Behavior Strategies

HELP FILE

 

Naming Students in Teacher Behavior Support Teams

(See our "5-Step" Program which incorporates these teams)

 

Naming is Blaming

Once a student is named in the group setting of a behavior support team, or indeed in any setting, including the classroom, it instantly moves the focus from the behavior to the student him or her self. This dilutes and even removes the need for the teacher to manage the behavior rather than the student. It can be a constant temptation to revert to habitual ways of managing behavior which is precisely what the support team process is aimed at preventing – and also carrying forward the workshops’ skills.

When it is understood and fully grasped that focusing on the behavior alone is the key to the whole process, the support team process will steam ahead.

Students really love a teacher who can do this because the student learns that their person and their dignity is protected and they feel safe, they settle fast and they become much more productive. In short, students learn quickly that it is their behavior and not their person which is the focus of the teacher’s attention, and it is this realization that triggers trust and respect for the teacher.

The aim of the behavior support team process is:

1. To focus on empowering and supporting teachers in their management of behavior – not on students’ issues – that is pastoral care or the province of psychologists.

• behavior may not necessarily involve a student or students, it may be managing another adult – parent or colleague.

• Not using names (or identifying the person in some other way!), enables people to bring up even very sensitive and worrying problem behaviors and obtain support and new ideas ..

1. without responses being coloured by name or title. Remember, no name = no blame.

2. allow people to put a real problem on the table.

• This enables teachers to be supported and given coping skills without feeling vulnerable - feeling judged, inadequate etc.- these can be unconsciously conveyed through simple body language, facial expression and gesture.

• The whole group relaxes into a safe environment and people become more open. (This sense of trust in the group is an interesting corollary to the whole process. It is teachers using the same skills in the group that they use in the classroom!)

2. In having to describe a behavior to bring clarity to both the action and reactions and,

• people’s responses to a situation/issue are not clouded by personalities.

3. To train teachers to focus on the behavior – not the person. “I cannot change who I am only what I say or do”.

• Focusing on the person for misbehavior (reaction) generally results in that person,

1. taking it ‘personally’ and being defensive,

2. feeling disempowered, resulting in further acting out behaviors – e.g. denying, blaming others etc., because they are not enabled to respond appropriately – they are prevented from having the opportunity to themselves, ‘put it right’.

4. To encourage teachers to think creatively about managing student behavior without being caught up with ‘who did it.’ This is a sideshow and prevents the behavior from being the focus for management.

• A teacher’s response to a ‘name’ can bring up personal experiences and emotional responses that can unconsciously cloud the issue and influence a teacher’s thinking and response and focus on what they did and how they felt instead of management options – skills, strategies, techniques etc.

These are not discussions about students (that is the role of pastoral care) they aim to,

a) empower and skill teachers in their management of behavior
b) build empathy between and support for colleagues

c) encourage creative thinking as all ideas are accepted, no matter what others think – for the ultimate management decision lies with the presenting teacher.

d) for students to realise that it is what they say and do that needs changing. This enables them to change their words and actions … not become defensive because they cannot change who they are – only what they do and say

e) enable teachers to manage behavior in all circumstances and be able to build a wide ranging personal suite of skills and strategies for any occasion and any confrontation or behavior.
 

Jenny Mackay

 

If you reproduce or use any of the contents of this help page in any way, you may do so without our permission so long as you acknowledge Jenny Mackay as your source.

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 PRACTICAL BEHAVIOR MANAGEMENT SKILLS FOR TEACHERS

 

COAT OF MANY POCKETS: Managing classroom interactions by Jenny Mackay, ACER Press, now in its second reprinting! The book is intended for beginning and returning teachers as well as educators wanting to enhance their behavior management skills. Based on a synthesis of major behavior management thinkers, the book incorporates the practical skills, techniques and insights for managing individuals and groups in the classroom plus a unique and simple implementation process.

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