BEHAVIOUR MANAGEMENT - UPHOLDING THE 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.
Upholding the right – to uphold the right of all students to access a quality education in our classrooms demands that we get better at responding to challenging and difficult behaviour; something that many of us were never trained for. In progressive Australian classrooms the academic, social and emotional experiences of every child is now the responsibility of every classroom teacher. The days of ‘outsourcing’ wellbeing and discipline is over and we need to advance the debate about challenging behaviours and the right of every child to feel a sense of belonging and social status in our classrooms. Best of all this session will look at a 10 step functional analysis of behaviour so that we design behaviour plans, education plans and care plans that work. We will look at behaviour through a trauma lens and start the journey of understanding the neuroscience of student behaviour and what happens in the developing brain. We need to shift our mindset away from the traditional notion that students deliberately don’t want to behave to why some students can’t behave. All in 2 hours!
Completing PIP: Behaviour Management - Upholding the right will contribute 2 hours of NESA Accredited PD addressing 1.1.2; 4.2.2; 3.1.2; 6.2.2 from the Australian Professional Standards for Teachers towards maintaining Proficient Teacher Accreditation in NSW.
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