Supporting positive behaviour management

Abstract

Supporting positive behaviour is part of the everyday role of great teaching assistants. Every school day brings its own challenges and the ability to be a positive role-model in all circumstances can be incredibly difficult. However, this is essential if you are to be a successful manager of behaviour. When teaching assistants have a positive attitude towards their role and the children they work with this supports their ability to develop positive relationships with the children. Positive relationships then, in turn, help us to understand the children better and the reasons behind their behaviour. Understanding the reasons behind children’s behaviour then leads to a sound ability to positively manage behaviour far more effectively. Teaching assistants should aim to see their positivity, positive relationships and effective behaviour management as a continuous and ongoing cycle. Reading the school behaviour policy will help you to understand the school’s expectations of TAs and other staff. The rules, rewards and sanctions used throughout the school are all stated in the school policy. By keeping a copy of the behaviour policy you will be able to check it regularly to ensure that you are following it appropriately. A careful balance between following the procedures stated in the behaviour policy and positive relationships, will support you in being an excellent manager of behaviour. When working with groups, clear rules will help you to establish an understanding of what is expected. The key is to be consistent in identifying, rewarding and praising children following the rules, while dealing with negative behaviour in a way that does not disrupt the flow of the activity. You may find that this can be done effectively by ignoring some poor behaviour, making it clear that children only receive attention for positive behaviour. We all know that this isn’t always possible and sanctions may need to be applied. If this is the case, it is important that you are consistent and fair, taking great care not to allow previous experience and expectations of behaviour to lead you into treating some children more harshly than others. Rewards are a great way of getting the best out of children. The use of a jar of marbles that earn them a big reward as a whole class later that week, merits, stickers, golden time and house points will show children that you approve. It is essential that you only use the permitted rewards specified in the behaviour policy and by the class teacher, it is not appropriate to introduce new rewards without approval. Ensure that children know exactly why they are being rewarded and be specific in your praise for what it is that you are giving. Children generally want to please and by making your expectations really clear they are more likely to repeat positive behaviour. Work closely with the class teacher to build a strong working relationship that enables you to make good judgements. Through discussions and talking openly and honestly about the boundaries between your roles you will know the level of behaviour issues that you are able to deal with and whether the teacher is happy for you to be involved with using a full range of rewards and sanctions. Always feedback to the class teacher about children you are particularly pleased with and those who have been a cause for concern. Request advice and discuss different solutions. This will help you to broaden your knowledge of behaviour management and work effectively as an extension of the teacher in the classroom. PTU