a thread to put all ideas for behaviour management on(14 Posts)
Following on from this very useful thread , I thought it might be helpful to have an easily found central resource for ideas.
Two further from us (for info, our challenges are dreaminess, impulsiveness, obliviousness to social cues, and text-obsession):
- a little card (laminated, so it copes with incessant fiddling) with a key message on it, to go in a pocket or on the desk. Ours is aimed at impulsive/personal-space invading stuff, and says "1. Stop and Think. 2. Say sorry and don't be selfish ["don't be selfish" is sort of our code for "try to think how the other person feels"]. 3. Remember." I also really liked hmb's idea of the hand with a red line through it (for touchers & pinchers).
- a tiny notebook with two or three written "reminders for the day" in it, so less abstract than the above. Tiny notebook working particularly well (this week ...)
Really look forward to hearing others'.
I am trialing a wipe clean board with a class. On it we put the lesson objectives and title with the date. Under that there is a space for new key words. There is a space for their targets (which could be behavioural or educational or both). There is also a space for help, to put prompts , count to 10 etc.
The idea is that the LSW will help the kids to fill this in (as will I) during the lesson starter activity. We hope that the kids will begin to fill in parts of this for themselves, building to setting their own targets.
I'm doing it with my most difficuly class and will be interested to see how it works. If it goes well the SN deparment will build it into more classes.
Can I also sugest stress balls for constant fidgiters, or a blob of blu tac, they can also build this into the lesson, so they can 'meodel' something relevant to the lesson.
Thanks for this Binkie - I haven't tried 'notes in the pocket' for ages, (in fact never with ds2); ds1 used to respond quite well to them. I may try this with ds2 after half term.
(Ds2's off sick today , and I'm off work tomorrow anyway, so will probably keep him off tomorrow as well unless he is really bouncing. But he may manage one last day before half term on Friday.)
roisin, your pasta idea is working a treat for my friend at the moment.
We are trying pasta with my 5-in-march year old.
It seems to be going ok although we did have a blip when I threw the whole jar in the bin - he had wound me up so much (BAD mother....)It only works with him tho if the pasta is steadily accumulated - taking pieces away most definately does not work, nor does the threat of it.
We've (ds and I) also put together some house rules that we have on the fridge. When something goes wrong we do refer to the house rules and he know knows them by heart (can't read them yet!)
AQ - we do use pasta here, and I recommend it widely, but can't claim any credit. SoupDragon is the one to thank!
With my Y7s in very practical lessons I use a Red, Yellow, Green system. It helps me and the pupils identify who needs help the most, and how they are progressing and whether they can work independently or not.
In the backs of each child's planner we already have a red, yellow and green card set. On my wall I have a copy to but I have added 3 statements to them. Something like:
GREEN - I am OK and I know what I am supposed to be doing
YELLOW - I am a little unsure. I need some help, but it isn't urgent
RED - I don not know what to do next. I need help before I can move on with my work
They then display their cards on the top of their PC towers, easily for me to see.
It's been working well with Y7 this term I am planning on extending into my Y8 classes too next term.
I use that method as well, and the y8s love it. Don't try this with Y9 tho!!!!! they see anything even mildly fun or inovative as a sign of weakness and go for the kill IMHE!
Fairly crap beginning of term for us - ds (yr 1) has punched a classmate for having "made a smell" fgs - so here is my not-very-original idea: lines! I made up a sheet with about ten sentences about not-hitting & what you can do instead of hitting (walk away, talk to someone else etc.) and made him copy each sentence out carefully in best handwriting, after which we made it the basis of a discussion about how to make sure it never happens again.
I've sent him to bed on edge of tears over "poor X's tummy" so am feeling a bit guilty. But it is totally unacceptable, isn't it.
Binkie - sorry to hear you've had a bad start to term. I know I've said this elsewhere on here, but I don't know if I've said it to you, but I have found this book to be incredibly helpful. It has some very practical chapters on behaviour management - teaching children considerate behaviour, building self-esteem and resilience ... much of it is applicable to all children and parents and teachers, but also emphasising particular areas. I'm sure you'd find it an interesting read, and it's worth every penny!
roisin, thank you. I will follow that up.
Oh I wish I could believe it's all to do with being "gifted". Feeling pretty today, I must say.
Sorry to hear you are feeling down Binkie.
I started typing an enormous response to you - but decided it was a bit too frank for me on here, so I'll email it to you instead!
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