Understanding Behaviour - Responding Safely - 20/10/2017

Date:	20/10/2017
Focus:	Understanding Behaviour - Responding Safely
Big Idea:
Key Ideas/Messages that informed/or challenge my teaching practice	Physical restraint is sometimes necessary only if there is an imminent risk to someone’s safety - not for non-compliance. Any physical restraint should be recorded and noted how you felt. The only people who are able to physically restrain staff are teachers - all others need to be authorised by the board of trustees. The behaviour has a function - the why How can you understand yourself and others What you can influence How to manage your reactions What are the implications for the stress response. The Why - Evident visible and Hidden factors What pushes my buttons? When students show blatant disrespect - sometimes disrespect can be accidental - when it is deliberate it irks me, Stress response - adrenaline hits first - during this time people can’t think rationally and don’t necessarily remember what happens. This applies just as much for me as a teacher as it does for the student’s as well - write down incidents as soon as possible as memory blanks happen - i know this from experience. Responding safely: differential responding - ready to learn (teach academic and social skills), Out of sorts (focus on reducing anxiety, provide reasonable options and choices), Escalating (create space, give clear directives), OUt of control (safety first, stay calm, create space), Calming down (remove triggers, give the students time to calm down), ready to learn (maintain the calm, increase opportunities for academic and social success),
Implications/Actions for my teaching practice	Understanding the hidden factors is super important. This can be done by getting to know students - building relationships. Know kids triggers. Do I have students that go completely out of control - what is my plan to deal with these students? Plan One thing that has stood out for me this session - Identify triggers and signs of escalation. Observe my students and make anecdotal notes to try and identify what these are. These will enable me to be in tune when my students are heading towards loss of control which will enable me to apply the correct strategies to help de-escalate and get students back to ready to learn mode.