Behaviour management: stopping an argument

In the staffroom, conversations about behaviour are rarely helpful. You know how it goes, you gently raise the issue to glean some expertise

In the staffroom, conversations about behaviour are rarely helpful. You know how it goes, you gently raise the issue to glean some expertise

What is your behaviour management style?

Read the following scenario and discuss what you would do. Compare your responses.

Scenario:
Looking for trouble

Ryan is having a bad morning. He ran into school after an argument with mum and is transferring that anger towards the task, the class and you. You are calm and patient with him, but he is constantly trying to escalate. Five minutes into the lesson voices are raised, an argument erupts and you must intervene. As you move in to separate the shouting children, Ryan loses control and starts swearing at you, the other children, and the world.

Now choose an intervention strategy that best fits how you might respond:

A) Fast and physical – you would remove Ryan from the room. You have to act quickly before someone is hurt. You feel confident that you could lead Ryan away while keeping everyone safe.

B) Distract and disrupt – you can easily distract Ryan with a high level reward. That will do the trick for now and everyone else can get back to learning.

C) Influence and interrupt – you don’t want to rush into anything. You would prefer to use your own behaviour to try and interrupt Ryan’s.

A Fast and physical

You decide to intervene quickly and call loudly across the classroom. As you move to separate the arguing boys, you take hold of Ryan’s arm and swiftly guide him away, using minimal force. As you do so, he turns, begins to struggle and kicks at your shins. When Ryan drops to the floor you immediately release your arm hold and step back. His anger is now firmly directed at you and he complains loudly from the floor that you have assaulted him. There are some red marks on his arm. Other staff arrive at the door and are not sure how to interpret what they see. You demand that Ryan is removed from the room and, in a cloud of accusations, he is led away in tears.

Talking behaviour

• What does Ryan learn from the teacher’s behaviour?
• Whose behaviour will Ryan reflect on most? The teacher’s or his own?
• Did the teacher do the right thing by intervening physically?
• Was it legal to use force?

B Distract and disrupt

You know that Ryan loves to play on the iPad. As the confrontation between Ryan and the other children accelerates, you decide to distract him. You call to Ryan, ignoring the argument, and wave the iPad. Realising there is something good on offer, Ryan smiles knowingly at the other children and turns to take the iPad from you. As he walks over to the quiet corner there is a howl of protest from the children who have been the subject of his abuse. You explain that you will speak to Ryan later and convince them to ignore anything he has said as he was clearly having a bad day. You leave Ryan with the iPad for the rest of the lesson to calm down. By break time he has calmed down enough to go out with the rest of the class.

Talking behaviour

• Is it right to use treats or rewards to divert children from poor behaviour?
• What does Ryan learn about behaviour from this incident?
• What problems might you be storing up in the way you have dealt with the other children?

C Influence and interrupt

Walking calmly towards the group, you quietly ask a child who is not involved to go to the office for help. Firmly and steadily, you ask any children who will comply immediately to step back and return to their working area. You decide to use a different tone with Ryan. Instead of walking straight up to him, you walk past with a ‘Come on, Ryan’. You do this without a pause; without doubt he will follow you. As he complains about the other children, you let him know he is being heard with ‘I hear what you are saying’ and ‘Be that as it may’. As Ryan calms down, you speak to the other children involved and explain you won’t be making decisions in a hurry. Invite them to speak to you at break time to give their version of events. Remind them you will apply consequences to children who have behaved badly. Now go and thank the children who moved away quickly and resisted getting involved. As other members of staff arrive at the door, thank them for their support and let them know you have everything under control.

Talking Behaviour

• What would be an appropriate consequence for Ryan?
• Is there a place for a restorative approach for dealing with all children who feel harmed?
• What are you teaching Ryan and the other children about behaviour in the classroom?

Which approach did you choose?

A) Your behaviour style

FRENETIC AND FEISTY

There is an urgency in your verbal and physical response that is getting in the way of good decision making. Taking hold of a child when they have lost control means taking a risk with their safety and your career. Even the gentlest physical intervention can rapidly develop into more involved restraint. Of course, the safety of the other children is a priority, but there are other strategies you might use that will keep everyone safe.

B) Your behaviour style

TOO MUCH CARROT

Although you may have the diversionary tactics of a master pick pocket, it could be you’re playing your trump cards too early, and too often. To Ryan, the choice between getting in trouble for bad behaviour and playing on the iPad is a no brainer. He knows the game and is starting to play it better than you realise. His reward for poor behaviour is not just the obvious pleasure of playing on the new tech. It is also his avoidance of any work in the lesson, his avoidance of any negative consequence and the reward of special treatment. You may have averted a crisis, but your short term gain exacerbates Ryan’s long term issue with behaviour.

C) Your behaviour style

SLICK AND SMUG

You understand the power and influence of your own behaviour. Although you can see every child has different needs, you try to differentiate in private while appearing fair in public. By dealing with the children who will follow your instructions without question first you reestablish your control over the situation. Ryan can wait, even though he is doing everything possible to get your full attention immediately.

Letting all the children know you will not make an instant decision allows everyone breathing space. Talking to the children who did the right thing as well as those who didn’t demonstrates your relentless consistency to the class. As the children return to their activities, they know that, whatever happens, their teacher is in control and will keep them safe.