BEHAVIOUR MANAGEMENT - GETTING IT RIGHT
Completing Behaviour Management 1: Getting it right will contribute 2 hours of NSW Education Standards Authority (NESA) Accredited PD in the priority area of Student/child mental health addressing standard descriptors 4.3.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
Have we got the balance right between teaching and learning and behaviour management? If student behaviour is 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.
Getting it right– to get it right we need to reflect on the history of behaviour management or we will remain on the hamster wheel and continue to repeat the same mistakes. An example of this would be if your school still runs ‘detentions’, withdraws a ‘privilege’ for poor behaviour or teachers are shouting and using shame as a way to address behaviour. This session will help you understand the meaning of terms like 'fairness' and 'discipline' and set you up to be more explicit when describing a positive teacher-student relationship. Best of all this session will ask you to develop your own set of classroom expectations or agreements and know what to do to establish classroom relationships.
To RSVP email Marie-Claude on firstname.lastname@example.org or call 1800 467 943 or 02 8202 8900.