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How to stop low level disruption

How to stop low level disruption

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Copyright 2013 Behaviour Needs ALL RIGHTS RESERVED. The information in this document is protected by one or more world wide copyright treaties and may not be reprinted, copied, redistributed, retransmitted, photocopied, displayed, or stored electronically or by any means whatsoever without the express written permission of the author. DISCLAIMER AND/OR LEGAL NOTICES: The information presented herein represents the view of the author as of the date of publication. The author reserves the right to alter and update his opinion. This report is for information purposes only. It is not intended to provide exact or precise advice. The contents reflect the authors views acquired through his experience and knowledge on the subject under discussion. The author and publisher disclaim any liability for personal or business loss caused by the use of or misuse of or inability to use any or all of the information contained in this report. This report is a guide only, as such, use the information at your own risk.

I found Rob Plevins workshop just in time to save me from giving up.

2013 Rob Plevin All Rights Reserved

www.behaviourneeds.com

WWW.BEHAVIOURNEEDS.COM

How to stop low level disruption

I found Rob Plevins workshop just in time to save me from giving up. It should be compulsory everybody in teaching should attend a NeedsFocused workshop and meet the man with such a big heart who will make you see the important part you can play in the lives of your most difficult pupils. Heather Beames Course Attendee Rob Plevin is an ex-deputy head teacher and relentless optimist with the practical experience to help teachers in todays toughest classrooms. No stranger to behaviour management issues, Rob was asked to leave school as a teenager. Despite his rocky route through the education system he managed to follow his dream of becoming a teacher after spending several years working as an outdoor instructor, corporate trainer and youth worker for young people in crisis. Since then he has worked with challenging young people in residential settings, care units and tough schools and was most recently employed as Deputy Head at a PRU for children and teenagers with behaviour problems. He was identified as a key player in the team which turned the unit round from Special Measures. He now runs the website www.behaviourneeds.com, is the author of several books and presents training courses internationally for teachers, lecturers and care workers. His live courses are frequently described as unforgettable and he was rated as an outstanding teacher by the UKs Office for Standards in Education. Robs courses and resources feature the Needs-Focused ApproachTM a very effective system for preventing and dealing with behaviour problems in which positive staff/student relationships are given highest priority. Although, child-centered, this is not a liberal program where challenging behaviour is ignored or mismanaged with the excuse that challenging students have been disadvantaged and damaged. Firm boundaries and consequences are seen as essential management tools but they are applied within a framework of fairness, support and respect. With the Needs Focused ApproachTM the emphasis is on prevention rather than reacting blindly to problems as they arise and there is no reliance on tangible rewards and bribes to instill control. Rather, the focus is on internal motivation students are encouraged and taught to think for themselves, make appropriate choices and discover the intrinsic benefits to be found in responsible, considerate behaviour. To book Rob for INSET or to enquire about live training please visit the help desk at www.behaviourneeds.com/helpdesk

2013 Rob Plevin All Rights Reserved

www.behaviourneeds.com

WWW.BEHAVIOURNEEDS.COM

How to stop low level disruption

the ideas, strategies and routines shared with our teachers have led to improved classroom practice. The Needs Focused behaviour management workshops in support of teacher training in Northern Ireland have been very well received and the ideas, strategies and routines shared with our teachers have led to improved classroom practice. This has been validated by both inspections at the University and observations of teachers. Celia OHagan, School of Education, University of Ulster How do I know? Its been happening before my very eyes. You are making such a significant positive impact on the lives of so many children by changing the attitudes of teachers on the ground floor. How do I know? Its been happening before my very eyes. Nina Plapp Course Attendee worked wonders in addressing the participants concerns We were delighted to be able to get Rob Plevin in to work with our Teach First participants. From the start his dynamic approach captivated the group and they were enthralled throughout. Rob covered crucial issues relating to behaviour management thoroughly and worked wonders in addressing the participants concerns about teaching in some of the most challenging schools in the country. We will be inviting Rob back on every possible occasion to work with all of our participants and trainees. Terry Hudson, Regional Director Teach First, Sheffield Hallam University I have never enjoyed a course, nor learnt as much as I did with Rob. What a wonderfully insightful, non patronising, entertainingly informative day. I have never enjoyed a course, nor learnt as much as I did with Rob. I was so impressed that I am recommending our school invite Rob along to present to all the staff so that we can all benefit from his knowledge, experience and humour. Richard Lawson-Ellis - Course Attendee

2013 Rob Plevin All Rights Reserved

www.behaviourneeds.com

WWW.BEHAVIOURNEEDS.COM

How to stop low level disruption

Available products
Behaviour-Ology Complete Behaviour Management resource site http://www.behaviour-ology.com Lesson-ology Student Motivation & Engagement resource site http://www.lesson-ology.com Student Engagement Formula Step by step program to improve participation in lessons http://www.studentengagementformula.com MOTIVATE the Unmotivated Unique system for increasing student motivation from the inside out http://www.behaviourneeds.com/products/motivatetheunmotivated Take Control of the Noisy Class Step by step program to succeed with extremely challenging student behavior http://www.takecontrolofthenoisyclass.com Get the Parents on Board Complete resource kit to turn hard-to-reach parents into your most powerful allies http://www.behaviourneeds.com/products/parents/

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www.behaviourneeds.com

WWW.BEHAVIOURNEEDS.COM

How to stop low level disruption

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2013 Rob Plevin All Rights Reserved

www.behaviourneeds.com

WWW.BEHAVIOURNEEDS.COM

How to stop low level disruption

How to stop low level disruption.

Being interrupted when youre trying to teach is frustrating. So how exactly do you stop students interrupting and disrupting the flow of your lessons to the detriment of teaching and learning in your classroom? I firmly believe that the majority of classroom management problems can be prevented by thinking ahead and removing the many excuses and reasons students have to misbehave. By explaining EXACTLY what you want your students to do and EXACTLY how they can succeed there is more chance they will actually do it. I use the analogy of a road map on live courses to explain this; by giving your students a clear set of directions, a detailed map or step-by-step instructions to follow you give them every chance of getting where you want them to go or doing what you want them to do. By giving these instructions and teaching the behaviour you want to see at the right time immediately prior to transitions or any activity which is likely to result in disruption you eliminate confusion (or excuses for confusion) so that students have no justification to mess around or shout out and every chance of behaving appropriately. For example, if I suddenly start trying to explain a concept or introduce a new activity to a class without first clearly explaining my expectations for the next phase of the lesson, I will be met by the usual annoying behaviours from disengaged or confused students such as switching off, calling out, getting out of their seats, quizzing each other and generally messing around. If theyre not focused and clear about what they must do in a given situation they have an excuse to do something else. If I want them to work quietly either independently or in learning pairs I would instead give them clear choices as to how they can get my attention without calling out. I would provide written instructions on the board for them to follow if they get stuck or frustrated with a particular element of the work. I would explain what they must do if they need a certain piece of equipment and I would provide extension and early finishers opportunities. By doing these things I eliminate many of the reasons which might otherwise cause students to disrupt the lesson. The most common sources of frustration (and associated misbehaviour) and call outs such as I dont understand, I havent got a pen or Sir, Sir, I dont know what to do! would now be reduced. If I want them to stop what theyre doing and come round my desk for a demonstration I would explain in a stepby-step manner (perhaps with written instructions on the board to reinforce what Im saying) exactly how they are to pack up, exactly what they should do with their books and equipment, exactly how they should move round the room and exactly where they should stand when they reach my desk. This might seem tedious and overly controlling but if done with a warm, firm but friendly tone, the students respond very well and classroom management problems are reduced dramatically.

For more classroom and behaviour management ideas like this to help you succeed with challenging students, jump over to our breakthrough teacher resource:

Take Control of the Noisy Class

its available right now.

2013 Rob Plevin All Rights Reserved

www.behaviourneeds.com

WWW.BEHAVIOURNEEDS.COM

How to stop low level disruption

2013 Rob Plevin All Rights Reserved

www.behaviourneeds.com