This course will provide participants with philosophical and practical underpinnings for effective contemporary behaviour management practice in the classroom and playground. Participants will reflect upon discipline practices utilised in their own schooling (and parenting) history, identify and reflect upon strategies they commonly utilise in current teaching practice, and investigate and apply new strategies and approaches to behaviour management that may enhance future classroom practice via least-intrusive methodology. Through this course, participants will come to understand the value of self-control in management of others, and be provided with the self-awareness, logical processes and practical strategies to do so in their teaching practice.
All Primary and Secondary Teachers
This course contributes to 6.0 professional development hours.
There are no occurrences of Face to Face - Individual in Australia (QLD) at this time.
Presenter introduces his credentials, and the aims and objectives of the workshops. Focus is on the Johari Window of Skill Development, highlighting to participants that the workshop will move them into the “consciously skilled” area.
“In the Beginning”
Introductory activity to engage participants in the self-reflection process.
Presenter poses the question “When you think of the word “Discipline” and your own childhood, what and who come to mind”. Pair/small group discussion followed by whole group recording and examination of responses.
Presenter then outlines the concept of “Automatic Respect for Authority”, its foundations and its link to historical schooling and parenting practices. Anecdotes are shared and participants are encouraged to reflect upon the past and probable current presence of ARA in their own lives and teaching practice. The demise of ARA in current society, the reasons for this, and the impact on teaching practice, are highlighted.
“Behaviour Management today”
Presenter presents an engaging metaphorical behaviour management story. Participants are then posed questions at whole group and pair level in relation to the strategies and behaviour issues arising in the story. The story highlights issues in relation to ownership of behaviour problems, shortcomings of common BM practices such as “1-1 social skilling” and “office withdrawal”, the danger of “whinge networks”, the need for positive teacher-student relationships, and other relevant topics that arise through discussion.
Presenter Summary: The ultimate message clearly established by the story is that “Behaviour Management is managing your own behaviour in order to influence the behaviour of others”, because a) in the absence of force, a teacher cannot MAKE a student behave and b) the teacher is the one most desirous of change.(consistent with both Choice and Systems Theory)
In order to manage one’s own behaviour, one must have a range of strategies to fall back on when initial attempts to influence others fail. (eg A teacher cannot rely solely on traditional approaches such as verbal directions punishments and rewards
Participant Small Group Activity – Corrective Strategy Quiz
(Handout – Corrective Strategy List)
(Handout – Corrective Strategy definitions)
Participants are formed into small groups. They are provided with a list of 28 Corrective Strategies by ‘technical name’, ordered from least-most intrusive, and a list of strategy definitions that are presented out of order. The groups attempt to match the definition with the name
The presenter provides the whole group with the correct answers to the quiz, and explains the strategies in more detail, providing practical examples of where the strategy would be applied in the classroom or playground, and where the strategy might be deemed inappropriate.
1 hour and 30 minutes
“What is Behaviour?”
What is Behaviour? – Video Vignette displaying student inappropriate behaviour and teacher emotive response.
Presenter Question What are both the student and teacher doing in the vignette? Brief whole group response. Answer: BEHAVING
Presenter Question: What is Behaving?
Small group/pair discussion to formulate definitions and whole group feedback to compare ideas.
Presentation of Glassers definition as most practical definition from BM sense (Handout- Behaviour Defined) with presenter-guided discussion of components of definition in practical classroom context (Powerpoint)
“Self-Management and Emotional Response”
Re-examine video vignette to focus on teacher emotional state
Practical experiment to investigate the nature and physiological results of Fight or Flight reflex response(with brief Powerpoint follow-up)
Whole group reflection on personal body warning signs and sensitivity buttons. Links made to the 3 Behaviour types – Primary, Secondary and Tertiary (Presenter explanation, compare and contrast) - that are associated with classroom behaviour management and emotional response.(Handout – The 3 Behaviour types explained).
Presenter Summary of simple practical strategies to avoid emotional escalation.
1 hour and 50 minutes
“Behaviour Assessment Process”
Humorous Video Vignette/Short Story – highlighting the nature of Intrusive BM
Explanation of Least Intrusive Behaviour Management and introduction to the Least Intrusive Behaviour Assessment Process (Powerpoint plus Walk-Through of a typical Classroom Scenario, utilizing participant input)(Handout – Behaviour Assessment Process)
Small group work with Presenter assistance as requested – Addressing specific classroom and playground scenarios, utilizing the Behaviour Assessment Process and the Corrective Strategies examined in Session 2.
(Handout – Behaviour Scenario Response Template)
Whole Group Feedback Session – Individual groups provide their responses to specific scenarios, and these are compared with those of other groups. Emphasis on the dynamic and contextual nature of BM, and the role of professional judgement and accountability.
“Workshop Conclusion – Where to from here?”
Presenter summary of workshop, and reflection on objective achievement.
Brief whole group feedback on how and what elements of the course can be utilized in their current teaching practice.
Presenter offers additional Resource Support of more detailed, additional reading material on CD (Relevant chapters/extracts of presenter’s own texts) and contact details for follow-up advice.
No preparation required
Please note the feedback listed here is unfiltered, and includes all comments and ratings collected.
Enjoyed the content of the course.
I liked the way the respect for adult Ed was highlighted. This really made you think about how you as a teacher need to change attitudes that do teach kids of the 21st century.
Comprehensive, logical, relevant to all teaching levels.
Learnt a lot of interesting facts/ideas. Love the way it was presented.
Feel as though I can do this. User friendly and effective practical strategies.
Good strategies/practical applications. Good course content.
Common sense and common terms! Informative. Peter is very easy to listen to, sticks to content and remains on track.
Wonderful corrective strategies list. Very useful.
Peter covered a lot of information using examples familiar to teachers giving interesting scenarios.
I felt all the content was relevant for what I need to improve my classroom management skills.
Very worthwhile. Enjoyable and thought provoking.
Interesting. Good explanations, information that can be taken back to the classroom.
I found the entire course very relevant. It will help me immensely to shape up my behaviour management policy.
Some really helpful ideas.
Really insightful and practical approaches. Seemed very appropriate high school setting.
Very engaging presentation – lots of talk, but was constructive & Peter knew his work well. Was quite enthusiastic.
Information that I can use in a practical way. Peter is a passionate professional who knows a lot about the field of behaviour management. It has helped my teaching greatly.
I was an Ed Qld Behaviour Support Teacher from 1996 to June 2011, following 10 years as a primary/secondary Health, Physical Education and English teacher. My current pathway is working in the Special Needs field. I have written two BM texts, “Don't Just Stand There, Yell Something!” published by McGraw-Hill, and “If You Can't Beat Them, Teach Them”, self-published and free online. I am also the author of Ed. Qld’s Better Behaviour Better Learning Professional Development Suite, provided to all state schools on CD-Rom in 2007. As an educator, I am an “Edutainer”, filling my practical workshops with energy, humour and as little jargon as possible. In life, my priorities and passions are my family (beautiful wife and 3 fantastic children), fitness and career, in that order.