By Bill Rogers
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Additional info for Behaviour Recovery
Problem-solving • frustration, tolerance and anger management • assertion skills • conflict-resolving skills. Behaviour plan(s) established in the natural setting of the classroom/playground. Descriptive feedback and encouragement in natural setting of classroom/playground. Ongoing evaluation and skills fine-tuning with the student. Evaluation Within the colleague team (and parent feedback). qxd 16/1/04 2:58 pm Page 21 EXPLORING KEY FEATURES OF BEHAVIOUR RECOVERY 21 Establishing a behaviour profile When considering behaviour recovery intervention and support it is crucial that teachers intervene as early as is necessary.
How to settle to a task (getting the necessary equipment, using work space thoughtfully, ‘fouron-the floor’ sitting, sharing of common resources in a work area). • How to focus on the learning task, and stay ‘ontask’ for a set period of time (for example, teachers can use task reminder cards, see p. 75. • Keeping the task focus of the work (not annoying others by touching their things, silly ‘hitting’ and motoric restlessness). Use of ‘partner voice’ in the work area. • How to get teacher attention appropriately during on-task learning times (how to ask, wait and go on with another task until …).
While it is natural for teachers to complain about such children, it is more productive to develop approaches will teach these children: • • • • • • • • how to put up a hand without persistent calling out how to wait for a turn instead of butting in how to sit on the mat during instructional (or group) time (without hassling others, or rolling on the mat …) how to stay in their seat for more than a few minutes how to speak more quietly (instead of using inappropriately loud voices) how to move around the room without disturbing or annoying others how to (specifically) consider others (basic social courtesies and cooperative behaviours) what to do when frustrated or angry or failing.