Tutor: John Morrison Master Tutor – Coach Education Tutor GAA
Task 1:
Good & Bad:
Behaviour Management Strategies
Behaviour Definition: Acts or Operates in a specific way
Controls/Rules/Punishments
Creates/Enjoys/Learning Standards & Rewards
Behaviour Starts In The Mind Though t
Action
Behaviour
Habit
‘Children Don’t Remember What You Tell Them … They Do Remember How You Made Them Feel’
‘Players Don’t Care What You Know Until… They Know You Care’.
‘I never Lose I Either Win or I Learn’.
‘We first make our Habits, then our Habits make us’.
Coaching Using The Brain Nurtured Learning Problem solving Repetition Drills/ Games
METHOD
Understanding
Concept/Prompt
Remember
Game Sense
Coping
Application of skill
EFFECT GAMES APPROACH
GAME
Brain Game Sense: Coaching Via The Brain Left Brain Questions Problem Solving Positivity Repetition Buzzwords Mnemonics Rhythm Music Connection Association Image/Colour Senses Fun Play Skill Focus (Bilateral)
Right Brain (The NOW)
Conscious (Manual Control) Neo- Cortex
Subconscious (Auto Pilot)
Lymphatic
Coping Automatic Reptilian
Short Term
Think Understand Do
Prompt or Concept Games -Game Management
Switch Board Long Term
Remember Recall Redo
Muscle Memory
Coping Direction Self Esteem No Emotion Routine
Thinking Memory To succeed make your conscious unconscious.
Game Senses – Technical Plans
Superb Technique
Use Of Emotions: E + R = O 96 %
100,000
4 Yrs.
5 % 18 Yrs.
12 Yrs. From 4 Yrs. to 12 Yrs. A child will hear 100,000 negative comments!!!! 96% of all 4 Yrs. Have high self-esteem. By 18 Yrs. It drops to 5 % Take the negativity & punishments out of coaching. Use positivity & results. Event + Response/Emotion = Outcome
TASK 2: Use OF Emotions POWERFUL EMOTIONS ‘BE’ OR ‘LIVE’ THESE
WARNING OR ACTION SIGNAL EMOTIONS ‘ACT ON THESE, POSITIVITLY & QUICKLY’
LOVE & WARMTH (SENSE & COMMUNICATION) • APPRECIATION & GRATITUDE • CURIOSITY • DETERMINATION • CONFIDENCE • FLEXIBLE • EXCITEMENT & PASSION • CHEERFULNESS • VITALITY • CONTRIBUTION •
• • • • • • • • • •
DISCOMFORT HURT GUILT FRUSTRATION DISAPPOINTMENT FEELING INADEQUATE FEELING OVERWHELMED FEAR ANGER LONELINESS
TASK 3: NATURAL TOOLS FOR GOOD BEHAVIOUR
Used regularly – breeds learning/coping Repetition is the essence of learning Understanding & Direction Self-Esteem – I am Self-Efficacy - ‘I can’ (‘Can I?’) Questioning/Creativity Powerful Emotions Ability to Problem Solve (Discovery learning) Self-talk (Linked to Imagination) Day Dreaming
Consider Good Teacher v Bad Teacher (Coach) • (Coach) GOOD TEACHER (Coach) BAD TEACHER EXPLAINS THINGS • • • • • • • •
• • •
SHOW RESPECT ALLOW CHOICE INFORMAL DISCUSSION CONTROL THE CLASS ENCOURAGE SUCCESS MAKE ME FEEL AT EASE HAVE FAITH IN YOU
THE ONE WHO IS THERE FOR YOU MAKE YOU FEEL CLEVER REALLY CARES FOR YOUR OPINION
(Coach) • • • • • • • • • •
ALWAYS RIGHT TOO STRICT EXPLAINS THINGS BADLY TOO CROSS HAVE FAVOUTITES PICK ON PUPILS TREATS ME LIKE A BABY HAVE NO CONTROL ARE SARCASTIC BLAME PUPILS IN THE WRONG
WHAT WILL YOU KEEP ‘ABOUT’ YOURSELF? WHAT WILL YOU CHANGE? Be a Guide on the Side rather than a Sage on the Stage
TASK 4: WHAT BEHAVIOURS INCREASE LEARNING BEHAVIOUR THAT INCREASES LEARNING
• • • • • • • • •
ASKING QUESTIONS SUGGESTING IDEAS TAKING RISKS/EXPERIEMENTING BEING OPEN ABOUT THE WAY IT IS ADMITTING INADEQUACIES & MISTAKES CONVERTING MISTAKES INTO LEARNING REFLECTING & REVIEWING DISCUSSING WHAT HAS BEEN LEARNED TAKING RESPONSIBILITY FOR OWN LEARNING & DEVELOPMENT
BEHAVIOUR THAT DECREASES LEARNING • QUIET COMPLIANCE • DISMISSING IDEAS • GOING FOR EXPEDIENT, QUICK FIXES • TELLING PEOPLE WHAT THEY WANT TO HEAR/FILTERING BAD NEWS • JUSTIFYING ACTIONS/BLAMING OTHERS OR EVENTS • REPEATING THE SAME MISTAKES • RUSHING AROUND KEEPING ACTIVE • DISCUSSING WHAT HAPPENED WITHOUT LESSONS LEARNED & PLANS TO IMPROVE • WAITING FOR OTHER PEOPLE TO DO IT
TASK 5: WHAT IS CHILD DISCIPLINE? ARRANGE THE FOLLOWING WORDS UNDER THE FOLLOWING HEADINGS: 1. WHAT CHILD DISCIPLINE IS ABOUT? 2. WHAT CHILD DISCIPLINE IS NOT ABOUT?
TEACHING
GUIDANCE
CORRECTING
ACCEPTING RESPONSIBILITY
EXPRESSING ANGER
BUILDING STANDARDS
PUNISHMENT
PRAISE & CHALLENGE
SETTING BOUNDARIES
SHOWING RESPECT
CONTROLLING CONSISTENCY
CALM EXPRESSION COOPERATION
TASK 6: WHICH OF THESE ARE THE LIFE SKILLS WHICH CAN HELP THEM BECOME SUCCESSFUL ADULTS?
SOCIAL SKILLS
SELF-DISCIPLINE
HEALTHY DECISION MAKING
IMPULSE CONTROL
EMOTIONAL CONTROL/REGULATION
CONFIDENCE
Task 7: Which is the ONE missing word here?
_________ works well when used with other discipline techniques. Catch them doing good and _______ them. ________ helps children to work independently, wait patiently, follow direction and get on with others. A child angers easily; ________ their efforts when they try something difficult. For _________ to be effective, it should be specific, frequent and asap. Offer only genuine ________. Use it as a teaching tool. Giving ________ often encourages children to continue doing more of the same.
TASK 8: THE BEHAVIOURAL, SOCIAL & PSYCHOLOGICAL TRAITS OF CHILDREN 4 – 16 Yrs. 4 Groups: EACH GROUP ASSIGNED 1 CHILD MATURITY GROUP FROM… A. YOUNG CHILDREN B. JUNIOR CHILDREN C. MATURE CHILDREN – PRE-ADOLESCENTS D. EARLY ADOLESCENTS
USE YOUR ‘NOTES’, TO PREPARE A ‘GROUP TEACHING’ LESSON FOR THE OTHERS ON HOW YOUR ‘CHILDREN GROUP’S’ TRAITS OPERATE!
Task 9: INDISCIPLINE/’BAD’ BEHAVIOUR
Poor Attention; Difficulty Concentrating; Distracted; Unfocused Hyperactive, impulsive, agitated, can’t sit still, out of control Throws temper tantrums, Melt-Downs, Fits, Freak-Outs, Yelling, Screaming Defiant, Oppositional, Talk-Back, Rude, Disrespectful, Lying Anger, Aggressive, Raging, Violent – Hitting, Fighting, Biting, Kicking, Pinching Withdrawn, Shy, Timid, Anxious, Socially Challenged or Awkward Target The performance, Not The Person Do you know any others?
TASK 10: POSSIBLE SOLUTIONS STOP THE CHAOS DANCE, MUSIC, STRUCTURED PLAY, (MASTERING THE MOVEMENT); LEARNING BUDDIES/GROUPS; CUMULATIVE REWARDS FOR EFFORT; WORKING ENVIRONMENT; APPROPRIATE ACTIVITY; TRAFFIC LIGHT SYSTEM (GREEN –PLAY; AMBER –TIME OUT; RED – STOP)
1.
2. SHIFTING BEHAVIOUR/CHANGING STANDARDS A. SET GOALS/MEASURE/FEEDBACK ON… B. LEAGUE TABLES – RESULTS V BEHAVIOUR C. PROMOTE SOCIAL SKILLS D. POST 12 Yrs.: SELF-APPRAISAL E. REGULAR PARENTS MEETINGS F. CLINCICS (2 TO 1) – PROMOTION/RSOLUTION 3. TERM ASSESSMENT REVIEW
Top Tips Message Delivery: 7% Words; 38% Voice; 55% Body Language Give me 5 High ‘5s’ Catch them doing good & praise them 5,4,3,2,1 countdown
Attention grabbers… 1. Eyes – Looking at coach 2. Ears – Touch ears & say ‘Ears listening’ 3. Lips quiet – Touch lips 4. Hands still – Raise hands to get everyone’s attention 5. Mind awake – Point finger to Head
Tips For Behaviour Management
Limited choice – only give 2/3 choices for pupils to choose
Enthusiasm/Positive Expectation
Time & transitions
Equipment – Amount, Size, Colour
Task Breakdown – Short phrases
Reminder of Past Success – Link previous success to new tasks
Tips For Behaviour Management Task Sharing Modelling Memory Tasks Blame yourself Positive feedback Tactically ignore Proximal praise Where & What?
The most common reason for refusing to do something is fear of failure.
Trouble Shooting…
Acknowledge Feelings
‘Broken record’ – Keep repeating
Calm stance, personal space, low voice, keep still
‘Don’t shout at child’. Use phrases like… ‘I see you’re upset…’
Mimicking – Verbal v Visual
Rewards – stars for good behaviour – best listener etc.
Use points system over a block of weeks
Trouble Shooting…
Private Reprimand – Don’t correct in front
Have a quiet word. Time out – 2/3 Short e.g. 1 min. better than a big time out
Cards – Yellow – Positive, Green – Minor Offence Red – Time Out
Kids need to know the impact of their behaviour
Let offended say how they feel as a result of their behaviour
Child with serious behaviour problems – ‘We are concerned for the rest of the children that someone might get hurt’
Correction Strategies
Non – verbal cues – Thumbs up Distraction – Bring disruptive kids on board – let them set out equipment Tactically Ignore – Attention seeking Proximal praise – ‘I love the way the children at the front are…’ First/Then… ‘First we’re doing… then we’re…’ Where/What? ‘Where should you be?’ Don’t respond Think what you say and how you react to their behaviour and not them
Give Positive words/statements for the following •
Stop Running
Don’t throw the ball
Walk Hold the ball tightly
Stop pushing/hitting
Hands Down
Don’t shout out
I’m looking for a quiet hand
Stop fidgeting
Let me see good sitting
Prevention – Class Management SHOW HOW THEIR BEHAVIOUR MAKES THEM FEEL
Structure & Routines Clarity of Instructions Beginning Middle End Warnings for transitions (Visual Symbols/Timers Positive Expectations Equipment
Positive Feedback
Give frequent positive feedback No bribery Describe the behaviour ‘Thank u for putting the equipment away that was a great help to me’ Make 10 positive comments for every negative one Positive Correction… Tell them what to do – avoid don’t
NB Good behaviour not noticed … Bad is… Brain remembers negative behaviour
Using Conflict Resolution
All conflicts resolve around two things:
What you want i.e. your personal goals;
How strong you wish to keep the relationship between yourself and the other person/people.
The Matrix below shows the 5 styles of conflict resolution behaviour you can use. Conflict Style
Personal Goal
Relationship
Turtle
Sacrifices
Sacrifices
Shark
All Important
No Interest
Give Up
Give in
Keep Relationship
Fox
Moderate Value
Moderate Value
Compromise
Owl
Values Fully
Values Fully
Confront
Teddy Bear
Action To Take
Avoid Force Self
The Important Steps To take To Avoid When Initiating Successful Confrontations CONFRONTATION
DO
DON’T
THINK
OFFER SOLUTIONS
UNDERSTAND
STOP COMMUNICATING
CARE
USE PUT-DOWNS
TREAD SOFTLY
USE NEGATIVE BODY LANGUAGE
PROCEED SLOWLY
DISCUSS PROBLEMS ELSEWHERE
PASSIVE Sad
ASSERTIVENE SS ASSERTIVE Happy
AGGRESSIVE Angry
4 Cornerstones of Assertiveness 1. KNOW WHAT YOU WANT 2. BE ABLE TO EXPRESS CLEARLY WHAT TO WANT 3. STAY CALM 4. THINK AND ACT POSITIVELY