Schools are emotional institutions perhaps even the most emotional. On a single site we cater for potentially hundreds of young people whose brains are not yet fully formed! We try to teach them things they don’t always want to learn, and we report their progress to their parents or carers whose emotional connections with them can be complex.
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Through this article, I’d like you to be fully versed in building a flux capacitor geared directly at improving student behaviour. You can talk about improving a targeted behaviour all you like, but if you ignore one of these components, you’re going to land in a time and place you’d rather not be in.
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The events and conditions around us heavily impact our behavioural and language choices every second of every day. Students behave in certain ways, both positively and negatively in response to the conditions in the classroom. But they are also incredibly impacted by the things that happened in their lives long before getting anywhere near your classroom door.
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This article is designed to provoke. Occasionally, we all need to hear something provocative, forcing us to place our beliefs, our practice and our status quo under the microscope. This provocative statement is that we’re doing conflict all wrong in Australian schools and that the most significant mistake we make is to focus on the student who is being bullied. I believe that, when conflict or a fight or a bullying situation emerges, then the first person we should speak to is the student engaging in the bullying behaviour.
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Most of us are comfortable in the belief that any good and effective behaviour management work needs to be both firm and fair.
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Most of you will have arrived at work today by car. That trip can be an event in itself. For some it’s bedlam, a manic period of dropping children off, fixing hair at the traffic lights because you didn’t get time between brushing the hair, teeth and attitudes of the little people in your homes. For others, it’s respite, a couple of quiet songs and a newsbreak before the mayhem of the school day begins.
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Every behaviour has a meaning and a context. This is the Golden Behaviour Management Rule.
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