Category Archives: praise
Last year I delivered some behaviour training and I did the same this year. This post summarises some of their questions.
On Thursday 22nd September, I delivered some training to a group of NQTs as part of our Academy Trust training programme. The session was great, very informal in terms of delivery style but well structured. At the beginning of the session, some of them put up post-its with particular questions that they would like answering. Rather than paying them 10 minutes lip service at the end, I said that I would respond to them as a whole by email so that they could be used as a starting point for further discussion if necessary.
This blog post is simply the questions that were on the post-its and the answers that I gave in the email. It seemed a shame to waste them!
A child who interrupts to correct/tell you how to do things
Some children just have to tell you everything that you do wrong. This can be frustrating but as soon as you let the frustration show, it will manifest itself. Being frustrated will not change the child’s behaviour. Speak to them about whether things are useful to know or vitally important. When they correct you, start threading in and asking whether what they just said was vitally important at that point or not. You may have to categorise with them. Keep doing this consistently and when they’ve got it, as soon as they start to interrupt you or shoot their hand up when you know that it is something that isn’t imperative, ask them whether it is vitally important or whether they can tell you at the end of the lesson because you’ll have time to listen to them. It will work in one of two ways – they will either get fed up of coming back and telling you at lunch that actually called John by the name of James (or something else pointless) or it will give them a more appropriate time to tell you. Some may just need to say it. If it is at an appropriate time, just thank them. This is then dealt with courteously and you can get on with your lesson.
A week or so ago, I worked with a secondary colleague from within our Multi-Academy Trust. He is an Assistant Head who has responsibility for behaviour (like me) in his school. We were tasked with creating a behaviour audit that could be used to audit a school in order to pinpoint where they may need extra support. As it stands, once it was finished, we realised that this document could be used as a self-assessment tool for schools to audit themselves too. It basically has several areas, with questions within each area. The key areas are:
- How was the school behaviour policy developed?
- Understanding behaviour
- Whole school approach
- Setting and implementing standards of behaviour
- Promoting positive behaviour
- Responding to negative behaviour
- Classroom behaviour
- Behaviour around the school
- Paperwork and guidance
- Analysis of behaviour
“Feelings of worth can flourish only in an atmosphere where individual differences are appreciated, mistakes are tolerated, communication is open and the rules are flexible”
Sanctions and praise have always gone hand in hand. The old adage of ‘carrot and stick’ rings true for many. It would be easy to think that in terms of managing children in a school, they would want to avoid the sanctions and punishment and work tirelessly for the praise. For the masses this may be gospel truth but there are some children who end up getting sanctioned when they do something wrong and then what feels like a sanction again when they are praised for doing something right.
There are many types of personalities in a modern day classroom and although many school systems seem to try to suppress them and uniform them, with a classroom ethos based on secure relationships they are still there. There are the boisterous ones, the quiet ones, the studious ones, the shy ones and the ones who like to be involved in malarkey but stop before being caught. In an attempt to actually label the children in some ratifying system for this post, on one end of the scale there are the introverts and on the opposing end the extroverts and everyone else between them. If a class teacher thinks about their own class, they will be able to easily pick the ones for either end of the spectrum and these are the most suitable ones to use for the discussion.