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Supporting positive behaviour | Best Practice Network | YouTubeToText
YouTube Transcript: Supporting positive behaviour
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Welcome to um this teaching assistant
level three session on supporting
positive behavior.
By the end of this session um you should
be able to explain the pastoral and
academic behaviors that learners will
display and think about how you can
respond to these. We'll also be looking
at how you can explain
um how to apply behavior management
policies in line with your
organizational policy
and also looking at how to establish
positive relationships with learners,
promoting positive behaviors and
consistently applying the school's
behavior policy.
And finally, we'll be looking at how you
can work in partnership with others to
support children's behavior and learning.
learning.
So, with all of those aims in mind, just
take a few moments now to just note down
how confident you are with those aims
and objectives of supporting positive behavior.
So let's now think about what pastoral
and academic behaviors actually are.
Well, pastoral behaviors are the the
ways in which students interact
socially. They cover things like how
students handle emotions, how they
resolve conflicts,
how well they adhere to school rules,
and also seek support for personal
challenges. Pastoral behaviors are about
um a pupil sort of overall well-being
Academic behaviors um are those actions
that are related to learning and to
studies. So how committed students are
to studying, whether they do homework,
things like that. um their
organizational skills, time management,
um critical thinking, and how well they
sort of collaborate together with peers
to communicate um on topics and subjects
in order to ensure they have the best
possible academic experience. And of
course, coming under that heading of
academic behavior is punctuality and
good attendance as well. So these
behaviors um could be positive or
negative around the pastoral and
academic side of things. And where
they're negative, that's when as
educators we think about um what support
So some examples um they're a bit
jumbled up here of pastoral and academic
behaviors are on the screen and what you
can do is pause the recording now and
just see if you can note um perhaps have
two columns um note down which are
pastoral behaviors and which are
academic behaviors and which might
So, now that you've had a little chance
to to do that, hopefully you paused the
recording there and were able to spend
some time doing that. Um, you might have
put things like organizing resources
independently under academic behavior,
maybe laughing at another pupil's
mistake. that could be more of a
pastoral behavior because that child
might feel a little bit um sort of
threatened themselves.
Um maybe sort of listening carefully
during group work is sort of more
academic behavior. It's how well they
are able to collaborate with others. But
of course that could be impacted by how
they're feeling from a well-being
perspective. if they've got other things
on their mind, they might not feel so um
able to listen um carefully and pay
Now, there are lots of legal
requirements and policies to sort of be
aware of. Um, and I suppose the first
thing is to see if you can, um, again on
a piece of paper nearby, make a note of
any legal requirements that you're aware
of that relate to managing behavior.
And if there's some that you're not so
familiar with or you're unsure, then
spending some of your off the job time
researching some of these policies and
legal requirements and reading your
school's policies on these.
Think about what policies and procedures
you have for behavior in your school and
how legal requirements inform policies.
So some of the um main sort of legal
requirements um come under things like
the education act 2002 section 175. So
this requires schools to safeguard and
promote the welfare of pupils. It's
about safeguarding not just physically
but mentally behavior policies in school
um must contribute to a safe and
supportive learning environment. So, the
Education Act 2002 will be informing
your school's behavior policy.
The Education and Inspections Act 2006,
specifically sections 89 to 91, refer to
schools having a written behavior policy
which should promote good behavior,
respect, um, self-discipline, and it's
allowing for sort of sanctions and
reasonable force when necessary. It is
important to be familiar with your
school's behavior policy to understand
what reasonable force is actually
defined as and what situations
um that may need to be used in.
Now head teachers must make your
behavior policy public. Um so it must be
accessible by um yourselves as staff
members but also accessible to parents
and pupils.
This could be um in a site on like a
website in an area on your website for
um parents and pupils to freely access.
It could be something that is sent to
students and parents at the beginning of
the school year. It's probably worth
finding out how that behavior policy is
shared and also who writes it, how is it
created and what are some of the key
concepts within it.
Another piece of legislation um that you
will be aware of is the Equality Act 2010.
2010.
So when we think about the behavior
policies or any policies to do with
well-being within schools, we must
ensure that they do not discriminate
against pupils with protected
characteristics. So, don't discriminate
against disabilities,
against religion, against race, or any
of those nine protected characteristics.
Again, if you're unsure about what the
protected characteristics are under the
Equality Act, um you could spend some
off the job time um refreshing your
memory on that.
The reasonable adjustments must be made
for all pupils with SEND. So within your
behavior policy, there probably is going
to be something to allow for pupils that
might not be able to conform in the same
way as maybe the majority. So possibly
where pupils are unable to um to follow
certain rules, there might need to be a
separate behavior policy or expectation
for those pupils.
Another piece of legislation is the
Children and Families Act 2014 um and
the send code of practice 2015.
Now here um schools must make reasonable
adjustments to support pupils with send
as as we've just said. So behavior
policies need to consider those
individual needs and make sure that they
And then we have the kitsy document or
the keeping children safe in education.
So this falls under you know all members
of staff um TAs teachers etc have a duty
to safeguard children and it's important
to recognize that some changes of
behavior especially if they're sudden
indications of abuse, neglect or mental
health needs. Now they don't always um
point to that but um staff should be
aware um that there could be signs
there. So it's about never ignoring that
sudden change in behavior always
following it up being very vigilant um
in that respect.
So your behavior policy is likely to
link with um and have reference to
safeguarding policies because of that
and Offstead expectations. Now Offstead
is not the law um but Offstead will make
various judgments on schools and
particularly we'll look at how clear and
consistently applied behavior policies
are within a school. So if there is a
behavior policy and there will be an
behavior policy for your school, make
sure that you understand exactly what it
is and that you are following it,
promoting it consistently and fairly
with all pupils.
Offstead will also look for um schools
that promote positive behavior and a
safe and supportive environment because
that will all come under um that sort of safeguarding.
So I think probably with all of that
information that I've shared, you can
pause the recording. You might want to
go back and slowly listen to some of
those key legislations that I've just
mentioned. um go and explore them a
little bit further, read up on them,
search for the behavior policies in your
school, um and just reflect on what your
role is as a TA. So, you've got these
policies, you've got this legislation,
what's your requirement, um what what's
Now, anti-bullying um policies um also
sort of fall under behavior and of
course well-being as well. Um here's a
little scenario for you to have a think
about. Pause the recording. Um have a
think about that scenario and think
about as a TA, what would your role be
here? What sort of things would you
would you do? So just maybe do a little
bit of a flowchart of number one through
to um number three or four. What would
And now that you've had a chance to do
that, um hopefully somewhere within your
answers, you've got things like identify
the bullying behavior. So what specific
behaviors you observe that could be
classified as bullying. So here we've
got the consistent teasing. It's the
hurtful comments. It's the fact another
child is upset. They're trying to avoid
Anna. This has gone beyond a bit of
banter. They're obviously a little bit upset.
upset.
Maybe you will want to think about
whether there's any reason for um Anna's
actions. You know, is there an
underlying cause um for it? and then
understanding the impact on Alex the
victim. So, how might they be feeling
and how might it impact on Alex's
well-being going forward? Are you going
to notice any changes in class, any
changes in their academic behavior,
um any difference in their participation
in school activities?
So think about what your initial
response would be to addressing that
behavior on the spot because obviously
it needs to stop immediately, but about
reassurance for both pupils. And if we
go back to what we've just discussed
really about the underlying causes for
Anna's behavior, might it be that Anna
has actually been the victim of
bullying, has been on the other side of
this? So, you know, often we do see
children reenacting um behavior that has
been um done to them um in in a similar
way. So, think about how you could
facilitate a conversation around this um
to prevent this from happening again.
You might want to communicate with
parents. You might want to involve other
staff members as well.
The key thing though within this
scenario and it might be something that
you noted down is to approach this with
with empathy and safe and supportive
environment for all students. So it's
important not to make any sort of rash
decisions or judgments on or speculate
on who might be at fault here. Um
obviously Alex needs to be supported
because they're the one that's visibly
upset. Um but we do need to acknowledge
that maybe Anna is struggling to
communicate something um and they might
be struggling in areas as well. So um we
need to perhaps address that at a later
So, it would be really good time now for
you to set a stopwatch or a time of say
30 seconds and just make a really quick
scribble down what challenging behavior
you come across in school. And you can
do that now or pause the recording and
are some of the um challenging behavior
you might have come across. So, this
isn't an exhaustive list. Um think about
any of these that might relate to a
safeguarding concern as well. So,
absenteeism, if a child isn't attending,
that could potentially be a safeguarding
issue. You know, where are they? Are
maybe bullying others, attention
seeking, that could be aggression, could
be something that they've seen played
out at home and they are reenacting. So
all of these things um need to be looked
at in conjunction with keeping children
safe in education um and checking your responsibilities.
So, it's probably worthwhile having a
little exploration of the challenging
behavior that you might expect and what
it means and whether you've seen it in schools.
Got a little video now um for you to
watch and think about how you would deal
with the um behavior issues um that are
emphasized within the video. and that
will further cement what your role is in
classroom management as a TA.
So just having a think really about um
you know that sort of behavior.
Obviously there was a lot of things out
of control there but just how you would
manage that. Um and maybe note down some
ideas. Um and this can be something that
you can revisit. Um if you do have it
was obviously really short. If you do
have um some time to sit down with your
mentor, it would perhaps be good to
watch this back with your mentor um and
just discuss some of the strategies that
the teacher in that sense was was using,
how effective they were or not as the
case may be and what you might do in
that situation um to just have that
So, what I've now put up are four
different scenarios.
And it would be really good for you to
read these scenarios again and start to
think about the possible underlying
cause of behavior in each case and what
strategies you might use to deal with
the behavior in each case as well. So,
what might be causing it and what can
you do about it? Um, and this is going
to be obviously very individual and this
is um for the purposes of being online
as well. So, we're not necessarily going
to discuss um answers um but it would be
really useful exercise for you to do.
Pause, record, and if there's anywhere
you're not entirely sure about what you
might do or you want some advice, then
you can speak to your tutor about this.
You can speak to your mentors about
this. So, pause the recording and give
yourself probably about 10 minutes to
just go through each of these and then
Okay. So, if we think about behavior
management strategies, we can think
about proactive and reactive. Now,
proactive strategies are those that you
put in place to basically try and stop
the behavior from occurring. so to
prevent it. And reactive strategies are
those that are put in place once
behaviors happened um to respond to it.
So think about any examples that you
might have of proactive and reactive
strategies and which type you might find
most effective. So this can be a good
opportunity for you to reflect on the on
how you manage behavior in your school
and maybe what you've observed other
members of staff doing in your school to
manage behavior. Are they mainly
proactive? Do they try and nip things in
the bud before it happens or do they
react afterwards? And which is more
effective? Um so sometimes you know we
we think that proactive strategies um
you know it can be most effective to put
things in place beforehand but you've
got to make sure that reactive
strategies are there because that's what
helps children to learn and grow. So
once they have done something that is
not acceptable the reactive strategy
could be almost restorative and prevent
it from happening. So it could work
Another scenario then for you to
consider, and you can pause the
recording to do this, is to um think
about what impact
um this behavior management strategy
could have on the pupil and why
consistency is important and what you
can do as a TA to support consistent
And just pause and give yourself a few
I think we've got a certainly a case
here of of the pupil who is not having
that consistent behavior policy applied
to them. Um, so you almost get this
pitting different teachers or different
staff members against each other where
they know that they can get away with
things in certain lessons and not by
others. Um, it also leads to a lot of
confusion for the pupil where they don't
quite know where they where they stand.
Um, and that can lose trust as well. So
it's important to build those trusting
relationships with pupils and students.
um and consistency is important for that.
So, here's um a scenario um regarding
Jamie who's a seven-year-old pupil in a
primary school, but really this could
apply to any age group and any phase of
school. Um during a morning lesson, the
teacher's asking the class to work in
small groups on a challenging task. Um
Jame is frustrated. He raises his voice.
He says, "I don't want to do this. It's
too hard." And then he refuses to join
in and sits quietly at his desk,
crossing his arms. So, there's two
approaches here that I want you to
consider. So, have a look at both
approaches and think about um you know,
if you were the TA in this situation,
which would be more effective and why?
Just pause and consider that for a moment.
So I think you probably um agree that
approach A is likely to be more
effective because what we've got here
and as mentioned on the previous slide
is this building of trust. in order to
have a positive behavior management
experience. Um it's important to engage
the pupil and build that trust with them
as well. So that is likely to be more
effective. It's gentle, it's calm. We
also can have situations where um
language and tone of voice is mirrored.
So if you raise your voice as in
approach B, a child might raise their
voice back because you're almost
competing with each other for the
volume. Um so by saying you need to stop
shouting but by doing it with a raised
voice it almost contradicts the message
that you're trying to give across.
whereas to to approach very calmly then
that can de um sort of deescalate the
situation and help to regulate the
child's emotions and help them to stay
So, um, we won't do be able to do the
poll because this is an online session,
but if you think about these three, um,
bullet points and think about what
positive strategies you could use to
So some of the things that you might
have come up with there, you know, if a
child's shouting loudly, as we saw from
the last example, to speak to them very
quietly might mean that they are then
starting to mirror your voice and being
a bit quiet as well. Certainly don't try
and shout over the top of them. Um, and
just being very calm with them. Um if
they are refusing to join in with a
group activity um you might have had
this experience happen to you um a
refusal find something that they do
enjoy. You know put that in front of
them. Ask them you gradually get them to
join in by finding something that they
might like um and have that sort of
familiarity with them. And if they are
frequently interrupting
um sort of not devaluing what they're
saying but thanking them for their
contribution and saying actually I'll
come to you in a moment um let's just
hear from um X first and then we'll come
back to you and I think making sure that
they're aware that they will have a
chance to contribute in a moment because
they might be interrupting because they
feel that if they don't say it now then
they'll never have an opportunity to so
that reassurance and that consistency
and fairness. So if you have said to
them, I'll come back to you after I've
listened to Simon, then making sure that
You might have heard of Skinner's
operant conditioning
um theory. These are a couple of
theories relating to behavior. There's
many more that you can look at. So along
the lines of behaviorism, Pavlov for
example with the with the dogs um but
Skinner's um operant conditioning um
theory is very relevant in schools and
you will see this um through your
behavior policies. I'm sure of it. So
for those of you that don't know um
Skinner did an experiment with rats. Um,
so he put the rat in a box and when the
rat pulled a lever, when the green light
was on, he received food. He got a
reward. So the green light was on, he
pulled the lever and got some food. So
it's quite clear green meant reward.
But when the rat pulled the lever, when
the red light was showing, it got an
electric shock. Um, obviously this is
questionable ethically um these days.
Um, but over time the rat learned and
was conditioned to not pull the lever
when the red light was showing and to
only pull the lever when the green light
was on.
So if we think about how this um you
know how this relates to your role as a
teaching assistant and how it relates to schools,
schools,
we are probably in a habit of rewarding
good behavior. You know, if a child does
something that we want them to do and
it's positive, i.e. the green light,
then we reward them. And that might be a
sticker, it might be a shout out in
assembly, it might be any sort of prize,
it might be dojo points, house points,
whatever reward system there is. And
that's positive reinforcement.
And if they do something sort of more
akin to the red light that we do not
want them to do, um, then they are
punished for it. And we're not talking
electric shock treatment, but they might
um have um some time out. They might
have um points removed. Um they might
have to miss some break time. So we've
got these kind of reward and punishment.
And so whilst Skinner's theory is um you
know it's from the 1960s and it is sort
of quite dated now it is still very
relevant in schools because we still
apply that psychological theory of
reward and punishment is still very much
there in schools um today. But think
about how that can relate to your role. Um,
another theorist um that relates to
school is that of Bura, Albert Bura.
Now, Albert Bura um completed an
experiment called the Bobo doll. And
what you'll see here, and I'll play the
video in a moment, is the children
observed an adult playing with an
inflatable doll. Now they the children
who observed the adults sort of showing
violence to the doll were more likely to
repeat the behavior themselves and they
played with the doll in violent ways.
And I think if we consider children that
might be aggressive within school, it
could be relating to this social
learning theory where children are
learning from observing their
environments. If they are witnessing
domestic violence at home, then they
might be reenacting that um and more
likely to replicate that kind of
aggressive behavior um themselves
because what they're witnessing is
shaping um their behavior.
So think about um you know observing and
copying the behavior and how it relates
to perhaps how children learn these
positive role models that you are in
school and teachers are in school and
that we would hope a lot of parents are.
But recognizing that some children don't
have positive role models, they have
negative role models and therefore it
leads to this copying and mimicking
behavior. Um,
and it could therefore be a safeguarding concern.
The uh model pummeled the doll with a mallet,
It was once widely believed that seeing
others vent aggression would drain the
viewer's aggressive drive. As you can
see, exposure to aggressive modeling is
Exposure to aggressive modeling
increased attraction to guns even though
it was never modeled. Guns had less
appeal to children who had no exposure
to the aggressive modeling.
The children also picked up the novel
Okay. So, um what we've seen then is
we've seen Bura um and the doll
experiment which is the social learning
theory and the idea of copying and
imitation which you can consider um with
the pupils that you work with. And we
also looked at Skinner's operant
conditioning theory which will relate to
your behavior policies of rewards and
punishments. There are lots of other
theories relating to behavior in
schools. And so it's probably a good
idea to look up behaviorism and you
could also look up Pavlov um as well um
and experiments um that took place with
him too. Oh,
so think about how you might work with
others to support um behavior. So how
you work with teachers, senos, parents,
pastoral leads, external professionals
um and sharing information of why it's
important um if you are and how
communication um with these
professionals is also conducted and how
that's important.
So good communication does help with
that consistency of support. We saw in
it scenario earlier on where a child was
receiving inconsistent messages
regarding behavior with some teachers
overlooking the behavior and others
being quite firm. So it's important that
um consistency is shared and that can be communicated.
communicated.
Also, um needs can be addressed and
identified very very early on. If
there's lots of people that are
involved, we you know, somebody might
have identified something very early on
that could be passed on and you build
this team approach around the child um
so that there are not any
misunderstandings or duplicated efforts
but everybody is working together for
the same common aim.
So communication might be um brief sort
of factual notes. So maybe um a
professional tone. There might be um
school communication. So confidentiality
around emails that are sent out and
forms that are completed. There might be
face-toface check-ins as well um or
face-to-face meetings.
So it is important to share information
sensitively and also promptly for all of
So, you might want to have a look
through um and replay um some of the
session that you've just looked at,
particularly those scenarios, but think
about what you'll take away from today's
session and if there's anything that
you'll do differently to manage behavior
um and any areas that you still need to
develop confidence in.
Um just in terms of um
some of these questions, if you have a
look through, pause the recording and
see if you can answer them. That will be
a really good indication of how well you
um have absorbed and have knowledge of
this topic. If there's any questions
that you're unsure of, then please feel
free to go back and um watch the
recording again. Um or you can also
explore in your off the job time as well.
Think about how confident you are now
with supported positive behavior and
make a note of your score so that you
can discuss this with your
apprenticeship tutor at your next review.
Some next steps are to complete any
assessments that are um set up for you
by your tutor on supporting positive
behavior and start to gather any
documents that are relevant to behavior.
So any observations that you complete,
any behavior plans as well.
If you're aiming for a distinction at
endpoint assessment, um think about the
behavior management strategies that you
currently use and how you might be able
to adapt different approaches to support
individual needs, particularly
individual pastoral and academic
behavior. You might want to write a
brief reflection um of behavior
management strategies that you are more
familiar with to share with your tutor
and think about how you could merge
strategies together and any challenges
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