Behaviour & Learning Management

NEWSLETTER December 2009

Newsletter December 2009

	One of the key components of any behaviour management approach is the personal resource of the teacher. We come across so many “classroom behaviour programmes” full of systems and structures to create a so-called framework for action that entirely miss the human element. As a result so many plans and programmes never get beyond the CPD day! In our revised Assertive Discipline^® programme we show how teacher self-management must precede our efforts at pupil management, by using assertiveness as a way of fire-proofing you from damaging emotions.

	In the following article Elizabeth Floyer, an Assertive Discipline^® trainer, provides a summary about the nature of assertiveness in the classroom. We are happy for you to download and copy it for your own use or distribute to colleagues to remind them of this important element of the Assertive Discipline^® approach in the classroom.

BEING ASSERTIVE

How often during a teaching day do you say something like this in a lesson?


• “Please will you keep the noise down?”

• “Would you please return to your seats?”

• “Why haven’t you got a pen?”

• “Excuse me, just what are you people doing?”

What are the feelings you experience at these times? Probably irritation, frustration, anger; sometimes uncertainty or panic – but always certainly something less than positive. Such frequent low-level misbehaviours are a major cause of stress. The cumulative impact can lead to disillusionment, burnout and emotional distress.
Teaching can be a very emotional business, but our emotional needs are often ignored by many of the pedagogical programmes we are expected to follow.

Any programme tackling classroom behaviour management must include techniques to manage student behaviour and to fire-proof us from disruptive emotions. The Assertive Discipline^®approach shows how teachers can communicate their expectations in an assertive manner, without reacting in a hostile or passive manner.

Communicating assertively is not about shouting, using sarcasm or personal criticism, which are all hostile behaviours. It avoids asking pointless questions, making vague requests, even apologising for ourselves – all passive behaviours. It is not about reacting when things go wrong – it’s rather about setting things up for success.

There are two important elements to being assertive - the words we use and the way we say them. When we are communicating assertively we have an upright posture, with relaxed hands, allowing appropriate personal space, giving steady eye contact (but not demanding ‘look at me’ in return). We avoid aggressive gestures such as pointing fingers. Our voice is clear, audible, calm and well modulated.

We clearly state appropriate behaviours at each stage of the lesson: “I need you to put your pens down now and look this way”; “I need you to return to your seat now, thank you”. We say ‘thank you’ at the end of a statement because it assumes cooperation and gives a powerful, but not hostile, message. It is better than ‘please’ which suggests a request, and can sound weak and passive

Should students argue back, we can use a ‘refocusing’ technique, calmly acknowledging the comment but repeating the direction. “Dan, I understand that you prefer to talk to Kate, but right now I need you to return to your seat and continue your work. Thank you.”

Once we master the verbal skills of assertive communication we always have a script for dealing with challenges from our students.

• “Class, I need you all working in silence now.”

• “Amy put your bag away now ready to start work Thank you.”

• ˝Tom the direction is to remain in your seat for this activity.˝

When challenged it is easy to get lost for words, or threaten. We then risk becoming emotionally perturbed. So learning how to communicate assertively is a key skill when facing uncooperative students. An assertive manner enhances your classroom leadership. Effective classroom leaders convey positive, assertive energy. There is a clear distinction between the adult and child roles, the teacher and learner. Children feel more secure when these roles are in place. If we are not assertive the leadership role may be taken from us by one or more students instead.

Truly successful leadership also requires positive relationships with students. Greet them with a smile. The key message is “I’m friendly but I’m not a ‘friend’ like your peers”. Teachers are friendly professionals who are interested in their students and want them to succeed. A smile and assertive body language convey safety and create a positive atmosphere. An angry face, complaining, telling off, will create negative energy. That kind of atmosphere is neither conducive to learning nor good for our health.

So learning how to be assertive protects our personal resources and empowers us to communicate more effectively with uncooperative students. An assertive style is the bedrock of the Assertive Discipline^® method. By learning from its key messages, all teachers can develop effective strategies to teach better learning behaviours.

Supporting School Development Planning & Continuing Professional Development

NEWSLETTER December 2009