Behaviour ManageMent - Itslife

1 V i o u rM i o u r Ma a v i o ur v i o ur eh a e ha v t Be h B eh a e n t B e m e n e n t g e m age m a n a g n ag e m a n a r M M a u r M. e h a viou h a v i our e h a vio e h a v i ou B t B e e n t B n t B. e m e n a g e m g e m e n a g e na g r M a n M an a u r M a a v i o u v i o u r h a v i o a v i o Be h B eh a n t B e t B e h m e n t g e m e e m e n a g a g e a n a a n a g M a n an v i o u rM o u r M a v i o u r v B e h a e h a vi B e h B e h a t e n t B e m e nt m e nt n a g e m M a n a g a n a g e r M a na Ma a v i o ur v i o u rM h a v i ou a B e h B e h a t B e B e h nt m e n t g e m en e m e nt a n a ge r M a na M a n ag u r M an M. h a v i ou a v i o ur e h a v io h t B e B e h e n t B n t B e en e m e nt a g e m g e m e a n a g r M a n M a n a u r M a m rM.

2 E n t Be h Behaviour a m v i e ou n t B eh a v i g o ur em e n t B e h e a m v io e n t Be e n a a g n t n ur Ma ehaviour a B. g ManageMent t M. B. a e h a vi o u r M. e n a t n B e h a v i o u n rM. t B. e m e e AgWholem e n Organisation a g e m Approach g e m e a n a r M a n M a n a u rM. ou r M av i o u vi o u r ha v i o B e h B e h a t B e e m e nt m e n t g e m en e m e nt g a n a ge r M a LSDA NORTHERN IRELAND na n ag HELPING COLLEGES AND TRAINING M a u r r M. i o u r PROVIDERS MAXIMISE LEARNING BY. o u v i o viou h av a vi e ha DEVELOPING POLICIES AND STRATEGIES. nt B e t B e h t B. FOR Behaviour ManageMent . en nt e m e m e n g e m e m e ag a n a ge r M a na M a n ag u o u r M a v i o u v i o u r h a v i o avi t B e h B e h a e n t B e g e m en e m e nt a g e m g e m en na M a n ag u r M an r M a na io v i o u r h a v i o a v i o u e h a v ha n t B e t B e h e n t B.

3 G e m e e m e n a g e m g e m e ana M a n ag u r M an r M a na i v i o u r h a v i o a v i o u e h a v eha n t B e t B e h e n t B. g e m e e m en a g e m g em M a n a a n a g rM a n M a n a i o u r M a v i o u v i o u r h a v a v e h Be h a B e Beh e n t B. e n t ge m e n t em a n a gem anagem a n a Joe Higginsa n a g M u r M i o u rM o u r M. h a v i o B e h a v e h a v Mark ByrneBeha i Be e n t e n t B m e n t agem gem nage age Contents Introduction 01. Challenging, disruptive or 02. just plain bold Addressing the issue 03. Teachers' behaviours 04. A Whole Organisation 06. Approach The training PROGRAMME 09. Case studies 12. HOW WE CAN HELP 13. Conclusion 14. Published by the Learning and Skills Development Agency Northern Ireland For further information please contact: Learning and Skills Development Agency (LSDA NI) T 028 9044 7700.

4 2nd Floor Alfred House F 028 9031 9077. 19-21 Alfred Street E Mark Byrne: Belfast BT2 8ED Registered With The Charity Commissioners Learning And Skills Development Agency 2008. ISBN 978-1-84572-703-1. CIMs 080035SP. lsda ni is committed to providing materials which are as accessible as possible. To request this publication in an alternative format please contact information services on 0845 071 0800. or You are welcome to copy this publication for internal use within your organisation. Otherwise no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means electronic, chemical, optical, photocopying, recording or otherwise without prior written permission from copyright owner.

5 Lsda ni is funded by the Department for Employment and Learning, Northern Ireland. We welcome your feedback on this publication. Please feel free to do so at Behaviour ManageMent A Whole Organisation Approach INTRODUCTION. The purpose Caution This publication has been written This is not a self-help booklet on for a number of reasons. Firstly, it is Behaviour ManageMent . It is not meant hoped to put Behaviour ManageMent to substitute for supportive training or on the agenda in colleges and staff development, or to take the place training organisations. Secondly, it is of individual college initiatives. intended to support a training initiative developed by LSDA NI as part of its mission to provide targeted staff development for the sector.

6 Thirdly, If I had wanted to put up with this it is intended to promote a whole type of Behaviour I'd have become a organisation approach to addressing school teacher. FE tutor, teaching challenging and disruptive Behaviour . on VEP programme, Greater Belfast The audience Well if we can deal with them in It has been designed for lecturers, school I don't see why the college trainers, tutors and managers and has a problem. School teacher, VEP. leaders in colleges and training liaison duties, Greater Belfast organisations. It is meant to be relevant to all those who deliver and support the delivery of learning in an educational or training setting. Although intended for the post-16 sector, it may be of interest to other providers schools and community groups or voluntary agencies.

7 Behaviour ManageMent A Whole Organisation Approach Challenging, disruptive or just plain bold For the purpose of this publication, Typical Disruptive behaviours the term disruptive Behaviour has been adopted. The term is used to Behaviour Yes No describe a range of behaviours from Persistent lateness the mildly irritating to those which can be dangerous. The Further Education Poor attendance and Development Agency publication Constant talking Ain't Misbehavin' defines disruptive Not paying attention Behaviour as Cheek patterns of repeated Behaviour Sexual comments which significantly interrupt the learning Not submitting work of others or threaten their personal security or well being.

8 ' (FEDA 1998) Bullying Mobile phone use As will be seen later, this definition has Substance abuse been extended in this publication to include the tutors' wellbeing and ability Monopolising to teach in an environment free from discussions persistent interruption. Refusal to comply with reasonable instruction If you or your staff are experiencing any of the above then read on! I think there are Behaviour problems, the problem is my boss doesn't agree. Tutor, Armagh 02/03. ADDRESSING. THE ISSUE. I see no hope for the future of our It will probably get worse people if they are dependent on the frivolous youth of today, for certainly It will have a negative affect on all youth are reckless beyond words.

9 Outcomes When I was a boy, we were taught to be discrete and respectful of elders, but Teachers can't teach effectively the present youth are exceedingly wise and impatient of restraint'.~attributed Learners are prevented from to Hesiod1 (8th century ) learning Teachers, by and large, enjoy Surprisingly, learners even the most teaching their subject and may not disruptive want a secure environment see themselves as disciplinarians. with clear boundaries. Indeed, we would all like to teach highly motivated students who attend I agree with what you said about regularly and punctually and always pay managing Behaviour in the attention. In the real world this is not classroom but remember I was always the case.

10 Never trained for this. I thought I. would only be teaching my subject What we can't do however is ignore to people who wanted to learn. disruptive Behaviour . If we do, it won't Tutor, Training Organisation, Newry go away! We can't ignore disruptive Behaviour for a number of reasons: 1. Adolescent Psychiatry (1997). Behaviour ManageMent A Whole Organisation Approach Teachers'. behaviours Teachers may not be the cause of The Ideal Teacher disruptive Behaviour but they are important architects of the learning Keeps order by being firm but not environment. We all hope that we are intimidating good teachers. We care about our subject and our ability to communicate Explains things clearly with enthusiasm.