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How to Stop Low Level Disruption

How to Stop Low Level Disruption

Ratings: (0)|Views: 48 |Likes:
Published by Rob Plevin
Being interrupted when you’re trying to teach is frustrating. So how exactly do you stop students interrupting and disrupting the flow of your lessons to the detriment of teaching and learning in your classroom? I firmly believe that the majority of classroom management problems can be prevented by thinking ahead and removing the many excuses and reasons students have to misbehave. By explaining EXACTLY what you want your students to do and EXACTLY how they can succeed there is more chance they will actually do it. I use the analogy of a road map on live courses to explain this; by giving your students a clear set of directions, a detailed map or step-by-step instructions to follow you give them every chance of getting where you want them to go or doing what you want them to do. By giving these instructions and teaching the behaviour you want to see at the right time – immediately prior to transitions or any activity which is likely to result in disruption – you eliminate confusion (or excuses for confusion) so that students have no justification to mess around or shout out and every chance of behaving appropriately.
Being interrupted when you’re trying to teach is frustrating. So how exactly do you stop students interrupting and disrupting the flow of your lessons to the detriment of teaching and learning in your classroom? I firmly believe that the majority of classroom management problems can be prevented by thinking ahead and removing the many excuses and reasons students have to misbehave. By explaining EXACTLY what you want your students to do and EXACTLY how they can succeed there is more chance they will actually do it. I use the analogy of a road map on live courses to explain this; by giving your students a clear set of directions, a detailed map or step-by-step instructions to follow you give them every chance of getting where you want them to go or doing what you want them to do. By giving these instructions and teaching the behaviour you want to see at the right time – immediately prior to transitions or any activity which is likely to result in disruption – you eliminate confusion (or excuses for confusion) so that students have no justification to mess around or shout out and every chance of behaving appropriately.

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Published by: Rob Plevin on Feb 28, 2013
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08/29/2013

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 WWW.BEHAVIOURNEEDS.COM 
How to stop low level disruption
 
© 2013 Rob Plevin All Rights Reservedwww.behaviourneeds.com 
How to stop low leveldisruption
 
Important
 You DO have permission to REPRINT, GIVE AWAY or SHARE this product.
Copyright 2013 Behaviour NeedsALL RIGHTS RESERVED.The information in this document is protected by one or more worldwide copyright treaties and may not be reprinted, copied, redistributed, retransmitted,photocopied, displayed, or stored electronically or by any means whatsoever without the expresswritten permission of the author.DISCLAIMER AND/OR LEGAL NOTICES:The information presented herein represents the view of the author as of the date of publication.The author reserves the right to alter and update his opinion. This report is for information purposes only. It is not
intended to provide exact or precise advice. The contents reflect the author’s views acquired through his experience
and knowledge on the subject under discussion. The author and publisher disclaim any liability for personal orbusiness loss caused by the use of or misuse of or inability to use any or all of the information contained in thisreport. This report is a guide only, as such, use the information at your own risk.
“I found Rob Plevin’s workshop just in time to
 save me from giving up.
” 
 
 
 WWW.BEHAVIOURNEEDS.COM 
How to stop low level disruption
 
© 2013 Rob Plevin All Rights Reservedwww.behaviourneeds.com 
“I found Rob Plevin’s workshop just in time to save me from giving up.
It should be compulsory 
everybody in teaching should attend a Needs-Focused workshop and meet the man with such a big heart who will makeyou see the important part you can play in the lives of your most difficult 
 pupils.” 
 
Heather Beames
Course Attendee
Rob Plevin is an ex-deputy head teacher and relentless optimist with the
practical experience to help teachers in today’s toughest classrooms.
 No stranger
to behaviour management issues, Rob was ‘asked to leave’ 
school as a teenager. Despite his rocky route through the educationsystem he managed to follow his dream of becoming a teacher after spending severalyears working as an outdoor instructor, corporate trainer and youth worker for youngpeople in crisis. Since then he has worked with challenging young people in residentialsettings, care units and tough schools and was most recently employed as DeputyHead at a PRU for children and teenagers with behaviour problems. He was identified
as a key player in the team which turned the unit round from ‘Special Measures’.
 He now runs the website www.behaviourneeds.com, is the author of several booksand presents training courses internationally for teachers, lecturers and care workers.
His live courses are frequently described as ‘unforgettable’ and he was rated as an ‘outstanding’ teacher by the UK’s Office for Standards in Education.
 
Rob’s courses and resources feature the
Needs-Focused Approach
TM
 
a veryeffective system for preventing and dealing with behaviour problems in which positivestaff/student relationships are given highest priority.Although, child-centered, this is not a liberal program where challenging behaviour isignored or mismanaged with the excuse that challenging students have beendisadvantaged and damaged. Firm boundaries and consequences are seen as essentialmanagement tools but they are applied within a framework of fairness, support andrespect.With the Needs Focused Approach
TM
the emphasis is on prevention rather thanreacting blindly to problems as they arise and there is no reliance on tangible rewardsand bribes to instill control. Rather, the focus is on internal motivation
students areencouraged and taught to think for themselves, make appropriate choices anddiscover the intrinsic benefits to be found in responsible, considerate behaviour.To book Rob for INSET or to enquire about live training please visit the help desk atwww.behaviourneeds.com/helpdesk 
 
 WWW.BEHAVIOURNEEDS.COM 
How to stop low level disruption
 
© 2013 Rob Plevin All Rights Reservedwww.behaviourneeds.com 
“…
the ideas, strategies and routines shared with our teachershave led to improved classroom practice.
” 
 
“The Needs Focused behaviour management workshops in support of 
teacher training in Northern Ireland have been very well received and theideas, strategies and routines shared with our teachers have led toimproved classroom practice. This has been validated by both inspectionsat the University and observations of 
teachers.” 
 
Celia O’Hagan, School of Education,
University of Ulster 
“…How do I know? It’s been happening before my very eyes
.
” 
 
“You are making such a significant positive impact on the lives of so many 
children by changing the attitudes of teachers on the ground floor. How 
do I know? It’s been happening before my very eyes.” 
 Nina Plapp
Course Attendee
“…worked wonders in addressing the participants’ concerns…” 
 
We were delighted to be able to get Rob Plevin in to work with our TeachFirst participants. From the start his dynamic approach captivated thegroup and they were enthralled throughout. Rob covered crucial issuesrelating to behaviour management thoroughly and worked wonders in
addressing the participants’ concerns
about teaching in some of the most challenging schools in the country. We will be inviting Rob back on every  possible occasion to work with all of 
our participants and trainees.” 
 
Terry Hudson, Regional Director ‘Teach First’, Sheffield Hallam
University
 I have never enjoyed a course, nor learnt as much as I did withRob.
” 
 
What a wonderfully insightful, non patronising, entertainingly informativeday. I have never enjoyed a course, nor learnt as much as I did with Rob.I was so impressed that I am recommending our school invite Rob alongto present to all the staff so that we can all benefit from his knowledge,experience and humour.
” 
 
Richard Lawson-Ellis - Course Attendee

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