The document discusses behavior management plans and strategies. It states that when students don't follow instructions, it is for one of two reasons: they don't understand the instructions or they choose not to follow them. Effective behavior management involves giving specific, observable instructions and having a consistent plan for consequences when instructions are or aren't followed. Consequences should be certain rather than severe, and instructions must be followed through consistently.

1. What’s the plan for
Behaviour Management?

2. What’s the plan?

3. What’s the plan?
or

4. The 2 reasons:
When students don’t follow instructions,
it’s for one of two reasons:

5. The 2 reasons:
When students don’t follow instructions,
it’s for one of two reasons:
They don’t know
what the
instructions are

6. The 2 reasons:
When students don’t follow instructions,
it’s for one of two reasons:
They don’t know
what the
instructions are or

7. The 2 reasons:
When students don’t follow instructions,
it’s for one of two reasons:
They don’t know
They choose not to
what the
or follow them
instructions are

8. The 2 solutions:
So:

9. The 2 solutions:
So:
Imagine how you
want it to look, give
specific instructions
and use the same
language

10. The 2 solutions:
So:
Imagine how you
want it to look, give
specific instructions
and use the same Then
language

11. The 2 solutions:
So:
Imagine how you Have a plan for
want it to look, give when instructions
specific instructions are followed or not
and use the same Then
followed
language

12. How to be specific
1. Visualise your ideal classroom
behaviour.

13. 2. Make your
instructions
observable.

14. 2. Make your
instructions
observable.

15. Runaround,
NOW!
2. Make your
instructions
observable.

16. Runaround,
NOW!
2. Make your
instructions
observable.

17. 3. Communicate what you want.

18. 3. Communicate what you want.

19. Have a plan
• 1st warning- Recorded
• 2nd warning- Recorded
• 3rd warning- Rest of session away from group
• 4th warning- after school detention/contact home
• 5th warning- sent to another class

20. Have a plan
• 1st warning- Recorded
• 2nd warning- Recorded
• 3rd warning- Rest of session away from group
• 4th warning- after school detention/contact home
• 5th warning- sent to another class

21. Effective consequences
• Give warnings with a reminder of the rule/
instruction
• Without emotion or counselling
• Be happy with small consequences- it’s
certainty not severity that’s effective. The
aim is good behaviour not retribution

22. Effective consequences
Jane, that’s a warning.
The instruction is to
keep hands, feet and
objects to yourself.
• Give warnings with a reminder of the rule/
instruction
• Without emotion or counselling
• Be happy with small consequences- it’s
certainty not severity that’s effective. The
aim is good behaviour not retribution

23. Delivering consequences
Give consequences:
• Regardless of time of day, the student
involved, the possible reaction or the
number of warnings a student already has
• Tell students about how the system works- if
they know where they stand, they’ll be more
likely to make the right choice
• Emphasise choice all the time
• Don’t give instructions if you’re not prepared
to follow them through

24. Use polite reminders

25. Use polite reminders
I’ve got to be fair on
Bob who has already
had a warning for...

26. Use polite reminders
Dave, you’ve had a
I’ve got to be fair on
warning so I know
Bob who has already
you’ll definitely have
had a warning for...
your eyes on me

27. Use polite reminders
Dave, you’ve had a
I’ve got to be fair on
warning so I know
Bob who has already
you’ll definitely have
had a warning for...
your eyes on me
I know Denise will be
looking at the board.

28. The Ladder