Tutor: John Morrison Master Tutor Coach Education Tutor GAA

Tutor: John Morrison Master Tutor – Coach Education Tutor GAA Task 1:  Good & Bad:  Behaviour Management Strategies  Behaviour Definition: A...
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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