Joel Stange – Save Your Sanity Workshop
Free resources can be found at www.saveyoursanity.com
I attended this session to learn alternative behaviour management strategies that could be of use in the classroom. Colleen DeVeyrac is an excellent presenter with a wealth of practical strategies to share with new and experienced teachers.
Notes on the session:
You need to work on building relationships with your kids first. We all have different communication styles. Teachers need to adapt their teachings to each type of communicator. With the introduction of technology, kids are learning that stimulation and needs met are achieved with technology. Needs are no longer met with human interactions.
Educators need to delay gratification and present frustrations (on a teachable level). Don’t take technology away, create expectations for it. Control it. You can’t ban everything but you can teach students how to self regulate. For example, how much time you can use a tablet.
Try not to tell them to stop a behaviour, instead tell them what they need to do. Ask questions rather than control with directions.
Variables Related to Behaviour:
Staff Ally: A staff member chooses a student who mentors, checks in, and supports that student who needs extra attention. Possible strategy that a school could use to help at risk youth.
Teach kids that the outcome (desired by them) is contingent on their behaviour. They need to hear what the expectation is, explain the consequences for not following the rules. Once you have described your expectation, don’t just stand there and wait for them to do it – walk away, check-in later. Sometimes the student needs to struggle and fail rather than have you swoop in and save the day. Teach discipline rather than punishment (hurt, harm, or humiliate).
Ask the parent or teacher, “What’s the outcome you are trying to achieve?” regarding how you are handling the student.
Student Intervention: Create a plan. Then collect data by doing observations:
- What is the most frequent behaviour?
- When does it occur most often?
- Where does it most often occur?
- With whom does the behaviour occur?
- Why does the behaviour occur?