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Catch them being good
Here's some ideas of what you can look out for when practicing catching them
• Make sure that you are genuine. Children can see through false compliments, exaggerations, and flattery. On the other hand, earning genuine praise makes children feel good.
• After giving praise, make sure your children know exactly what they did that pleased you, so they can repeat the behaviour.
• Be sure to tell them why you think what they did was good, and how it will benefit them and others.
• Finally, get your child to respond to your praise so you know he or she understands why you are pleased with a particular action or behaviour.
Behaviours to look for
• coming into the classroom quickly and quietly
• looking at the teacher quickly and quietly when asked to listen
• following an instruction the first time they are asked
• helping a classmate
• being polite
• tidying and cleaning up
• working hard on a piece of work
• putting their hand up and waiting to be asked to speak
• holding the door open for someone
• handing homework in on time
• catching up with unfinished work or work missed due to absence
• saying ‘please’ and ‘thank you’
• asking for help when they need it
• walking quietly around the school
• listening well in assembly
• providing a good idea or suggestion in a discussion
• working well with a group of classmates
• listening to another's point of view
• telling the teacher of a problem in the playground rather than trying to sort it out by fighting
• letting a teacher know if someone is bullying another pupil
• carrying out a classroom job willingly and doing it well
• looking after a younger pupil or a new pupil
• offering help without being asked
• taking turns; waiting for their turn
• treating school books and equipment carefully
• starting work quickly
• keeping own books and possessions tidy
• keeping own physical appearance tidy
• moving from one task to another without teacher reminders
• getting all equipment needed for a task without being told
• telling the truth
• listening quietly, looking at the speaker (‘paying attention’)
• lining up quickly and quietly
• being a good friend
• willing to answer questions and make contributions to group discussions
• remaining calm during a difficult situation
• sharing equipment or activity with a classmate
• taking a lot of care with . . . / putting a lot of thought into . . . a piece of work
• finding something appropriate to do when they have finished their work early
• speaking well in the school play or assembly
• being willing to try something new or difficult
• asking before they ‘borrow’ something
• remembering to do something (eg taking a message home)
• taking a visitor to their destination rather than just directing them
• bringing appropriate books and equipment to the lesson
What to say
All these are an introduction to your specific comment about the think they have done
Awesome! Wonderful! Yes! Right! Alright! Fabulous! Great Job! Way to Go! Fantastic! Great! Thank YOU! Very Kind of You! Great Discovery! Alright! Very Insightful! Nice Job! Hip Hip Hooray! WOW! Good Thinking! Excellent work. Hooray for You! Good Stuff! Marvellous! Super! Super Work! You Got It! You Did A Great Job! Way Cool! How Thoughtful! You Are On A Roll Now! Bravo Yes! That Was Brave! Correct! Great stuff! Very Creative! Cool! Great! That Was Really Nice! Now You’re Flying! How Smart! Neat! YeahI’m Impressed! Outstanding! Brillaiant! Amazing! You’ve Figured It Out! Remarkable! Spectacular! You Got it! Sensational! Phenomenal! How Smart! That’s The Secret! You Should Be So Proud! You Share Beautifully! Terrific! You Brighten My Day! You’re On Top Of It! Nothing Can Stop You Now! Spot on! Good answer! Nice try. Good shot.
Thanks to Surrey CC for the ideas
Behaviours to repeat
• Keep calm
• Focus on what is important – continuing the lesson
• Ignore what is not vital – tactically ignore some behaviours (TIB-ing)
• Speak what you want and say “Thank you” as if to anticipate compliance, then look away
• Give the student time and space to make their choice
• Don’t be led off into secondary behaviours – smokescreens
• Focus on the primary behaviour – don’t get sidetracked
• Quietly comment to the student on their good choice 1:1
• Ensure you notice them making an effort
• Keeping things in perspective
Behaviours to avoid
• Shouting
• Arguing
• Blaming
• Pointing in close proximity
• Getting too close when talking to student
• Towering over when they are seated
• Using wide arm gestures
• Staring
• Defacing their work
• Suggesting they have to do the work again
• Rubbing out their work
• Taking their behaviour as a personal affront
• Moving sanctions to the ultimate too quickly
• Adding up misbehaviours – cumulative “damage”
Things to remember
• Praise the action or decision, not the child
• Provide positive recognition when good choices are made
• If what you are doing is not working, change what you are doing
• Never give sanctions in anger
• Don't ignore inappropriate behaviour
• Only give consequences when you are sure of what happened
• You can accept a child while not accepting inappropriate behaviour
• Never threaten what you are not prepared to carry out
• We never learn resilience without facing frustrations
• Our expectations will often determine a child's behaviour
• Be patient with childish irresponsibilities but never with defiance and rebellion
• What children say about how they feel is not necessarily so
• After consequences are given out treat the child as if nothing has happened
• Don't play favourites with your children
• Each person is unique and special ... don't make comparisons
• Be authoritative not authoritarian
• Watch your emotions, children are good and reading body language
And for parents/carers
• Parents/carers should never argue about managing behaviour in front of the children
• Parents/carers should provide a united front in managing behaviour
• Don't believe everything your children tell you ... they are seeing things through many filters
• Never listen to anyone talking about behaviour management unless you know their children are well adjusted and well behaved
• How do you know when your child has enough self-esteem? ... you don't and your never will
http://www.infosalad.info/education/behaviour/considerations/index.php
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