|
|
Individual Behaviour Improvement Programs
There are three main types of targetting:
* informal in class or subject area targets for a student or group of students
* more formal target after some continued difficulties in a subject or class
* after a fixed priod of exclusion
Make sure all targets are SMART ie - Small Measurable Achievable Realistic Time-limited and that the targets are going to give the student the best chance of success, rather than tripping them up.
Informal targets
These can often be the most succesful as they are used without any nogotiation or dicussion. There is also no formal review. These are simply a way to catch the attention of students who may have a pattern of behaviour you would like to address.
The technique is to decide what it is you would like to see as a change of behaviour and then measure it regularly during a lesson. Students are very quick to pick up that you are monitoring them and recording, so be very casual about the process. Challenge them to work out what it is you are doing. At the end of the session let them know their score or result and if they hit their target. Add in a reward and they will be hooked.
More formal target
This may take place after discussion with class teacher and would normally be in response to a more formal discussion - perhaps after continued behaviours that have affected the classroom and teaching environment.
Target cards may be given to identified pupils highlighting up to two behaviour targets for focused attention for a period of up to one week.
Targets should generally be decided upon by staff with input from the pupil and while requiring effort from the pupil, they should be realistically achievable.
Targets as part of a re-entry programme after exclusion
Generally, these will be prepared in meetings with parents/carers following a period of exclusion and become part of the student's Individual Behaviour Pogramme (IBP). It is key to ensure, again, that the student has a good chance of achieving this and has the support in place to help manage when things go wrong, as they will do from time to time.
These targets may also be part of a part-time programme where there is some negotiation of attendance in certain classes on the timetable. Here, a student may set a target for a short period of time in attending a difficult class or subject, with the intention of increasing the time spent in class and personal managment of arising situations over perhaps a term
Example target sheet
| Rewards Pupils work on achieving their targets session by session to earn points (1 point for achieving both targets in a session). Points are directly related to set targets only and once earned points should not be taken away as punishment for subsequent behaviours.
Points are collected and when pupils have earned an agreed number of points they can “buy” themselves a session in the Green Room.
During their time in the Green Room pupils will take part in group activities with others who have also earned their time. Activities may include; Art/Craft, Technology, ICT, PHSE/Circle Games and PE.
| Expectations Pupils are invited into the Green Room and are expected to behave accordingly. However, if behaviour is not of an acceptable level, pupils will be returned to class or referred to management as appropriate. Invitations may be postponed if a pupil’s current behaviour is considered by teaching staff/green room staff /management to be of a particularly unacceptable level. |
|