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“ I thought I was a good teacher and could not understand what was happening ” Teacher John
… a strong emphasis on punctuality, with associated rewards, ensure the whole environment is litter and graffiti free, have sufficient staff on duty to ensure the corridors and outside spaces are calm and sociable and that staff interact with pupils not just during lesson times but at break and lunchtime. Speak to staff - usually support staff - who see pupils in a variety of teaching and learning situations and find out how your colleagues interact with pupils you find troublesome. Lead by example, making yourself a role model for both verbal and non-verbal behaviour. To help build good relationships between staff and pupils, thus reducing behaviour problems, show that you are prepared to listen to pupil views and ideas rather than trying to overcome problems. Circle-time activities and school council will play a leading role in this approach.
An effective management style Whilst concentrating on prevention and a positive style it should also be a ‘given’ that incidents are not left unchallenged and responded to. A proactive style of prevention that cultivates an it’s OK to be good culture will be a very effective management style in reducing the number of challenging incidents and will most certainly move the ‘could go either way’ group towards the ‘perfects.’
This e-bulletin issue was first published in January 2012 About the author: Dave Stott has 30 years’ teaching experience including seven years as a headteacher. He has worked in mainstream and special schools, and Local Authority behaviour support services. Dave is now a writer, consultant and trainer.
