Behaviour Management for Teachers: Teach More, Manage Less
This one-day learning experience for primary and secondary teachers provides
participants with conceptual and practical tools to minimise the time and energy
that they spend managing students’ behaviour. By reducing managing time,
teachers maximise their teaching time and opportunities for student learning.
Participants leave this seminar with renewed confidence and information about
how they can make small differences to their practice that have the potential
for large positive outcomes in student learning.
The content of the day is targeted at teachers who aspire to update and refine
their behaviour management practices. The models developed by Dr Richmond
evolved from school-based research in behaviour management and are unique to the
field. This work is particularly useful for its elegant simplicity and its
generic application. No matter what behaviour management approach participants
prefer, they will leave with additional techniques for:
- minimising managing time and maximising learning time
- defusing student power plays
- managing provocative and challenging student behaviour
- gaining (or regaining) assertive learning leadership in the classroom
- recovering rapidly from stressful situations
- designing a minimalist management plan, and
- reflecting on their current practices.
Behaviour Management for School Leaders: Lead More, Manage Less
This one-day professional learning experience is designed for principals, deputy and assistant principals, heads of department, year level coordinators, pastoral care providers, school counsellors, as well as behaviour support professionals. Participants will leave with a unique organisational framework based upon a synthesis of contemporary behaviour management research and practice in Australian schools. Participants can use this framework to refine their current approaches as well as enhance their techniques for:
- helping colleagues to reflect on, and continually improve, their preferred behaviour management styles
- reducing the time and energy expended on behaviour management issues for a net increase in learning time
- working with chronically disengaged and disruptive students
- managing those inevitable crises in ways that minimise collateral damage, and
- engaging caregivers in problem solving processes.
Classic Behaviour Management Mistakes
This one-day professional learning experience is designed for all educators in contact with children and adolescents. It explores the following seven behaviour management mistakes:
- Taking student misbehaviour personally
- Reacting emotionally rather than responding intelligently
- Playing power games
- Asking students why they misbehave
- Blaming parents, television, society or planet alignment
- Sending students away to be fixed
- Relying on common sense.
Participants will leave with ideas and strategies to strengthen the following three aspects of their own behaviour management practice in relation to these common mistakes:
- How to avoid mistakes by responding more effectively
- How to quickly recognise when a mistake is being made
- How to rapidly recover from the situation with dignity.
Turning Toxic Classes into Learning Teams
What is a toxic class?
It is easier to describe what a toxic class is not, than to describe accurately what it is. It is not made up of toxic students. All students are learners who have abilities that develop over time with appropriate instructional scaffolding. Let us agree that characteristics of all children include such things as individually different capacities for demonstrating delightfulness, stubbornness, excitement, moodiness, thoughtfulness, intelligence, neediness and learning style preferences. It is inaccurate, unfair and unethical to describe even the most challenging student as toxic. However, it is arguably accurate, fair and ethical to describe a mix of students, who trigger each other’s fragilities in such a way that they seriously
undermine their opportunities to learn and their teacher to teach, as toxic.
Changing the culture of a toxic class to that of a learning team takes intentional, inspired work. You are the teacher for the task! There is nothing as rewarding as the sense of accomplishment that you will experience when previously disenfranchised, unhappy and reluctant students transform into eager learners under your watch. There are six important aspects of this work. These are how you (1) maximise energy, (2) reframe difficulties, (3) increase structure and expectations, (4) enhance positives, (5) correct effectively, and (6) cultivate your professional self. This material is thoroughly covered in a one-day learning experience.
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