Full day Workshop
To book this workshop please contact Bill Hansberry
Yep – I still call it ‘behaviour management’ because regardless of where the winds of popular discourse blow us (with the new and trendy names for the same old stuff), at the end of the day, adults (with their better developed frontal lobes) still, at times, manage young people’s behaviour. They also create and maintain physical and emotional environments where students have the best chance of managing their own behaviour.
Some students develop self-management and pro-social conduct quickly, others take much longer and some will need support right throughout their time at school. Regardless, the basics of effective behaviour management remain largely universal.
The most effective restorative practitioners start out as skilled (or promising) managers of young people. They are emotionally intelligent, self-aware and empathic. They can hold the line on firm and clear expectations of behaviour and simultaneously, effectively and warmly communicate expectations and support students to meet them. They are skilled in the application of logical consequence, use encouragement effectively and are described by students as strict but nice. Students work harder for these teachers because they know the teacher expects a lot of them and cares about them.
Grounded in the work of Dr. Bill Rogers (one of my heroes), BM101 is a prerequisite for the level 1 Restorative Practices training. There are fundamentals of behaviour management that must be understood, rehearsed and mastered before pushing headlong into restorative approaches. Without this grounding, we run the risk of forming a permissive (see social control window) management style.
BM101 is a full day workshop that early career teachers love and later career teachers constantly feedback how important the reminder was. Teachers are so busy, the job is so cognitively overloading and emotionally demanding that sometimes we forget the approaches that make the biggest difference when it comes to managing students. We all need a reminder!
Behaviour Management from the inside out – The ‘why’, ‘how’ and ‘what’ of managing student behaviour
Belonging (social recognition) as a primary driver of student behaviour
Establishing and maintaining classroom rules
Understanding the 4 Goals of Misbehaviour (after the work of Adler and Dreikurs)
The language of behaviour correction and of our level of intrusiveness (after the work of Dr. Bill Rogers)
follow up conversations with students about behaviour
Bill mentors teachers wishing to apply these concepts in their classrooms.
“An engaging presentation, hands on and direct. Bill was excellent as a facilitator.”
Head of House - Mount Carmel College SA.