24.

External Control

Use class meetings and circletime - to discuss problems/feelings/solutions.
Burdens and benefits - for children to consider regarding problem behaviour. Discuss alternatives and ask children to make a commitment to
their choice of a better course of action.
Children construct 'do rules' by consensus and review them regularly.
Counselling -active listening for children with problems, freeing them to reflect and consider their options.
Activities to develop group support and enhance self-esteem.
Develop child-centred language to discuss feelings and behaviour, as a more constructive outlet.

‘Starting & Developing Circletime’, ‘Enhancing Self-Esteem’ and the Activity Files develop these ideas. These strategies involve change at a deeper level, may take longer to achieve, but are permanent. Children can become responsible, rather than unquestioningly conforming. They develop awareness of their own and other people’s feelings
. Empathy makes destructive behaviour much less likely.

Low key interventions are more effective ... look rather than speak; speak calmly rather than shout.
Some children become skilled at getting adults to over react, then they are controlling
your behaviour.
Use a child's name and make ' I...' statements about their behaviour. Put the onus on individuals rather than ... ' Class 5 you are too noisy.' Notice and comment on positive behaviour.
Be firm and consistent. Start afresh next time, don't dwell on past mistakes. Give back opportunities.
Expect high standards and intervene early to avoid problems developing.
Allow negative behaviour to carry its own burden, rather than inventing unconnected sanctions.
Encourage children to celebrate their achievements without relying on artificial rewards.
Change any systems that may add to behaviour problems - children queuing in lines, materials not available, re-grouping of children who distract each other.
Establish early circletimes.

Listen to children and spend time on helping them learn to listen to each other.
This can be invaluable in sorting out disputes.
Establish negotiated contracts with children who cause problems to themselves and others. Start a dialogue with them about their behaviour and help them recognise alternatives.
See problems through. Don't make idle, or extreme, threats or promises. Remember to review the situation and give children time to help them review progress.
Show children how to be assertive without being aggressive.... there are non-confrontational ways
to ask for what you need.
Try using role play and drama to develop children's own solutions or alternative behaviour.

Hold daily circletime, or class meetings, for building a co-operative class who feel connected.

1. Management Strategies.

2. Building Support.

3. Responsible Behaviour.

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