How To Write An Outstanding Behaviour Policy - 2016

How to Writean OutstandingBehaviour PolicyPaul Dix

How to Write an Outstanding Behaviour Policywww.PivotalEducation.comGood examples of opening statements 1. Policy statementXXXXXXXXXX is committed to creating an environment where exemplary behaviour is at theheart of productive learning. Everyone is expected to maintain the highest standards of personalconduct, to accept responsibility for their behaviour and encourage others to do the same. Ourbehaviour policy guides staff to teach self-discipline not blind compliance. It echoes our corevalues with a heavy emphasis on respectful behaviour, a partnership approach to managingpoor conduct and dynamic interventions that support staff and learners.2. Aim of the policy To create a culture of exceptionally good behaviour: for learning, for community for life To ensure that all learners are treated fairly, shown respect and to promote goodrelationships. To refuse to give learners attention and importance for poor conduct To help learners take control over their behaviour and be responsible for theconsequences of it. To build a community which values kindness, care, good humour, good temper,obedience and empathy for others. To promote community cohesion through improved relationships. To ensure that excellent behaviour is a minimum expectation for all.3. Purpose of the policyTo provide simple, practical procedures for staff and learners that: Recognise behavioural norms Positively reinforces behavioural norms Promote self esteem and self discipline Teach appropriate behaviour through positive interventions2

How to Write an Outstanding Behaviour Policywww.PivotalEducation.comOutstanding behaviour policies .ü Are simple, clear and coherent #LessIsMoreü Create problem solvers not process monkeysü Encourage professional judgementü Define technical building blocks of Behaviour Managementü Make praise easyü Make emotional acceleration difficultü Address adult behaviour directlyü Enshrine consistencyü Allow positive professional relationships to flourish3

How to Write an Outstanding Behaviour Policywww.PivotalEducation.comThree is the magic numberHow will staff behave ?3 Rules1.1.2.2.3.3.All staff, every dayMiddle leaders1.1.2.2.3.3.3 key ways to recognise conduct that IsSenior leaders‘over and above’1.1.2.2.3.3.4

How to Write an Outstanding Behaviour PolicySupport beyond the classroomwww.PivotalEducation.comAlternatives to exclusion1.1.2.2.3.3.5

How to Write an Outstanding Behaviour Policy6www.PivotalEducation.comConsistency in practice Consistent language; consistent response: Referring to the agreement made betweenstaff and learners, simple and clear expectations reflected in all conversations aboutbehaviour. Consistent follow up: Ensuring ‘certainty’ at the classroom, faculty and seniormanagement level. Never passing problems up the line, teachers taking responsibilityfor behaviour interventions, seeking support but never delegating. Consistent positive reinforcement: Routine procedures for reinforcing, encouragingand celebrating appropriate behaviour. Consistent consequences: Defined, agreed and applied at the classroom level as wellas established structures for more serious behaviours. Consistent, simple rules/agreements/expectations referencing promoting appropriatebehaviour, icons, symbols and visual cues, interesting and creative signage Consistent respect from the adults: Even in the face of disrespectful learners! Consistent models of emotional control: Emotional restraint that is modelled and notjust taught, teachers as role models for learning, teachers learning alongside learners Consistently reinforced rituals and routines for behaviour around the site:Inclassrooms, around the site, at reception. Consistent environment: Display the quality of a good primary school, consistent visualmessages and echoes of core values, positive images of learners rather than marketingslogans

How to Write an Outstanding Behaviour Policywww.PivotalEducation.comConsistent cultures of excellent behaviour managementWhen people talk about behaviour they obsessively search for the instant solution. Somepeddle magic dust or ‘behaviour systems’ that glisten yet quickly fade. Others relentlesslyscream for a bigger stick to beat learners down with. Both extremes harbour an irresistibleidea that there is a short cut to changing behaviour. They sell the lie that you can provokesustained behavioural change in others without doing much hard work yourself. The truth isthat there is no alternative to the hard work: building relationships with those who would rathernot, resetting expectations with those who trample them, being relentlessly positive andsustaining a poker face when confronted of challenging behaviour.Consistency lies in the behaviour of adults and not simply in the application of procedure. A trulysustainable consistent approach does not come in a toolkit of strategies but in the determinationof every member of staff to hold firm. It is hard fought and easily lost. The key is to develop aconsistency that ripples through every interaction on behaviour. Where learners feel treated asvalued individuals they respect adults and accept their authority.All staff1. Meet and greet at the door.2. Refer to ‘Ready, Respectful, Safe’3. Model positive behaviours and build relationships.4. Plan lessons that engage, challenge and meet the needs of all learners.5. Use a visible recognition mechanism throughout every lesson.6. Be calm and give ‘take up time’ when going through the steps. Prevent beforesanctions.7. Follow up every time, retain ownership and engage in reflective dialogue with learners.8. Never ignore or walk past learners who are behaving badly.Middle leadersMiddle leaders are not expected to deal with behaviour referrals in isolation. Rather they are tostand alongside colleagues to support, guide, model and show a unified consistency to theleaners.Middle leaders will:7

How to Write an Outstanding Behaviour Policywww.PivotalEducation.com Meet and greet learners at the beginning of the day Be a visible presence in the Department to encourage appropriate conduct Support staff in returning learners to learning by sitting in on reparation meetings andsupporting staff in conversations Regularly celebrate staff and learners whose efforts go above and beyond expectations Encourage use of Positive Notes and Positive Phone Calls Ensure staff training needs are identified and targeted Use behaviour data to target and assess interventions Make sure that the ‘buck stops here’Senior leadersSenior leaders are not expected to deal with behaviour referrals in isolation. Rather they are tostand alongside colleagues to support, guide, model and show a unified consistency to theleaners.Senior leaders will: Meet and greet learners at the beginning of the day Be a visible presence around the site and especially at changeover time Celebrate staff, leaders and learners whose effort goes above and beyond expectations Regularly share good practice Support middle leaders in managing learners with more complex or entrenched negativebehaviours Use behaviour data to target and assess college wide behaviour policy and practice Regularly review provision for learners who fall beyond the range of written policies Be a daily visible presence around their corridor and the site, particularly at times ofmass movement. Take time to welcome learners at the start of the day8

How to Write an Outstanding Behaviour Policywww.PivotalEducation.comRecognition and rewards for effortWe recognise and reward learners who go ‘over and above’ our standards. Although there aretiered awards, our staff understand that a quiet word of personal praise can be as effective as alarger, more public, reward.‘It is not what you give but the way that you give it that counts.’The use of praise in developing a positive atmosphere in the classroom cannot beunderestimated. It is the key to developing positive relationships, including with those learnersare hardest to reach.School/college level1.2.3.9

How to Write an Outstanding Behaviour Policywww.PivotalEducation.comDepartment level1.2.3.Classroom level1.2.3.Managing behaviour in departmentsClassroom/teaching spaceEngagement with learning is always the primary aim. For the vast majority of learners a gentlereminder or nudge in the right direction is all that is needed. Although there are occasions whenit is necessary, every minute a learner is out of your lesson is one where they are not learning.Steps should always be gone through with care and consideration, taking individual needs intoaccount where necessary. Praise the behaviour you want to see. Do not pander to attentionseekers. All learners must be given ‘take up time’ in between steps. It is not possible to leap oraccelerate steps for repeated low-level disruption.10

How to Write an Outstanding Behaviour PolicySchool/college level ation.com11

How to Write an Outstanding Behaviour Policy9)10)11)www.PivotalEducation.com12

How to Write an Outstanding Behaviour Policywww.PivotalEducation.comAppendicesPractical steps in managing and modifying poor behaviourLearners are held responsible for their behaviour. Staff will deal with behaviour withoutdelegating. Staff will use the steps in behaviour for dealing with poor conductThe reminderA reminder of the expectations for learners Ready, Respectful, Safe delivered privately tothe learner. The teacher makes them aware of their behaviour. The learner has a choice to dothe right thing.The cautionA clear verbal caution delivered privately to the learner making them aware of their behaviourand clearly outlining the consequences if they continue. The learner has a choice to do the rightthing. Learners will be reminded of their good previous good conduct to prove that they canmake good choices.Scripted approaches at this stage are encouraged:30 second interventiona. Gentle approach, personal, non-threatening, side on, eye level or lower.b. State the behaviour that was observed and which rule/expectation/routine itcontravenes.c. Tell the learner what the consequences of their action is. Refer to previous goodbehaviour/learning as a model for the desired behaviour.d. Walk away from the learner; allow her time to decide what to do next. If there arecomments, as you walk away write them down and follow up later.We resist endless discussions around behaviour and spend our energy returning learners totheir learning.13