Behaviour Management
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Behaviour Management
There are many pupils in our schools who, for one reason or another, find
it hard to settle to work because of behaviour difficulties. These pupils
challenge the authority of the teacher and the assistant, and often the
authority of their parents. The vast majority of teachers and assistants
want to help the pupils to learn how to behave in schools because so often,
difficult behaviour makes it hard for the teacher to teach and for the
pupil to learn. There is also a consequence in terms of the rest of the
class, and the effect that the disruptive behaviour of one or two pupils
has on hijacking opportunities for learning for other pupils and this
in turn works against the explicit role schools now have in raising standards
for all pupils.
Most behaviour that causes teachers and assistants to complain is of a
low level type that can be easily managed when the correct strategies
are used. If the low level of behaviour is incorrectly managed then this
can lead to challenging confrontations.
The need to support pupils in developing good behaviour is very clear.
Learning to behave is an important for some pupils as learning the curriculum
because unless pupils can settle to learn they will not reach their full
potential in terms of academic ability. When behavioural difficulties
become persistent they are recognised as resulting in special educational
needs (SEN) and the pupil will require additional support in school. Assistants
are often deployed to give this Additional support.
In recent years, more pupils have been given medical labels such as Attention
Deficit/Hyperactivity Disorder (AD/HD) or Asperger's Syndrome. Some pupils
in our schools have mental health problems and these pupils need careful
support too.
Supporting pupils whose behaviour is difficult to manage is one of the most challenging roles that assistants take on. These pupils may arouse in us feelings of hopelessness, annoyance and helplessness. However, these pupils can be very rewarding to work with, as in giving support, you will be helping them to develop coping skills for life.
It is important for you to remember that assistantsare not teachers and that there are clear boundaries within which the assistant's responsibilities are set. If you are working with pupils who have emotional or behavioural difficulties, then the teacher who manages your work has the responsibility to ensure that appropriate behaviour and learning programmes are planned, followed and monitored and that you yourself are well supported in your role. Pupils whose behaviour is difficult to manage over a period of time will usually have an individual Education Plan (IEP) and/or an Individual Behaviour Plan (IBP) or a Pastoral Support Plan (PSP) if they are at risk of being excluded from school.
These plans provide you with guidance about what is being done to help the pupil and will often detail your role in giving behaviour support. In some situations you might be involved in the drawing up of the plans, together with the pupil and the teacher. Sometimes this will also involve the parents /carers.
In your daily
work as an assistant you will be working under the guidance of a class
teacher or several teachers if you work in a secondary school, to meet
the needs of the pupil. There may be occasions when you have to work on
your own with a pupil, or with a small group outside the classroom. When
out of range of the teacher, you need to work as a responsible adult in
ensuring the well being of each pupil. You will also need to be clear
about your role in implementing the school behaviour policy.
In particular lessons there will be specific routines to follow and for
pupils whose behaviour is difficult you will need to be particularly vigilant
at lesson changes. Break times and lunchtimes can also provide stress
point for such pupils, as there is not as much structure as in lesson
times.
One of your
most important roles is to foster the participation of pupils in social
and academic processes of a school. This means helping the pupils to take
a real part in school life both through positive friendships and achievement
in learning. For this to happen effectively the pupil must feel included
in school life, so it is important to give support to enable the pupil
to remain as a part of the full class group for as much time as possible.
This means that withdrawing the pupil from the class group should be avoided
if possible and should only happen if there is disruption to the child's
learning or the learning of others if he/she remains in class.
It is sometimes necessary to work with the pupil as part of a small group,
again this should happen within the classroom if possible but sometimes
you may be asked to work with a small group outside the classroom. More
rarely you will be asked to work on a one-to-one basis with a pupil.
Behavioural Assessment and Profiling
Assessment complements and assists teaching and learning. In a mainstream
school, when pupils are having difficulties behaviourally, behavioural
assessment and profiling assists staff to assess pupil's behaviours against
recognised criteria and to develop individual targets within individual
behaviour programmes (IBP's) and strategies to modify inappropriate or
unacceptable behaviour.
Behavioural observation and assessment arises naturally out of normal classroom and break time / lunch time practice and should assist staff in identifying pupil's needs and their progress.
Behavioural assessment is an integral part of teaching and learning in any school. Behavioural assessment serves four main purposes by providing information that can be:
- "Formative"
Providing information for the staff to plan the pupil's next steps in behavioural development. Usually via IBP targets. - "Diagnostic"
Informing the staff of what the pupil can and cannot do. - "Summative"
A snap shot in time of a pupil's behavioural abilities. - "Evaluative"
A means by which the behavioural aspects of the work of the school can be assessed and / or reported on.
Pupils will have their behaviour assessed whenever they are experiencing difficulties behaviourally.
In secondary schools pupils who have behavioural difficulties are more likely to work in a Learning Support Unit (LSU) in order for staff to work more closely to help the pupil manage their behaviour in a more appropriate way.
Behavioural assessment is a fundamental part of teaching and learning. It should help staff in three ways:
- To plan behavioural programmes and targets within IBP's to meet the pupil's needs.
- To identify where specific help is required.
- To help pupils progress.
After it has been agreed that a pupil is experiencing significant behavioural difficulties staff will collectively complete a Behaviour Baseline Assessment Profile. (See Appendix A) This profile will inform behavioural targets within IBP's and enable ongoing behavioural work.
Prior to each pupil's review staff will complete a Behaviour Assessment for Review Profile. This profile will both inform the review meeting and behavioural targets within IBP's.
Behavioural expectations are made clear to pupils so that they are aware
of their expected behavioural standards, the progress they have made towards
that standard and the expectations for the future. This may involve individual
or class discussion between the pupil, staff and peers. Usually this will
occur during one to one appraisal sessions.
Pupils and parents will be involved in the assessment process whenever appropriate. Often during one to one appraisal sessions. By involving pupils and parents in the process they can be made aware of the progress being made and be involved in deciding targets and strategies for the future.
The behavioural assessment profile will be essential in informing pupil's reviews and other reports that are required from time to time.
The purpose of the profile is to record pupil's behaviour so
- We can more precisely describe the current functioning of the pupil,
- We can provide better individual programmes to assist the pupil,
- We can highlight pupil's strengths in areas not often recognised,
- We can decide if the pupil is able to return to mainstream education,
- We create a common language for all staff, leading to better communication and evaluation,
The possible areas to monitor
- Classroom organisation/preparedness for class work
- Participation in activities
- Completion/responsibility
- Self-confidence
- Classroom behaviour
- Non-classroom behaviour
- Group behaviour/peer leadership
- Relationship with peer
- Relationship with authority
- Assertiveness
- Appropriateness
- Verbal interaction
- Anti-social behaviour
- Oppositionalism
- Need for supervision
- Assaultiveness
- Runaway behaviour
- Personal care and presentation
- Getting to class
Each area
monitored will have a set of level descriptors
An example regarding
Getting to class
Level Descriptors
5 GOOD / EXCELLENT: always arrives on time. Is settled and ready to commence the lesson.
4 ACCEPTABLE: usually arrives on time. When late offers
an explanation. After minimal amount of time the pupil is ready to commence
the lesson.
3 BORDERLINE: late, from time to time. "Good hearted"
response when challenged. Attention seeking behaviour. Once in class settles
quite quickly.
2 UNACCEPTABLE: usually late for class. Antagonistic when
challenged. Reluctant to settle down to work once in the class. Will try
to disrupt other pupils.
1 IMPAIRED: consciously decides not to attend class. Runs
away from staff so as not to be counselled. Deliberately disrupts other
classes and pupils around the school.
REINTEGRATION
The desire to reintegrate needs to be carefully balanced against a detailed
analysis of the pupil's level of skills and an appropriate assessment
of their approach to learning.
These reintegration scales are a specific, quantitative assessment tool to help analyse behaviour; measure readiness to reintegrate; and highlight specific areas that need further development. They break down the main areas of concern into five headings:
- Self-control and management of behaviour (See Appendix B)
- Social skills
- Self-awareness and confidence
- Skills for learning
- Approach to learning
Each of these headings is then subdivided into a series of statements. Each individual pupil is then allocated a simple numerical score of between one and four according to their responses in relation to each of these criteria:
1.
= Rarely fulfils this criterion
2. = Can occasionally fulfil this criterion
3. = Frequently fulfils this criterion
4. = Almost always fulfils this criterion
On completion of each set of criteria, the numerical score is totalled and plotted on a table with a maximum possible score of 312. An overall score of 218 (70%) is evidence of a readiness for that pupil to begin a programme of reintegration into mainstream classes. This figure has been selected as being appropriate as it would indicate a pupil who was achieving scores of 3 or 4 in a significant number of statements, but with recognition that some areas may continue to require further input. The individual criteria are usable as small step targets for IEPs. These scales are used alongside the Profile to give a full and balanced picture of the individual pupil's progress towards reintegration as well as overall developmental progress.
Following scoring of the scale, the total for each heading is plotted on a graph as a record of progress towards reintegration. The graphical representation is used to plot scores each half term, colour-coded to enable staff to monitor progress in each of the five areas of skills. The graph provides a quick visual picture of overall development, showing a new achievement curve for each half term. (See graph below) Using these tools staff can build an easy-to-interpret graphical representation over time that demonstrates pupils progress and supports them in addressing the balance of all needs and key areas for development.
Behaviour Profiles and Reintegration Scales can be found in Learning Support Units in Secondary schools.
If you require more information please contact
The Local
Authority Inclusion Service or Fernwood Pupil Support Unit
Self-control and Management of Behaviour
To find out more on Behaviour Management
http://www.bmef.org/
http://www.gigglepotz.com/management.htm
Or Contact
Mike Golding
Assistants Head of Inclusion
Melrose House
Middlesbrough
(01642) 264968
E-mail mike_golding@middlesbrough.gov.uk
