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Conquering
Challenging
Behaviour
For
Effective
Learning

Queen Elizabeth High School
Trainer: Jason Bangbala
8th November 2011

JEB Educational Consultancy
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JebEducation@aol.com

J. E. B.
Educational Consultancy
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Programme Outline

• Introduction and aims of the session.
• Classification of pupils – the different types of pupils teachers
are likely to encounter and how they respond to different
members of staff.
• Recognition that the member of staff is the decisive element in
managing misbehaviour.
• Managing Misbehaviour –
• The types of inappropriate behaviour teachers have to
deal with.
• Separating fact from fiction about pupil‟s behaviour.
• Motives behind pupil‟s inappropriate behaviour.
• Awareness of the use of Brain Gym in enhancing
concentration, motivation and behaviour.
• Practical strategies to manage inappropriate behaviour
quickly, effectively and non-confrontationally.
• Creating A Positive Climate For Learning -
• Pro-active strategies to minimise disruption and
encourage good pupil behaviour.
• Video analysis of a „real‟ lesson, including questions and
answers that may arise.
• Demonstration and active learning of practical activities
to engage and motivate different types of learners, that
can be implemented in the classroom the next day.
• Final pointers.

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Classification of Pupils

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Managing Misbehaviour

Motives Behind Pupils Misbehaviour

Revenge

Attention

Esteem

Control

Concentration/Boredom

“OFSTED vow to blitz boring teaching”
(Guardian 5/1/09)

“A third of schools bore their classes”
(TES 9/1/09)

“Less „drudgery‟, more „glamour‟:”
Professor Michael Green, TES 24th March 2011

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Separating Fact From Fiction
About Pupil Behaviour

Most inappropriate behaviour is of a minor, low-level nature.
Watkins at the University of London Institute of Education
carried out some research to identify the most frequently
occurring troublesome behaviour and found that assault and
violence were in fact very rare.
“Talking out of turn” was the behaviour that concerned
teachers most.

“Where unsatisfactory behaviour does occur, in the vast
majority of cases it involves low level disruption in lessons.
Incidents of serious misbehaviour, and especially acts of
extreme violence, remain exceptionally rare and carried out
by a very small proportion of pupils.” Steer Report 2005, “Learning
Behaviour”

Ofsted identified the main problem in schools as “persistent
low level disruption that wears down staff and disrupts
learning.” “How to Tame The Rabble” TES 10/03/06

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Parts Of The Brain

Reptilian Fight or Flight

Mid Brain Emotions

Higher Cortex Thinking

Processing Information

Visual
Auditory
Kinaesthetic

“During any given class activity it is safe to assume that
approximately two thirds of children are working outside
their preferred learning style”
Mike Hughes – “Closing The Learning Gap”

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Behaviour Management Techniques

Catch Them Being Good
E.g. A pupil shouts out. You ignore the pupil and praise the pupils who have put their
hand up; i.e. “Well done Andrew for putting your hand up and not shouting out. Could
you now tell me the answer?”

In research by Liverpool Chief Educational Psychologist Jeremy Swinson, it was found
that where praise immediately reinforced what the students were doing well, the
number of those concentrating and conforming rose from 78% to 94%.

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“Reward The Good, Ignore The Bad…

A better solution is to ignore poor behaviour where possible and
instead reward good behaviour. This will lead to repetition and
bring about change.”
Institute of Education, Lynn Rogers & Susan Hallam (TES 18/4/08)

“Reward Unruly School Kids…

Schools where people’s achievements are celebrated however
small, encourage pupils to be self-motivated and disciplined.”
Institute of Education, Lynn Rogers & Susan Hallam (MEN 18/4/08)

Manchester Local Authority adopted this policy for attendance at
school and provided incentives for those students who had full
attendance during a three month period. Over 14,000 students
achieved this goal.
A 45% increase in attendance from the previous year.

“Little Angels – Pupils behave better now than for 20 years”
Brian Apter (TES 21/11/08)

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Body Talk
E.g. Pupil with non school jumper and baseball cap on. Get into the pupil’s eye line,
establish eye contact and illustrate non verbal gestures to take jumper and cap off.
When they have done what you asked, thumbs up with a smile.

Physical Presence
E.g. Pupils passing notes to one another. Walk up near to the pupil and the likelihood
is that they will put the note away, as they do not want you to see it out of
embarrassment. Once they have put it away remind them to keep it away or it will be
confiscated.

Keep Calm – Avoid A Guts To Gob Reaction!
“For low level disruption the key is to keep it low level. Instead of stopping every time
to deal with it, have a quiet word in their ear and the quieter the word the harder
they have to work to hear you. If you engage with them you are teaching them how
to disrupt the lesson.” Dame Maureen Brennan, part of the Learning Behaviour Task Force

Jeremy Swinson commented that telling off students publicly in front of the whole
class was “an incredibly bad tactic” BBC Website 6th January 2006 “Unruly Class Tamed By Praise”

Beware of disproportionately singling out males for public criticism. Swinson found
that males were five times more likely to be publicly reprimanded than females.

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Role Models
E.g. (Teacher) “Daniel do you notice how Christopher is… Do the same, thank you?”

Mirror The Behaviour
E.g. A pupil is shouting out “Sir! Sir! Sir!” etc. Teacher responds “What, what, what”

Reinforce Expectations
E.g. “Susan...(pause)...what’s our agreement (rule) for when you want to ask a
question?...(pause)...use it...thank you”

Reinforce Individual Responsibility
E.g. “Sean, when you shout out then I can’t hear other peoples opinion. When you put
your hand up then I will listen to your opinion.”

Diversion
E.g. “Are you okay Steve?”, “Is everything okay there?” ,“What did you think of…?”

Assertive Instruction
E.g. “Jenny...(pause)... Gum, bin, thank you”

‘I’ Statements
E.g. A pupil is getting annoyed. “I can see you are upset but when you have calmed down
I will listen to what your problem is and see if I can help.”

Separate The Behaviour From the Person
E.g. A pupil is being abusive. “Mike I like you but I don’t like the fact that you are
shouting at me.”

Refocus
E.g. Natalie is talking to another pupil and has stopped working. Teacher would respond,
“Natalie what should you be doing?”. Pupil is likely to start working immediately or reply,
“working”. Teacher would then reply “start working then, thank you”

Maybe…but…
E.g. (Pupil) “Sir, David is giving me dirty looks”, (Teacher) “ Maybe he is, but I would
really like you to continue with your work, thank you”

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Thank You For The Criticism
E.g. (Pupil) “Sir, you have got sweat stains on your shirt.”, (Teacher) “ Thanks for pointing
that out, you have just reminded me to put a new shirt on for tomorrow – back on with
your work now, thank you.”

Agree With The Criticism
E.g. (Pupil) “Sir, it stinks in this room.”, (Teacher) “ I agree with you. Open the window
and back on with your work, thank you.”

Search For The Grain Of Truth In The Criticism
E.g. (Pupil) “Sir, this lesson is boring.”, (Teacher) “ Why do you say that?”
(Pupil) “Because all we ever do is write.” (Teacher) “ I can understand what you are
saying and I will try and organise some practical work for next lesson.”

Smile Therapy
E.g. (Pupil) “I hate you Sir.” Teacher responds by smiling calmly at the pupil.

Reflect and Redirect
E.g. (Teacher) “Louise what are you doing out of your seat?” (Pupil) “Nothing”
(Teacher) “What should you be doing?” (Pupil) “Finishing off my drawing Sir”
(Teacher) “Go and do it then thank you”

Provide Escape Routes
E.g. (Teacher) “Eric will you sit on your chair” (Pupil) “No, I don’t want to sit on my chair”
(Teacher) “Good choice is you sit on your chair and there will be no problem. Bad choice
is you choose not to sit on your chair and you will have a break detention. You decide.”
The teacher then walks away. When the pupil conforms the teacher says, “Good choice
Eric”.

Humour
E.g. Pupil shouts out “S***”. Teacher smells the air and says “you will be in it if you say
anything like that again”

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Brain Gym Ideas
A B C D E F G
l t r r t t l
H I J K L M N
l r t t r l l
O P Q R S T U
t t l r t r r
V W X Y Z
t l l l r

1. Animated Alphabets
a. As the teacher reads out the letters of the alphabet the student has to raise either
their left, right or both arms together, following the instruction on the chart.
b. As above but with the addition of raising the opposite leg to the hand as the letter
is read out. Jump when both arms are raised together.
c. Do this activity in reverse starting at Z rather than A.

2. Alphabet Name Game
As the teacher reads out the letters of the alphabet the students have to raise their
hands up together if that letter appears in their name.

3. Multiple Cricket
If the teacher shouts out a number that is a multiple of 3 the students do the sign for 6
in cricket. If the number shouted out is a multiple of 4 the students have to make the
sign for a 4 in cricket. If the number is a multiple of 3 and 4 they make both cricket
signs.

4. Criss-Cross Hands
Students cross hands in front of their face and touch their nose with one hand and
their ear with the other. Then cross hands other way, changing hands an touching the
nose and other ear.
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The 5 Key Qualities of the Most
Outstanding Teachers and Staff

1. Firm, Fair, Clear Boundaries

2. Excellent Interpersonal Skills – Able

To Form Positive Relationships

3. Learning Through Fun, Interesting, Engaging Lessons

4. High Level Performance Consistently

5. Exude Confidence

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1 - Firm, Fair, Clear Boundaries

“Now teachers are ordered to smile at their
pupils.”
(Daily Mail 6/4/10)

“Greet expectations.”
Yabub Qureshi (MEN 17/12/08)

“All schools should ensure that all teachers
operate a classroom seating plan…
Educational research has shown that where
pupils are allowed to determine where they
sit, their social interactions can inhibit
teaching and create behaviour problems”
Steer Report 2005

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2 - Relationships

“Detention Does Not Work.”
The Guardian, April 2010

“Look after the parents,
schools to be told.”
21st Century Schools (TES 12/12/08)

“Why Pushy Parents Are The
Teachers Friend.”
(TES Magazine18/9/09)

“Good teacher?
Must be joking.”
David Spendlove (MEN 24/11/08)

“When we survey pupils about the rewards
they actually want, it‟s not money, sweets or
iPods, but in both primaries and secondaries
the number one reward is consistently a
positive phone call to parents.”
Paul Dix, TES, 5th February 2010

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3 – Learning Through Fun,
Interesting, Engaging Lessons

Clear Learning Objectives & Outcomes

WALT
What Are We Learning Today

WILF
What Am I Looking For

TIB/WIB
This Is Because/Why Am I Bothered

WAGOLL
What A Good One Looks Like

WINK
What I Now Know

WIFM
What’s In It For Me

CITV
Connect Into Their Values
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Avoiding Passive Learners

Think G roup A sk

Pair P air 3
Share S olo Before

M e

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Catering For Different Abilities

Q
U
D
O
S
C/C
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Practical Activities To Motivate and
Engage Different Learners

• Grand Prix – Students are put into teams. Each group are allocated a different
set of coloured cards that are placed in a centralised position. Each group
nominate someone to be the runner. The runner comes and gets the first card
and takes it back to the group. They then goes to the teacher with the answer. If
they answer correctly they then go and get the next card and so on. They first
team to answer the questions correctly wins.

• Mastermind – Students are split into teams.
Stage 1 – The group are given x amount of time to write down as many things
they know/can remember about a certain topic.
Stage 2 – The group construct x number of questions from the information they
have written down.
Stage 3 – The group then rank the questions in order from least to most difficult.
Stage 4 – Each group then asks their questions to one of the other groups. They
also answer the questions from one of the other groups. Each group nominates
the person to answer and ask the questions on the group’s behalf. The rest of
the group are still involved as the person answering the questions has 3 lifelines
to be able to seek help from their team mates. The teams that get the most
answers correct are the winners.

• Carousel – 2 circles are made, an outer and inner circle with students facing
one another. The students then discuss a topic for a certain period of time. The
students then move round to someone else, continuing to discuss the topic. The
outer ring stays where it is with the inner ring moving a place to the left.

• Airplanes – Pupils make an airplane. They write something down they have
remembered from the lesson inside the airplane and then throw it. The pupil
nearest to where the airplane lands picks it up and writes something themselves
and so on. The teacher then asks one or two students to read out what is inside
the airplane and may ask questions to the group about the content on the
airplane to reinforce learning further.

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Practical Activities To Motivate and
Engage Different Learners

• Splat – The class is divided into at least two teams. All the answers are written
on a board. One pupil from each side comes up to the board. The teacher asks a
question and when the pupil knows the answer they splat it on the board at the
same time as shouting it out. The first one to splat it correctly stays on. The
loser sits down and another member of their team comes up. The audience are
always involved because if they know the answer they can get off their seat and
whisper it to their team mate at the front.

• Hot Seating – In groups the pupils write down questions they would like
answering on a certain topic. The teacher then goes into the role and answers
questions from the audience. They may wear something to signify when they
are and are not in the role.

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4 – High Level Performance
Consistently

Sharing Good Practice

“Classroom cameras to make sure
teachers do a good job”
(MEN 4/3/09)

“75 minutes to up your game”
Dylan Williams (TES 28/11/08)

Dylan Williams, the guru of AFL, advocates spending 75
minutes a month sharing ideas and this can transform a
poor teacher to a good teacher, a good teacher to an
outstanding teacher and improve pupils learning by 50%.

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5 – Exude Confidence

“My Body Says Behave!...
I’m fluent in
body language”
Emily Shark, TES 25//04/08

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“Deal with it yourself.
Passing your nightmare pupils onto a
supposedly tougher and more senior
member of staff for treatment is the
biggest classroom mistake you can
make. The kids just get a clear
message that you can‟t deal with me
but a stronger member of staff can.”
Biddy Passmore, TES Magazine 27/6/08

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“It is the schools which discourage
teachers from passing problems onto
someone else,
preferring to face the issue,
which have the fewest exclusions
and discipline difficulties.”
Alison Brace – TES 03/11/00

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Little Pointers

• Remember we are all the decisive element!
• Believe you can make a difference
• Be calm – avoid shouting
• Plan for the behaviour before it happens
• Focus on the good pupils
• Praise good behaviour
• Reward good behaviour
• Deal with inappropriate behaviour as privately and discreetly as possible
• Focus on what the pupils should be doing
• Give pupils escape routes and choices
• Give pupils the responsibility for their own behaviour
• Be consistent – take the action you promise
• Follow up on issues and take ownership of the situation
• Intervene quickly and calmly when inappropriate behaviour occurs – do not let
it escalate
• Avoid focussing on secondary behaviours
• Don’t take inappropriate behaviour personally
• Be non confrontational
• Be assertive not aggressive
• Build relationships
• Make lessons interesting
• Have a sense of humour
• Enjoy what you are doing
• Be positive
• Be a radiator, not a drainer

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Be Positive – It Makes a Difference

It Makes a Difference
“It is out of a positive attitude that positive actions take place and
positive results are gained.”
Headteacher Burnage High School

The More Challenging the Pupils, The More Positive We Have Got To Be
“It’s like a man with two sons. One is clever, polite and successful, while
the other is the criminal, a drug user and a bad man. He must love the
bad ten times as much as the good son.”
Sam Hamman

In Reality The Most Challenging Pupils Receive Least Praise
“A child needs encouragement like a plant needs sun and water.
Unfortunately those who need encouragement most, get it the least
because they behave in such a way that our reaction to them pushes
them further into discouragement and rebellion.”
Rudolf Dreikurs

“You can’t be good unless you love it.”
Happy Mondays

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