Behaviour Management Programmes

“Do not train a child to learn by force or harshness; but direct them to it by what amuses their minds, so that you may be better able to discover with accuracy the peculiar bent of the genius of each.” – Plato (c. 428 BCE–c. 348 BCE)

Behaviour management refers to the process of supporting learners to make positive choices that are conducive to learning. This refers to behaviour both inside and outside of the classroom.
According to a Quinlan, Swain and Vella-Brodrick (2012), incorporating a strength-based approach not only reduces disordered behaviour but also improves social skills and academic scores. Behaviour management is complex and ongoing. Unfortunately, there is no one-size-fits-all approach to effectively managing learners’ behaviour, and certainly social and emotional skill development has been affected by the Covid-19 pandemic. There are, however, several strategies that are widely used that can be useful to teaching staff to use in managing behaviour.

Previously, behaviour management was considered to be a way of disciplining learners so that they would conform to the set standards of behaviour expected of them. However, recently attitudes have shifted towards a more positive and supportive way of managing behaviour.
This workshop adopts a strength-based approach to behaviour management, based upon the principles of the self-determination theory (SDT) framework i.e. autonomy, competence and relatedness (belonging).

The focus will be on helping learners develop the following core competencies to guide behaviour:
Social Awareness
Responsible Decision Making

Examples of Topics Covered:
Understanding and teaching emotional literacy
Understanding and celebrating strengths to guide behaviour
Understanding neurotypical and neurodivergent learners and related behaviour
Using metaphors/stories to address challenging behaviour
Understanding basic principles of Applied Behaviour Analysis (ABA) therapy for challenging behaviour
Learning to use other effective strategies, for example:
• Natural consequences versus punishment
• Preventative maintenance versus damage control
• Empathy versus iron control
• Addressing low-level behaviours
• Working with parents/caregivers

Duration: to be discussed with client
Cost: price on application

“The key to this transformation is not to standardize education, but to personalize it, to build achievement on discovering the individual talents of each child, to put students in an environment where they want to learn and where they can naturally discover their true passions.” – Sir Ken Robinson (1950 –2020)