Presentation

BEHAVIOUR MANAGEMENT WITHIN THE INCLUSIVE CLASSROOM

Presentation by Jean and Sharon

//Beginning teachers often identify behaviour management of all students in an inclusive classroom as one of their greatest challenges. Identify some important strategies to have in your repertoire of skills and discuss why you have selected them.//



Routines
 * Important to install a routine – establish from the start.
 * Students know what is going on and what is expected of them in class, when transitioning and when other situations arise.
 * Routines give structures to the students and the classroom.
 * Buddies.
 * Class meetings.
 * Reduce confusion and chaos in classroom.



Class Rules
 * Have a discussion with the students and establish the reasons why we have rules (laws and regulations)
 * Who do the rules benefit the most? – The teacher has the right to teach and the student has the right to learn
 * Some authors believe that the rules should be framed positively, while a few state that this sends a mixed message. No means no.
 * Do have rules that are clear, concise and enforceable
 * Keep the rules fewer to 5 or less
 * Have the student’s role play the rules
 * Discussion of classroom rules will lead into consequences
 * Consequences should correspond with the gambit (misbehaviour)
 * display the rules clearly

Schedules
 * It may be beneficial and helpful to use a schedule in your classroom.
 * Visual schedules help many students.
 * Use actual item, boardmaker, photos or print, depending on age or level of student understanding.
 * Students with English as a second language may find that you talk too quickly; the use of visual representation of the timetable will be of benefit to them also.
 * Lets students know what's happening next.
 * May decrease dependency on teachers/aides.



Relationships
 * Build positive relationships with your students
 * The positive rapport between student and teacher is a valuable tool for the teacher
 * If a student senses that you like/respect them, they will be more inclined to co-operate and cause little disruption, if the student senses your dislike, this will create disharmony within the classroom
 * It may be challenging at times to ‘like’ all of your students, but always be respectful of ALL of them
 * Be mindful of other relationship factors surrounding your classroom. Teacher-student, teacher-parent, teacher-teacher, student-student

[|Line game from Freedom Writers]

"The activity brings the class together on a deep level; one day you are a group of people, the next day you are a family." Erin Gruwell

If All Else Fails….


 * Music – either for the whole class or for an individual student who needs ‘chill time'...
 * Beanbags – somewhere ‘out of the way’ (corners etc)


 * Stress balls - make your own from balloons and birdseed!


 * ‘Call a friend’ – don’t try and do it on your own. If you need help, ask for it! Other teachers can be helpful for de-briefing by listening, sharing strategies, or taking a student for a break.

No matter how organised and connected you are to your students, there will come a day when things just don’t seem to be working. Don’t beat yourself up. Dust yourself off and de-stress with colleagues – tomorrow is another day!

PS The use of chocolate, at this point, is permissible!



References:

Chinn, S. (2010) //Addressing the Unproductive Classroom Behaviours of Students with Special Needs//. Jessica Kingsley Publishers, 116 Pentonville road London N1 9JB, UK

Foreman, P. (2008). //Inclusion in Action. Second Edition//. Melbourne, Australia; Cengage Learning Australia Pty Ltd.

Grossman, H. (2004). //Classroom Behaviour Management for Diverse and Inclusive Schools. Third Edition.// Oxford, UK; Rowman & Littlefield Publishers.

Gruwell, E. (2006). //The Freedom Writers Diary Teacher’s Guide by The Freedom Writers Foundation. © 2006 Erin Gruwell and The Freedom Writers Foundation.// The Line Game. Broadway Books ISBN: 0-7679-2696-X | EAN/ISBN-13: 978-07679-2696-6 Canada

Larkey, S. (2005). //Making it a Success: Practical Strategies and Worksheets for Teaching Students with Autism Spectrum Disorder// Jessica Kingsley Publishers. England

Leaman, L. (2009). //Managing Very Challenging Behaviour.////2nd Edition//. New York, New York; Continuum International Publishing Group.

Loreman, T., Deppeler, J. & Harvey, D. (2005). //Inclusive Education. A practical guide to supporting diversity in the classroom.// Crows Nest, Australia; Allen & Unwin.

Olsen, J. (1997). //Managing Classroom Gambits: working with difficult classes in schools//. Canberra ACT: Goanna Print Pty Ltd. (pp 44-55)

Rogers, B. (2011). //Classroom Behaviour A Practical Guide to Effective Teaching, Behaviour management and Colleague Support//. 3rd edn. London: Sage (pp 38-39)

Scannella, A. (2008). //Changing Student Behavior.////Comprehensive learning and interventions for correcting kids//. Maryland, USA; Rowman & Littlefield Education.

** Questions **

When is the best time to establish class rules and routines?

How many rules are recommended for your classroom?

Name one of the benefits of using a schedule in your classroom.

What are some of the advantages of having a good relationship with your students?

What were some of the suggestions for coping with a bad day in the classroom?