• Governors • Senior managers • Principal • Clerk to the Corporation
• Teacher • Team Leader • Support Assistant
• Mid‐managers • Departments • Sections • Head of Faculty • Units
• Chatter/disrespecting others • Disengagement/avoidance
• Discussion/debate • Transactional analysis/crossed transactions • Cultural capital – avoiding the deficit model • Social learning theories – consistent seating • Social cognition ‐ ZPD • Adapt strategies for learners with dyspraxia, aspergers, autism • Recoginise symptoms/characteristics
• Student Disciplinary Procedure • The Children Act 2004 ‐ ELM • Equality and Diversity Policy • Violent Incident Procedure • Child Protection Policy Procedure • Student Absence Procedure • Student Anti‐Bullying Policy Procedure
• The Equality Act 2010, Part 6, Chapter 2 • The Children Act 2004 – ELM • Health & Safety at Work Act 1974 • The Police Act 1997 • Data Protection Act 1998 • Freedom of Information Act 2000 • Education and Inspections Act 2006 • Human Rights Act 1998 • Education Act 2002
Violent Incident Procedure In very exceptional circumstances, physical restraint may be necessary if there is a risk to health and safety.
• Equality and Diversity Policy 2008 • Treat everyone fairly, with respect and understanding • Seek out and welcome individuals and groups from all sections of the local and wider community
The Student Disciplinary Procedure Students must: 3.1.1 Use College facilities and conduct themselves in a manner that respects the needs and aspirations of others to learn, teach and live within the community of the College. 3.1.3 Respect the property of the College, and of its staff, other students and visitors.
Four stages to the student disciplinary procedure. Informal verbal warning The college will do everything it can to resolve issues informally
Four stages to the student disciplinary procedure.
First written warning
Second written warning
Four stages to the student disciplinary procedure.
First written warning
Second written warning
Final formal written warning
Four stages to the student disciplinary procedure.
First written warning
Second written warning
Final formal written warning
Disciplinary hearing
Four stages to the student disciplinary procedure.
First written warning
Second written warning
Final formal written warning
Disciplinary hearing
“The college will do everything it can to resolve issues informally” Learners are often given many informal verbal warnings, leading them to believe that disrespectful behaviour is wrong but will be tolerated. Behaviourist operant conditioning approaches such as more strict issuing of written warnings could be a more effective behaviour management strategy from a delivery/systems level.
• Humanist approach • Focus on the learner • 1‐2‐1 get to the root of the issue • Negotiation • Find ways to overcome issues rather than using them as excuses/barriers • Provide environment in which learners can learn
• Humanist approach • Ignored request to take part in group work • Behaviourist approach • Outlined student disciplinary procedure
Minor misconduct 15.2.2 any minor failure to follow the reasonable instructions of a member of staff
• Joined group and continued to work
• Equality and Diversity
Create a classroom ethos and learning environment which are inclusive enabling all students to feel comfortable and supported in realising their potential
• The Children Act 2004 – ELM
Enjoying and achieving, Making a positive contribution, Achieving economic well being
• Student Disciplinary Procedure
15.2.2 any minor failure to follow the reasonable instructions of a member of staff;
• Safeguarding CRB check, security
• Adjust behaviour management strategies for different learners or situations • Maintain communication between delivery and systems levels • Support from colleagues and department
Atherton J.S. (2010) Learning and Teaching; Constructivism in learning [On‐line] UK: Available: http://www.learningandteaching.info/learning/constructivism.htm Accessed: 2 February 2011 Atherton J.S. (2011) Learning and Teaching; Behaviourism [On‐line: UK] retrieved 31 March 2011 from http://www.learningandteaching.info/learning/behaviour.htm Bandura, A. (1986). Social Foundations of Thought and Action: A Social Cognitive Theory. Englewood Cliffs, NJ: Prentice Hall. Bowles, W and Jensen, M. Cultural Capital (no date) http://www.williambowles.info/mimo/refs/tece1ef.htm(Accessed 7/3/11) ericberne.com (2011) Detailed History and Description of Transactional Analysis http://www.ericberne.com/transactional_analysis_description.htm (Accessed 9/3/11) Gould, J (2009) Learning Theory and Classroom Practice in the Lifelong Learning Sector. Glasgow: Bell & Bain Ltd Vizard, D (2007) How To Manage Behaviour in Further Education. London: Sage