Getting ready for 2021: Behaviour

This one came up a lot in requests. How do you know how to deal with behaviour? How do you know what to do? Who will help you? What happens if....
Well I can tell you one thing - with behaviour ALL schools have a plan is place to support you. There is not a school I have worked at that does not have clear expectations, guidelines and procedures to follow when dealing or responding with behaviour. If you are a teacher and you aren't a parent, some behaviours will be mind blowing. You will be so confused, upset, stressed and even anxious about students when they are with you. And it is ok!! I don't even get behaviour right all the time. 

My first piece of advice is to read through those policies, expectations and procedures from your school. Talk to your mentor teacher or the teacher in charge of behaviour (this could be a PB4L leader or something similar in your setting). Ask all the questions you need to and be clear in the process. Have the documents available if you need them. But remember to be CONSISTENT. 

Most behaviour can be broken down into these three sections following ABC:
A - antecedent: what happened before the behaviour occurred? 
B - behaviour
C - consequence: what happened immediately after the behaviour

The function of a behaviour is determined by the consequences that follow the behaviour. Is the child gaining something? Escaping something? Want teacher or peer attention? There is a function or purpose for the behaviour that is happening. 

My second piece of advice is to have some things in place or in mind in your classroom to help cater for these with students. If it is sensory related, having a space where students can go to achieve the sensory buzz they are missing. If it is attention seeking ensuring positive praise is happening - remember 5:1 of positives for one negative. If it is an activity, is there something you could put in place so they get a turn either in a tumble or as a reward? If they don't want to do something - why don't they? Is it motivation? Knowledge? Anxiety?
Working with your students to put a plan in place to assist with these things will help the student and you. Usually, schools might set up a behaviour plan to help monitor and work with the families so there is a triangle of support in place. 

My third piece of advice for behaviour is to build strong routines and expectations in the first month of school. Constant practice, talking about, showing, being clear and modelling the right routines and behaviour that is expected. Students will then be clear and consistent about what is expected; and you are setting high expectations for the class. 
For junior students, I create visuals of how things should be .e.g sitting on the mat, talking to a friend, how we tidy up. This helps continue a consistent trend throughout the year. 

Remember that students don't do the behaviour because they hate you, or are angry at you, or want you to have a stink day. There is always a reason behind it. Your school will support you in this journey which is not always rainbows and butterflies! If you have any further questions, please contact me info@mrspriestleyict.com or contact your support person at your school.