JANE WINTER: Hello, everyone. It’s Jane and Yeasmin here with our video diary. We’ve really been enjoying working on the managing behaviour course, and really enjoyed reading your comments. And here is our chance to talk about some of those comments that particularly caught our eye this time. So over to you, Yeasmin.
YEASMIN MORTUZA: Thanks, Jane. Thank you to Paul and Christine for your contributions here, and all throughout the course. So Paul mentions that behaviour management is at least in part about building sound relationships with our students. But then they get locked into learning. So it’s very important to recognise that we’re seeking a means to an end, really. What we’re looking for is that productivity in the classroom, and managing behaviour is all about setting up the right environment, so that that happens. And Christine mentions, so that our relationships with them remain intact and productive. So the productivity is the end game, and keeping a relationship intact is the means by which we get there.
And so, I think the main point being here that behaviour management is a means to an end. It’s an important means to an end, but the end purpose is productivity and learning. And so that means we’re not just looking for compliance, we’re looking for a level of relationship that allows the students to become fully functional learners. So thank you very much, Paul and Christine. I’m going to hand over to Jane for the next comment. Over to you, Jane.
JANE WINTER: Yes, thank you very much for this, Claire. Building on what the other slide says, you know, people often think, I haven’t got time for all this behaviour management. I’ve got too much teaching to do, the children have got to learn so much. But what we say is, you haven’t got time not to develop behaviour management, because if you don’t get that right, the learning just doesn’t happen. And Claire makes a point that a lot of systems that are used in schools of rewards and sanctions are just too unwieldy and cumbersome. And as a result, they tend to be used inconsistently, and they will lead to unfairness.
And they can actually undermine those positive relationships that we’re really trying to form, when we think about how we’re going to create a culture in a classroom where children are behaving well, and where they’re working well. And so, as Claire says, good behaviour management shouldn’t be some extra bolt-on. It shouldn’t be something that’s going to take you lots of time. It should just become an integrated part of your daily teaching, then that leads to those genuine relationships where learning can take place. So thank you very much for that, Claire. I think you’ve got something from Alan now, Yeasmin.
YEASMIN MORTUZA: Indeed. Thanks, Jane. So Alan has pointed out some of the changes, the beneficial changes, that he’s come across in his school. So they’ve had a focus on recognition rather than reward. And do have a look on the course, there’s a lot of discussion around this, both within our course materials, but also amongst the participants themselves, weighing up the pros and cons of either, and some of the nuances of recognition versus reward. So Alan has noticed that there have been some big changes. And he was pleasantly surprised, and he’s noticed the students are motivated. They’re not competing with each other, but rather working collaboratively.
And he’s noticed a positive learning impact, in addition to, obviously, that they’re collaborating more as well. So I just wanted to say that the thing with recognition is that it’s not just about recognising students because maybe they may not be being recognised at home or elsewhere. Actually, all students, whatever their background, all students need to be recognised for what they’re doing right, because it’s actually a part of their learning. And that’s the only way we can be truly equitable. And on the course, we talk about some of the ingredients of good recognition. So it should be specific, it should be accurate, it should be authentic.
And if all those conditions are met, it becomes both a behaviour management tool as well as a learning tool. So thank you very much, Alan, for sharing your school’s successes with us. And I’m going to hand back over to Jane for the next comment. Over to you, Jane.
JANE WINTER: Yes, thank you very much for this comment, John. He makes an excellent point, that the difference between recognition as opposed to rewards is that it isn’t a bribe. It’s not something we are doing to try and control the children. It’s actually about building up genuine relationships, and giving the children genuine feedback about what they’re doing. And I think however old we are, we really do appreciate that sort of feedback. I mean, just think. When somebody says to you, well done, thank you, I noticed you worked really hard on that project. How do you feel? And our learners feel just as positive.
But John also makes the point that for some learners, they’re not going to get that positive affirmation anywhere else but in school. Some people, they’re not thanked at home, or told well done, or got that thumbs up and that wink and a smile, and all those things which mean so much to us humans. So if we can get this right, we’re making the people in our classroom feel so much better, we’re raising their self-esteem. And it’s going to really lead to good genuine relationships on which that learning can be built. And it’s just natural. It’s just what we do with other human beings.
So it can never be patronising, or put people’s backs up, because it is just normal and natural ways that human beings create relationships. So thank you so much for making that point, John, and I think you’ve got one last comment to finish off, haven’t you, Yeasmin?
YEASMIN MORTUZA: I do, and I think Gary’s comment really goes to the heart of what behaviour management is about. It is about building good relationships. So you’re talking about human-to-human interaction, relationship building. And he described some of the things that’s been going on in his class. And I see it as an accumulation of all of the quality of different interactions, small interactions, that go on throughout the day or throughout the lesson. If all of those interactions are positive and productive, and show mutual respect, then that all moves towards building up that positive relationship. So the examples he’s given, smiling at the door.
Engaging the students in conversation shows that we value them as individuals, and he’s noticed that that leads to a calmer tone in class. But also, he’s making an effort to ensure that he’s building that calmer tone in the classroom. So things like ensuring that he’s not raising his voice more than is needed, minimal voice recognition. And just smart things like ignoring negative comments which are intended to wind up. So that accumulation of small interactions, and in some cases, lack of negative interaction, is what all adds up together to build up that positive, good, human-level relationship. So thank you very much, Gary, for your comment. So I think that’s it for our comments.
So I’m going to hand back over to Jane for wrap-up. Over to you, Jane.
JANE WINTER: Yes, thank you, Yeasmin. And so, great load of comments. I’m afraid we couldn’t use everyone’s. There’s just so many lovely comments in the course. And as ever, Yeasmin and I have really learned a lot working on the course. I don’t know how many times we’ve done it now, but quite a few. And there was Step 5.1 where a lot of you have been posting your questions, and they’re going to be answered by John Bayley. So the thread’s closed for questions now. However, by the 6th of November, his question-and-answer session will be uploaded. And if you can’t access the course anymore, you will be able to access it on YouTube.
I’m very much looking forward to what John has to say. And I know Yeasmin is, too. And I hope we see you in the future in one of our other courses. And thank you very much. Goodbye.