staff can use such force as is reasonable in the
circumstances to prevent a pupil from doing, or continuing to
do, any of the following:
 Committing any offence (or, for a pupil under the age of
criminal responsibility, what would be an offence for an older
pupil);
 Causing personal injury to, or damage to the property of, any
person (including the pupil him/herself); or
 Prejudicing the maintenance of good order and discipline at
the school or among any pupils receiving education at the
school, whether during a teaching session or otherwise.
Role Play: Personal Space
 In 2’s. One sat down, partner on
opposite side of room.
 Walk slowly towards partner. Partner
to shout stop when uncomfortable.
 Now walking and shouting. Shout stop
when uncomfortable.
 Use of levels and tone of voice when
talking to pupils.
Have a sense of perspective!
 All teachers naturally think that their
subject is the most important and that
the homework they set is the priority.
It is worth remembering that pupils
are people, and some have more stable
lives than others. Be understanding and
be yourself!