Safer School, Better Behaviour: Changing Behaviour and Reducing Conflict Webinar Recording

Hi Gill, it’s not a word I have used very often when working with young people, I would always recommend using a word which is relevant and understandable by the children you are working with. I have previously described those conversations as just chats to work things out, or a chat to help. I think if we can sell those conversations to young people as they will be getting something from it, they are far more likely to engage positively with them.

Hi, this is very true. My biggest bit of advice is “know your pupils”. One size does not fit all, so tailor your response to the individual. If you know a restorative conversation is going to have a negative impact, then steer clear of them or find a slightly different way. Could it be done through a story or circle time type activity where we remove the personal element and ask the group to think about a certain situation. If you have access to a Speech and Language Therapist, they can support with developing social stories and comic strips relevant to the behaviour that you want to address.

Hi Emma, this requires a multifaceted approach focused on promoting understanding of what the behaviour is communicating, compassion and constructive responses to what is actually sometimes distressed behaviour rather than 'challenging' behaviour.

Here are some steps that can be taken to foster a more supportive and empathic culture.

• Professional Development on trauma-informed care, positive behaviour management strategies and de-escalation techniques. 
• Create a culture of open communication where staff feel comfortable discussing their challenges & frustrations, perhaps through supervision. 
• Promote self reflection and awareness. Encourage staff to reflect on their own reactions and emotional responses. Help them develop self -awareness and recognise how their own experiences & biases may influence their interactions with children. 
• Provide emotional support - offer resources and support services such as counselling, peer support groups or workshops on stress management.

Hi Michael, the best micro script I’ve heard is the one that is best suited to your school, setting and situation. The framework I would recommend following is the following.

• State the behaviour which is occurring.
• State the relation to the classroom expectation.
• Identify the behaviour you wish to see.
• Connect to a consequence.
• Remind the student of a time when they met this expectation.
• Thank the student.
• Leave

So, for example: “Michael, I’ve noticed you have your mobile phone out. You know the school expectation that phones will not be out during the day. If it doesn’t go away then I will have to confiscate it and call home. But remember last week, I didn’t see your phone at all and you did amazing work, that’s the behaviour I want to see this week too. I’ll come back in 2 minutes and I know you will have put your phone away and be doing amazing work. Thank you, Michael.” and walk away.

Hi Victoria, this is a huge issue. As I talked about on the webinar, zero tolerance policies often have a detrimental effect on the well-being and mental health of young people. They also just have a tendency to pass the problem up the food chain as it were. As leaders in school, we must set an example and look to work with young people and then show the benefits for all to see.

The cost of dealing with negative behaviours in schools is massive and passing it on doesn’t reduce that cost, it just increases it. If we can work with big MATs and schools to see that working with the young people to improve behaviour can save them time and money, then this may help us change that culture.

Hi, yes, they are combined across all sectors, the survey was conducted by Teacher Tapp, an independent
research organisation focused solely on the education sector.

No one comes to work to be sworn at or have blocks put up to the work you are trying to do, but we all recognise that the best place to learn is in your classroom.

My biggest bit of advice is not to respond emotionally to the swearing, this is what I would call a secondary behaviour, often used to distract from the primary behaviour i.e. the “not being engaged in the work”. 

Challenge the “not being involved in work”, look at why they are not engaged and then look to remedy that situation: prevention is always better than the cure.

Give them take up time and the opportunity to make things right. 

Challenge the swearing later on in private when things have calmed down. Maybe saying something along the lines of “Hi Maria, I know you were upset and frustrated earlier, however I really didn’t appreciate being sworn at. You know our expectation of being respectful in school and we agree swearing isn’t respectful. If you’re feeling frustrated in the future, can we find a better way for me to help you?” I am a great believer in praising in public and reminding of expectations in private, this helps to remove the shame from negative behaviour.

The best way to stop a fight breaking out in the first place is to be preventative, use verbal and environmental interventions. Talk to students, use assertive language, most times there are normally warning signs, be on the look out for them, pay attention to your teacher 6th sense , use the emotional currency you have with students to be aware of things and talk to students, reassure them and make them feel safe in their environment.