Teaching Children with
Behaviour Difficulties and
R. Kingdon Oct 2004
• By nature a child with serious BD is unlikely to
be contained in mainstream.
• Others with behavioural difficulties may be
accommodated where behaviour management
programmes (BMP) are employed and facilities
• Special schools, and units (PRUs and LSU) use
In making provision for those with EBD consider...
whole school perspective
managing behaviour in the classroom
the behaviour of the individual
Teaching children with BD
• Behaviour management programmes (BMP)
are whole school programmes
• the child with BD is not accommodated by a
whole school BMP.
So why are BMP important?
• Some teachers actually create behaviour
Reinforcing negative behaviour
• Don’t think of a pink elephant! ...Too late!
• Don’t tap that pencil David!
• Don’t scribble on the table David.
• David obviously needs attention.
• If David gets attention it will seem to the whole
class that attention is gained if a pencil is
• Avoid this negative association. How?
• Be aware of reinforcing negatives be more aware of
being seen to
• Standard advice is to ignore behaviour
• Practically, this is rarely possible.
• What is more important is that the teacher is not
seen to react to such behaviour. Attend to the
child without making obvious that it is her/his
behaviour that gets the attention.
The interactionist… cares
• Remember five of your own teachers?
• Those recalled in a positive connotation
somehow boosted your self-esteem. This is a
positive life experience and associated
emotions are referenced in similar sit’ns.
• The whys and hows are not important as we
deal here with the sub-conscious, raw feelings,
raw emotions. Accept that life experiences are
stored here, negatives and positives.
• A positive attitude and high teacher self-esteem
will impact upon the implementation of the BMP
The whole school is involved in planning but
success depends on:
• the individual operating BMP principles in the
classroom, e.g. playing to fair rules …and
• on the support provided by peers... when things
do not go to plan.
appended slides follow
• unless they are incarcerated for life children with BD
develop into adults who will be part of society.
All miscreants and offenders: abusers, thieves, perverts, con-artists, killers
have at some time been in our classrooms.
How ready will these children BD be to take up their
place in society?
PSE framework recognises this.
(ref DFES 0759-2003 ‘Developing SEBS’ )
• Not ALL teachers are able to function with difficult
• Does School exclusion = social exclusion ?
• The rights of the individual v. majority
• Teachers’ opposition deserves to be heard.
• OfStEd Report Inclusion 13 October 2004
• Staff skilled in this area need to be with this
type of child. Economic use of resources.
• Does School inclusion = social inclusion ?
Elton Report 1989
…because most disruption is at a minimal level…
»97% : Talking out of turn
»87% : work avoidance
»86% : hindering others
»82% : lateness
»77% : non-verbal noises
others… include getting out of seat...
• Believes that a person’s self esteem affects
• Make a child feel good about her/himself and
she/he is more likely to be amenable.
• You must learn to love yourself before you can
playing to fair rules
• Five is maximum
• basic rights must be known…
• rights of the majority,
• right to learn, right to feel safe and secure.
• positively phrased
• community oriented (we will..)
• Display prominently.
• the teacher must promise to honour the rules
• use it as a contract
• Issue reminders. Give examples as to what
behaviour upholds the rules and what
behaviour breaks the rules. Rewards and
sanctions may also be agreed. TASK
TASK - convert to positives and cover the tenets
– don’t lean on chairs
– don’t swear
– don’t run in hall, in room
– don’t use a hard ball in PG
– don’t scribble on table
– don’t take anyone’s stuff
– don’t laugh at Jon cos he’s no good at nothing
– don’t gang up against Kim
– don’t spit in the dining room
– don’t pull the chair away from under anyone
– don’t talk when miss is
– don’t show up people
– don’t be rude
– don’t bully people or make them afraid
– don’t shout out