Strategies for Managing Low Level Disruption in the Classroom Tuesday 22 nd June 2010 Jacqui McCarron, NBSS

Overview of the Session 

Planning for good behaviour



Strategies for managing low level disruption



Skills for de-escalation

Jacqui McCarron, NBSS

NBSS Support

Jacqui McCarron, NBSS

Low Level “ While many of the incidents of disruption may not appear in themselves to be of undue seriousness, taken cumulatively and on a recurring basis, they undermine the climate for teaching and learning in ways that are corrosive for the school community.” School Matters 2006 p52 Jacqui McCarron, NBSS

Reconnect and repair relationship Follow up on issues that count Model the behaviour you want Plan for good behaviour

8 principles Vass and Hook 04

Actively build trust and support Jacqui McCarron, NBSS Separate the behaviour from student Language of choice Focus on primary behaviour

Motivational Talk Talking to students and colleagues about what you want and would like to see happening - not what you

don't want

Jacqui McCarron, NBSS

Bill Rogers Skills          Tactical ignoring Proximity Tactical pausing Non-verbal cueing ‘Take up time’ Behavioural direction Rule reminder Prefacing Distraction/ diversion     Direct questions  Use “what”, “when”, “how” or “where?”  Avoid “why?” or “are you”?

Direct and deferred choices Blocking – partial agreement and refocusing Assertive comment direction – command Jacqui McCarron, NBSS

Keeping it Positive     An emphasis on positive rather than negative statements Regular and sustained use of encouragement and rewards Teaching students the social skills they need to be successful Re-directing the students towards success, rather than highlighting their mistakes Jacqui McCarron, NBSS

Battle zone or Learning zone Jacqui McCarron, NBSS Tim O’Brien 1998

Cycle of Acting Out Behaviour 1.

2.

3.

4.

5.

6.

7.

Calm Trigger Agitation Acceleration Peak De-escalation Recovery 2 1 3 4 5 Engage or Enrage Intervention Baseline behaviour Jacqui McCarron, NBSS 6 7

Danger Signs!

 You are in an escalating situation if:         Answering pointless questions Beginning to argue Trying to persuade Justifying your requests Explaining things over and over Changing your voice Changing your requirements Making exceptions Jacqui McCarron, NBSS

Escape     Give an initiating command/choice Thank student before it is done Walk away This will:      Show the class who is in charge Eliminate/reduce argument Cause minimal damage to relationship with student Not entertain the class Give more time to other students Jacqui McCarron, NBSS