The Behaviour Learning Programme is a brand new behaviour management resource that supports teachers in tackling disruptive behaviour. Rather than resorting to punishments such as exclusion, the programme offers positive and pro-active practical behaviour management strategies that see the problem approached as a learning difficulty to overcome, not just an annoyance to be punished.
The Behaviour Learning Programme
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A collaborative approach to tackling difficult behaviours for schools, parents, carers and pupils.
- how to deliver staff development relating to a positive approach to behaviour management
- how to implement the Choice programme, which identifies pupils at risk
- how to teach your pupils the skills they need to tackle their behaviour and engage positively with their future education
- how to engage parents/carers in supporting their child on the programme and later when their child returns to class.
Summary of contents
Why the ‘Choice’ Behaviour Learning Programme was developed and how it fits into current legislation.
Chapter 1 - Staff Development for Positive Behaviour Management
This chapter guides staff, by use of activities, to the realisation that pupil behaviour is best managed through a whole-school approach to positive behaviour strategies. Individual teachers or groups of teachers will find the activities useful as part of individual or departmental development.
Activity 1- Unacceptable Behaviour
This activity requires the staff to be placed in cross-curricular groups of seven to ten, and to consider what unacceptable behaviour is for their school under the headings Minor, Serious and Very Serious.
Activity 2 - Class Code of Conduct
In this activity staff get together to discuss and agree upon a general class code of conduct.
Activity 3 Classroom Routines
This activity encourages staff to think about classroom routines and how certain routines can be established across the whole school.
Activity 4 What Brings Changes in Behaviour?
A number of thought provoking sentences are given out to staff to discuss whether or not you can change the behaviour of a child with specific actions and what those actions may be.
Activity 5 Visual Reminders
This activity focuses on the use of posters to re-inforce rules within the classroom. After discussing the pro’s and cons of different types of posters you can create and design some of your own posters.
Activity 6 Visual Reminders
This activity is similar to activity 5, but focuses on posters for school corridors and shared areas.
Chapter 2 PowerPoint Presentation
This section provides a PowerPoint presentation with additional notes to support a facilitator in delivering the presentation to staff, governors and, if appropriate, parents/carers about the Choice programme.
Chapter 3 Introducing the Programme and Pupil Admissions
The programme centres on pupil choice. There is a difference between a pupil who doesn’t know how to behave properly, in a given situation, and a pupil who does know and chooses to misbehave. The programme introduces pupils to the skills, or the tools, necessary to not only survive but to achieve success in a classroom setting, but ultimately it is the pupil who will choose whether to make use of these skills or not.
Chapter 4 Parental Involvement
Parental involvement gives us an opportunity to encourage greater and more meaningful partnerships between school, family and community.
Chapter 5 The Choice Programme
After a general introduction and with facilitator notes, the Choice programme is broken down into the following:
- An initial session where pupils are introduced to the programme.
- A behaviour audit where pupils look at their past behaviours and are introduced to the concepts of ownership and consequences.
- Behaviour activities which are divided into five skills areas:
- The programme’s sixth skill, ‘individual work skills’, is incorporated in all of the activities.
- Individual work skills projects are freestanding pieces of work that are designed to encourage pupils to have a more positive attitude towards their work.
- The final session gives pupils and facilitators an opportunity to evaluate, celebrate and plan for the future.
Chapter 6 After the Programme
How we can support and motivate pupils after the programme when they have returned to class.