PIP: BEHAVIOUR MANAGEMENT - KEEPING IT RIGHT
Have we got the balance right between teaching and learning and behaviour management? If student behaviour if one of the great stressors in our profession then let’s spend the time to get it ‘right’ and not look for a quick fix or search for the silver bullets. Managing classroom behaviour needs a long-term approach that is based on an integrated model of best practice and is explicit. Being explicit means you know consciously what you do, you know why you do it, and you can measure if it is effective….or not. If this sounds like what you might be interested in then read on.
Behaviour management has become more challenging as our world and the life of children has become more complex. It is confusing to find a common approach that all teachers can agree to and the number of books, manuals, and workshops that focus on behaviour management, student discipline, and classroom relationships is growing by the minute.
The IEU is offering four sessions that will start the process to build your own model so that positive behaviours can be encouraged leading to improved learning outcomes. These sessions are designed to provide you with a concrete foundation to start designing, adapting, and blending a wide range of behaviour management approaches that are intended to provide a safe and productive classroom.
There is no requirement to complete all four sessions; you can participate in one or all of them.
Keeping it right– to keep it right we need to have a systematic model that brings together all of that best practice to develop positive behaviour and not simply manage behaviour. Too many of us are just coping and not thriving in our roles. This session is interactive and uses a range of scenarios to explore how non-verbal cues, redirections, teacher instructions, warnings, reprimands, teacher talk, classroom communication, process praise, parallel cueing, time outs, and many other strategies that we may have heard about actually work. Best of all this session will get you to be explicit about outcomes and why we can’t leap into action until we have considered what makes an effective consequence.
Completing PIP: Behaviour Management - Keeping it right will contribute 2 hours of NESA Registered PD addressing 4.1.2; 4.2.2; 4.3.2; 6.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Please email Marie-Claude Guilbault on firstname.lastname@example.org or call 1800 467 943 or 02 8202 8900 if RSVP button is not working.