Behaviour Management Training

Behaviour Management Training

As a teacher and educationalist of 45 years experience, I have learned a number of simple truths regarding the management of young people in all sorts of places of learning. Each has it’s influence, each has it’s effectiveness and each has it’s truth. Responses are more powerful than reactions when intervening. Teachers do not always need to win however it is important that they do not lose. When positive and genuine relationships exist between people, management is easier and more effective. While I believe strongly in the power of such relational and humanistic approaches I am also a praticing behaviourist.

I know only too well the need to have a classroom environment where all learners are safe, where interruptions are minimal and where genuine relationships of care, tolerance, respect and acceptance set the scene for meaningful learning and growth to occur. Off task or unacceptable behaviour always has its underlying cause and always has a best method of intervention. Whatever method we use, as professional educators we need always to give suitable consequences, and to defuse. We need at all times to reflect on our own roles within any behavioural incident and make sure, as much as is possible, that the relationship has been nurtured and redressed so that nothing remains unresolved for next time. Restorative practices are a great guide.

Teachers need to have time to explore, learn, apply, reflect and then try again with some of the more complicated interventions. That is why courses designed to bring about improved classroom management often are spread over a number of terms. This is a course on a range of intervention methods and consequences, and also about building powerful, appropriate and genuine relationships.

I believe that the way to effect attitudinal change in people is to work not only through cognitive empathy, but also through affective and indeed compassionate empathy. It is my strongly held belief that genuine and long-lasting change comes best when both intellect and knowledge are stimulated by the engagement of the heart. Further, working through a humanistic approach when exploring participants’ experiences and attitudes, minimises defensiveness and generates an increased appetite for knowledge and understanding. This in its’ turn empowers attitudinal change

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This course explores everything through stories and contexts for educationalists. The course examines and applies a range of classroom management techniques, while stressing and demonstrating how to build meaningful and genuinely positive relationship between learners and between learners and their teachers. The content stresses consistency and vigilance as essential dynamics and actions for management success. This course is designed to be delivered both as a one-off learning session or as part of a series. Some schools engage to work with whole staff while others engage the service specifically with a group of teachers, year levels or programmes within a school in mind. Schools are encouraged to meet and talk with the facilitator, and then co-construct the programme, content and outcomes

It is my profound belief that there is no greater catalyst to change than engaging people in authentic experiences and sharing stories and information in a way which allows them to connect their learning to their future actions.