behaviour management

behaviour management

by: newmanager - 22-07-06 08:33

with behavior mangement i have always felt that you have very little options on how to rectify the behaviour as i have often found that the 'discipline' is not carried out at home.

first point of contact for concerns is the named person for behavior mangement. Also try to re-write your policy. stating your aims and methods.

i use the ABC method of observation to observe, monitor kids behaviour which is very effective and was praised by ofsted.

The key thing is to ensure that all staff MUST follow the same procedure everytime an incident occurs.

A= antecedent
B= behaviour
c=consequence

ABC - Antecedent, Behaviour and Consequence
An analysis of the antecedent can help to identify the reason for the behaviour.
The antecedent is what went on before the onset of the problematic behaviour.
The student may have been faced with a task they were unable to complete,
reacted to something said by another pupil, or be distressed by something that
has happened outside of school. It may be possible to identify a pattern of
behaviour such as a child beginning to fidget after a certain period of time.
An analysis of the behaviour of the student can help in attempting to prevent a
reoccurrence of the behaviour. Analysis can also help to break down the
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behaviour so that it can be tackled in small steps. For example, tackling outbursts
which include among other things, bad language, might focus on dealing with the
bad language, before tackling other elements.
An analysis of the consequences of behaviour may give clues as to how a
situation occurs or develops. An extreme example might be that following a
particularly bad outburst a child is sent home, which may have been the child’s
desired outcome. Attention seeking behaviour may be considered successful by
a child in that it attracts negative attention from the teacher, or other pupils.
Sometimes, the initial response to misbehaviour can serve to escalate a
situation. A common example of this is where an aggressive response to a
behaviour may provoke further aggression from a child.

by: tracey gee

Hi. Within our setting we have what is called a 'Time Out Bear'. This is a very large teddy bear in a corner of the room with a chair next to it. We use the bear not only positively but negatively too. When a child is silly or misbehaving we ask the child to go and sit next to the thinking bear, usually between its legs. A member of staff then sits next to the bear and child on the chair. The child is then left to think about what they have done and to talk to the thinking bear if they wish. They also have the opportunity to talk to ourselves also if they wish. The bear is also used positively, eg., What do you think the bear is thinking about today? Bear wants everyone to be good children today and make him happy. I do hope this gives you help in your situation.