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Getting them to behave! 2

Behaviour whole school inset based on Kohlberg's Stages of Moral Development.
by

Miles Ridley

on 10 December 2013

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Transcript of Getting them to behave! 2

Getting them to behave!
GOOD BEHAVIOUR
What does it look like?
Why do I want it?
Does everybody agree?
Tasks 6
A simple Code for all
We help everyone LEARN.
We are POLITE.
We treat everyone with KINDNESS.
We are SAFE.
Why we do
the right thing.
Task 1
Models of
Behaviour
Management
Proactive
or
Reactive?
School Life
Schools are busy and public places.

Events involve many people, happen at the same time as other events and can be unpredictable.
Everyone needs praise.
Tasks 4
What is your role as a peacekeeper?
Child profiles - may help us understand some behaviours.
Self Esteem

set of principles which are explained and guide everyone’s actions
a stimulus to learn
appreciates differences and anticipates difficulties
seeks to build cooperation and harmony
promotes the handling of difficulties close to when and where they occur
attempts to understand “causes” close at hand
total school approach – organisation, classroom and individual levels
PROACTIVE MODEL
Multidimensional, Simultaneous and Unpredictable.
CLASSROOM EVENTS
BUSY
PUBLIC
praise by you
praise by class
praise by another
show work
parents informed
sticker
special treat
group reward
smile
Preventing or smoothing over conflicts?
Ignoring?
Adjudicating and applying the school rule?
Mediating?
Arbitrating?
Task 5 List the common ingredients
present in any behaviour incidents.
Where,
when,
who
and why?
a) “Timothy, stop being silly and give poor Serita back her pencil!”
b) “Timothy, we ask before borrowing things in this classroom.”
c) “Timothy, you are doing some lovely writing but you can quite easily use your own pencil, so let's give Serita back hers so you can both get on. Good boy and thank you Serita for being so patient too. What clever children!”
Task 7
The message is about...
ethos and control
learning and cooperation
the pupil
How could we improve these?
Letting them know
we are not pleased.
You’re taking a long time to settle down.

No one should be talking!

Don't be stupid. You know you are meant to write it in your book.

Boris, did I ask you to collect the scissors?

Stop!

What’s going on over there?

I hope someone is going to pick this up.

I’m going to get annoyed.

Stop being such a baby.

Would you do that at home?

Miles! Go to 4S!

You had better learn to pull your socks up.

Look at me when I am talking!
Heinz' dilemma
Why I do the right thing?

I do the right thing because it is the right thing to do.

I do the right thing it will be good for everyone.

I do the right thing because it will be good for me.

I do the right thing so others see me doing the right thing.

I do the right thing to get rewarded.

I do the right thing so I am not told off.
Lawrence Kohlberg, Stages of Moral Develoment, 1981
TASK 9
"If I just keep quiet maybe no one will notice me."
"I will show them how much I am worth."
"If everyone likes me I must be ok."
"How I perform shows how much I am worth."
withdrawn
shy
show offs, boast and brag
loud and arrogant
disruptive
quiet
worried about being wrong
needs to be first
seems to have high self esteem
easily led
worried about how others treat them
seeks approval
driven
smiling people pleaser
over compliant
rigid
perfectionist
critical of others
obsessive
Altruism in the very young.
Task 2
Think of 3 different events that happen in class/playground..
How do these events make the classroom/playground ......
Task 3
How do you give praise?
Task 8
Task 9
Full transcript