Supportive Behaviour Management as a strategy endeavours to help schools to implement changes or modifications to their culture, with the aim of instilling a more responsible, self-aware and self-managed approach for the students.
With that in mind, it is important to stress that this strategy is not a quick fix for a school's issues, but is a comprehensive approach based on emotional literate, self esteem building and sustainable, longer term views of what our schools should look like and more importantly, feel like.
We have all been into schools where there is a warmth that we can't quite put our finger on, but that we know in a strong part of the institution you are in
There are no solutions, only strategiesSo before you click off onto another site, take a bit of time to reflect why this statement stands.
We all are people dealing with people and each of us, adult and child, is unique, and have to have tailor-made personalised programmes if we are to reach our joint objective of helping students to engage with a curriculum that may not meet all of their needs
More often than not, this can also be translated into "When you allow me to teach you, I think you might find that what I have to offer is perhaps worth your time and effort, and I will praise you for what you have done. That way, we can both be a little happier, day by day"
So, successful; teachers manage most behaviours successfully most of the time, but not always
Most people will have come across the Assertive Discipline system, used by many schools with varying success - this programme looks at a system that helps all students to reach their potential
Most children, around 90% of your school, most of the time will manage to work within assertive discipline guidelines day in and day out, but there are some for which this type of sometimes inflexible and sturdy approach is not appropriate. It is this 10% which is the most challenging group for any school to manage and that this system copes with extremely well
The supportive behaviour programme is designed to meet the needs of the majority of students but also enables the most challenging children, around 10% of your school, to have a pathway to success as well. Within this 10%, 5% are most likely a problem on a daily basis, but generally manageable, 4% are very challenging and oppositional, and 1% will seem to be outside anything you set up or do.
These final 5% will require the most input, sometimes give the least visible results and will still continue to be challenging and demanding.