Minor Behaviour BUMPS Variables which affect Bump 1 Bump 2 Bump 3 Bump 4 Bump 5 Informal Discussion the decision Low Key Responses Squaring Off Student Choice Teacher Choice Power Struggle Teacher’s to respond Past behaviour of Win the students Pause or stop. Stop. Follow through on Recognise the 1. Greet student and the student. over: Turn body (square Square off. Bump 3. move to power. set atmosphere. Severity of the off). Intensify eye have not made a Respond by: 2. Define the problem. Meet them at ‘You misbehaviour. Intensify eye contact. choice so I will now 3. Generate the door. Ignoring it. Frequency contact. Give an either/or choose for you. Could alternatives. Show interest. Short circuit it. between Use minimal statement: you please 4. Agree on Describe the misbehaviours. verbal response. alternatives to try and Use firm, neutral, Use a signal to __________’ situation. Time between the Complete when to begin. calm voice. begin/ get ‘Thank you.’ Language of misbehaviours. interaction with 5. Review what has attention. Restore social attribution. Importance of the This applies for any been agreed upon. Proximity. ‘thank you’. order. Provide a choice. lesson. other child that heard 6. End conference with Deal with the Give choice which Asking them to School discipline the choice. You could a comment or gesture problem not the child sees as leave (due to policy. choose to go straight that communicates a student. related to the severity). at to Bump 4 for any positive feeling. Be polite. Student’s life misbehaviour. home. other students that Deal with the respect heard the choice. Student’s supporting cast E.g. You can choose for the teacher. first. to or … … Reaction by allies. Use minimal or As immediate as non-verbal possible. signals: Keep statement name. free of moral Student’s Gesture. judgement. The Deal with only the ‘look’. Pause. present. Be on the alert. Transition Ask for a student response. Who does what by Listen for when? answer. Ignore. student’s Complete the interaction with a ‘thank you’.
Minor Behaviour BUMPS Variables which affect the Teacher’s decision to respond Bump 1 Low Key Responses Bump 2 Squaring Off Bump 3 Student Choice Bump 4 Teacher Choice Bump 5 Power Struggle Informal Discussion Past behaviour of the student. Severity of the misbehaviour. Frequency between misbehaviours. Time between the misbehaviours. Importance of the lesson. School discipline policy. Student’s life at home. Student’s respect for the teacher. Reaction by allies. Win the students over: Meet them at the door. Show interest. Use a signal to begin/ get attention. Proximity. Deal with the problem not the student. Be polite. Deal with the supporting cast first. Use minimal or non-verbal signals: Student’s name. Gesture. The ‘look’. Pause. Be on the alert. Transition Who does what by when? Ignore. Pause or stop. Turn body (square off). Intensify eye contact. Use minimal verbal response. Complete interaction with ‘thank you’. Stop. Square off. Intensify eye contact. Give an either/or statement: Use firm, neutral, calm voice. Restore social order. Give choice which child sees as related to the misbehaviour. E.g. You can choose to … or … As immediate as possible. Keep statement free of moral judgement. Deal with only the present. Ask for a student response. Listen for student’s answer. Complete the interaction with a ‘thank you’. Follow through on Bump 3. ‘You have not made a choice so I will now choose for you. Could you please __________’ ‘Thank you.’ This applies for any other child that heard the choice. You could choose to go straight to Bump 4 for any other students that heard the choice. Recognise the move to power. Respond by: Ignoring it. Short circuit it. Describe the situation. Language of attribution. Provide a choice. Asking them to leave (due to severity). 1. Greet student and set atmosphere. 2. Define the problem. 3. Generate alternatives. 4. Agree on alternatives to try and when to begin. 5. Review what has been agreed upon. 6. End conference with a comment or gesture that communicates a positive feeling.
Student-Engagement-Guideline-10.docx