{"version":"1.0.0","segments":[{"startTime":87.35,"endTime":92.372,"body":"Did you know that all forms of human behaviour can be categorized into just 4 types? Understanding"},{"startTime":92.377,"endTime":97.41499999999999,"body":"these behaviour types is not only fascinating, but also essential for effectively managing challenging"},{"startTime":97.41499999999999,"endTime":102.445,"body":"pupil behaviour in the classroom. Join us today as we explore the complexities of behaviour management."},{"startTime":103.359,"endTime":108.359,"body":"You won't want to miss this. Welcome to the School Behaviour Secrets podcast. I'm your host,"},{"startTime":108.359,"endTime":114.39099999999999,"body":"Simon uorrigan. My co host is Emma Shackleton, and we're obsessed with helping teachers, school"},{"startTime":114.39099999999999,"endTime":119.389,"body":"leaders, parents, and, of course, students when classroom behaviour gets in the way of success."},{"startTime":119.40299999999999,"endTime":124.38199999999999,"body":"We're gonna share the tried and tested secrets to classroom management, behavioural special needs,"},{"startTime":124.38199999999999,"endTime":129.377,"body":"whole school strategy, and more, all with the aim of helping your students reach their true"},{"startTime":129.377,"endTime":134.429,"body":"potential. Plus, we'll be letting you eavesdrop on our conversations with thought leaders from"},{"startTime":134.429,"endTime":140.356,"body":"around the world. So you'll get to hear the latest evidence based strategies before anyone else."},{"startTime":140.356,"endTime":146.441,"body":"This is the School Behaviour Secrets podcast. Hi there. Simon Currigan here. And today, I'm gonna"},{"startTime":146.441,"endTime":152.355,"body":"share with you another essentials episode of School Behaviour Secrets where I share key strategies"},{"startTime":152.406,"endTime":157.402,"body":"and insights from an earlier episode that can have an impact on the students that you work with"},{"startTime":157.402,"endTime":163.41,"body":"today all wrapped up in a bite sized format. And as ever, if you're enjoying the podcast, please"},{"startTime":163.41,"endTime":168.42399999999998,"body":"subscribe in your podcast app so you never miss out on a single episode. In today's podcast,"},{"startTime":169.358,"endTime":175.398,"body":"we head back to original episode number 48 where my co host Emma Shackleton and I compare the"},{"startTime":175.398,"endTime":181.43599999999998,"body":"4 main types of behaviour and explain why some kids make poor behaviour choices and never seem"},{"startTime":181.43599999999998,"endTime":189.437,"body":"to learn from their mistakes. So we need to look at the 4 behaviour types that our child is experiencing"},{"startTime":189.44299999999998,"endTime":194.44099999999997,"body":"in the classroom, and then the 4 behaviour types are emotional, automatic, survival, and logical."},{"startTime":194.447,"endTime":200.416,"body":"In everyday life, both us as adults and our children have access to 3 most of the time. Their"},{"startTime":200.416,"endTime":206.368,"body":"decision making is related to their emotional decisions, automatic stored away behaviours, and"},{"startTime":206.368,"endTime":210.444,"body":"their logical decision. So let's imagine we've got our child. He walks into a room. He's experienced"},{"startTime":211.382,"endTime":217.391,"body":"lots of failure in writing lessons in the past, sits down, looks at the writing task. What he's"},{"startTime":217.391,"endTime":223.367,"body":"now doing is he's assessing what am I gonna do in this situation using those three key ways"},{"startTime":223.367,"endTime":229.375,"body":"of thinking, emotional behaviour, automatic behaviour, and logical behaviour. And something really"},{"startTime":229.381,"endTime":232.41299999999998,"body":"interesting happens under stress that's going to affect his decision making."},{"startTime":232.41299999999998,"endTime":236.445,"body":"And just to be clear, Simon, even though we're talking through that thought process, it happens"},{"startTime":236.445,"endTime":241.43099999999998,"body":"in a split second, doesn't it? It does. We're not actually weighing up all of those options."},{"startTime":242.35399999999998,"endTime":246.426,"body":"Depending on the level of stress, we'll behave in different ways because it's their automatic"},{"startTime":246.426,"endTime":252.408,"body":"and instant and speedy response. So automatic behaviours, as we've already mentioned, are very"},{"startTime":252.408,"endTime":259.351,"body":"fast. The brain loves them. It uses less energy, uses less calories. So in the instance of the"},{"startTime":259.351,"endTime":264.36400000000003,"body":"boy sitting down and feeling threatened by the maths task, his automatic behaviour might be to"},{"startTime":264.36400000000003,"endTime":269.369,"body":"leave the classroom because history has taught him that when he leaves the classroom, he avoids"},{"startTime":269.369,"endTime":274.387,"body":"the writing. He gets away from that task that he doesn't like. He feels better when he's out"},{"startTime":274.387,"endTime":280.40999999999997,"body":"of that stressful situation. So in a way, it feels like a win for him because he feels better"},{"startTime":280.40999999999997,"endTime":281.414,"body":"when he does that."},{"startTime":281.422,"endTime":285.414,"body":"Now let's assume it's the 1st or second time he's walked into that writing lesson and he doesn't"},{"startTime":285.414,"endTime":290.37199999999996,"body":"have this established pattern of behaviour to fall back on. Well, his body and brain are going"},{"startTime":290.37199999999996,"endTime":294.35299999999995,"body":"to assess the situation, and the first thing that's gonna flood through if there's not an automatic"},{"startTime":294.35299999999995,"endTime":300.366,"body":"behaviour is an emotional decision, an emotional assessment of the situation he finds himself"},{"startTime":300.366,"endTime":304.432,"body":"in. Now he might have all sorts of past and history associated with the failure of writing,"},{"startTime":305.36199999999997,"endTime":310.383,"body":"and that's going to kick up emotions. It might be sadness. It might fear. And that is going"},{"startTime":310.383,"endTime":316.407,"body":"to be a very strong decision making way of choosing what to do next. He's not gonna be thinking"},{"startTime":316.407,"endTime":322.359,"body":"about his targets. The first wave of information that comes to the brain is, this is a threatening"},{"startTime":322.373,"endTime":328.409,"body":"situation. I feel emotionally uncomfortable in it, and that is going to give a very strong sort"},{"startTime":328.409,"endTime":330.43600000000004,"body":"of steer on how I'm gonna behave."},{"startTime":330.442,"endTime":336.371,"body":"And because of that then, the logical decision making part of the brain, which we know to be"},{"startTime":336.371,"endTime":342.354,"body":"slow and weak under stress and burns a lot of calories, is likely to take a back seat. So the"},{"startTime":342.354,"endTime":348.38199999999995,"body":"pupil isn't likely to be thinking about the ramifications of their actions. They're not likely"},{"startTime":348.38199999999995,"endTime":353.422,"body":"to be thinking ahead to why I might miss golden time on Friday if I don't sit down and complete"},{"startTime":353.422,"endTime":357.43999999999994,"body":"the writing now. Likely, the logical part of the brain is gonna be overridden."},{"startTime":358.37800000000004,"endTime":363.365,"body":"Something interesting happens to our brains under stress. So a child's walked into the classroom."},{"startTime":363.379,"endTime":366.43899999999996,"body":"They've seen a writing task, which is something that's gonna cause them to experience stress,"},{"startTime":366.43899999999996,"endTime":372.40099999999995,"body":"which is gonna fire up all the adrenaline, noradrenaline, cortisol in their system. Under stress,"},{"startTime":372.447,"endTime":378.41700000000003,"body":"our brains literally stop listening to the prefrontal cortex. Right? The bit that's all about"},{"startTime":378.433,"endTime":383.429,"body":"making decisions based on the long term on moving towards our goal. It's like it's been taken"},{"startTime":383.429,"endTime":388.38699999999994,"body":"offline. So let's imagine we've got a child who's been in this situation several times, keeps"},{"startTime":388.38699999999994,"endTime":393.375,"body":"walking out of class. We've sat down with them separately out of the writing lesson. We give"},{"startTime":393.375,"endTime":398.35299999999995,"body":"them a coaching conversation. We set them targets, talked about what to do when they feel stressed,"},{"startTime":398.39099999999996,"endTime":403.408,"body":"and then we send them back into the room. But because of that high level of stress, they're"},{"startTime":403.408,"endTime":408.41200000000003,"body":"not able to access their thinking about their targets. They've stopped planning ahead. They've"},{"startTime":408.41200000000003,"endTime":412.419,"body":"stopped thinking about their consequences of their actions. They've stopped even processing"},{"startTime":412.419,"endTime":418.356,"body":"language particularly well. And what they're left with to make decisions about how to act in"},{"startTime":418.356,"endTime":423.37,"body":"this situation are their emotional decisions and their logical decisions."},{"startTime":423.39199999999994,"endTime":428.41200000000003,"body":"If you think about it, compared to when you drink alcohol or excessive alcohol, that actually"},{"startTime":428.41200000000003,"endTime":435.36400000000003,"body":"shuts down first the prefrontal cortex of the brain. So this is why our decision making goes"},{"startTime":435.36400000000003,"endTime":441.405,"body":"off track. This is why language processing, logic, that all goes out of the window at that point."},{"startTime":441.427,"endTime":445.379,"body":"This all makes sense, really. And I'm going back to emotional decision making. I'm not going"},{"startTime":445.379,"endTime":449.43399999999997,"body":"back to alcoholism. In the wild, if we're in danger from a predator, what our body does is it"},{"startTime":449.43399999999997,"endTime":455.42600000000004,"body":"starts pumping up these stress chemicals. In that situation, if we sit and methodically think"},{"startTime":455.42600000000004,"endTime":461.38599999999997,"body":"things through while that line or that tiger's in front of us, we're dead. That kind of slow"},{"startTime":461.447,"endTime":468.356,"body":"logical reasoning is too slow to keep us alive in survival situations or high pressure situations."},{"startTime":468.356,"endTime":473.42499999999995,"body":"We have to act fast. So what our brain does is it relies on emotional thinking and automatic"},{"startTime":473.43399999999997,"endTime":478.41499999999996,"body":"behaviour. Making decisions from the gut keeps us alive, and it helps us prosper."},{"startTime":478.44100000000003,"endTime":484.443,"body":"And actually, even under moderate amounts of stress, our ability to access the prefrontal cortex"},{"startTime":484.44899999999996,"endTime":491.433,"body":"is reduced. So it doesn't take a lot of stress for us then to take that logical part offline."},{"startTime":491.447,"endTime":496.371,"body":"So we've got our people back in class again. If they're stressed because of the type of work"},{"startTime":496.371,"endTime":500.366,"body":"they're receiving or they're stressed due to social anxiety and they find it difficult being"},{"startTime":500.366,"endTime":506.38199999999995,"body":"in crowds or groups or they're experiencing sensory stress, that's going to impact on their"},{"startTime":506.38199999999995,"endTime":511.41499999999996,"body":"ability to think logically, slowly about their goals. If you've got a pupil in school who's"},{"startTime":511.41499999999996,"endTime":517.409,"body":"experiencing stress and you're trying to use things like language, logically talking about their"},{"startTime":517.409,"endTime":522.389,"body":"goals, it's just not going to work because that kind of conversation relies on a part of the"},{"startTime":522.389,"endTime":525.355,"body":"brain that is not particularly active right now."},{"startTime":525.355,"endTime":532.367,"body":"But interestingly, under stress, our emotions become stronger. So the emotional part of the"},{"startTime":532.367,"endTime":538.401,"body":"brain actually gets a boost from that stress. The more stress that we become, the more we rely"},{"startTime":538.401,"endTime":543.434,"body":"on emotional decision making because the logic's taken a back seat. It's kinda no longer there."},{"startTime":543.434,"endTime":550.449,"body":"And this is what leads us to make bad decisions that later on when we feel calm again, our logical"},{"startTime":551.3629999999999,"endTime":557.421,"body":"brains might regret. Our students' behaviour in the classroom is being driven by pure emotion."},{"startTime":558.369,"endTime":561.437,"body":"So if our student becomes a bit stressed and, you know, starts to threaten to walk out of class"},{"startTime":561.437,"endTime":566.377,"body":"or becomes abusive, if we start talking to them about, you know, their targets or what their"},{"startTime":566.377,"endTime":571.381,"body":"mom will think later in the day, it's just not going to be effective. We need to engage them"},{"startTime":571.403,"endTime":577.41,"body":"in a way that appeals to their emotions. We need to reduce how much we talk because processing"},{"startTime":577.41,"endTime":581.426,"body":"language, part of the function of the prefrontal cortex is impaired. They're gonna literally"},{"startTime":581.426,"endTime":586.354,"body":"find it harder to understand what we're saying. They're gonna find it harder to articulate what"},{"startTime":586.354,"endTime":589.438,"body":"they're thinking. So they're just gonna find that conversation frustrating. They're going to"},{"startTime":589.438,"endTime":594.4399999999999,"body":"feel like you don't understand them. And I use the word feel there on purpose because we feel"},{"startTime":595.38,"endTime":600.352,"body":"things emotionally very, very strongly the more stressed we become. So when we're engaging with"},{"startTime":600.352,"endTime":605.405,"body":"kids who are becoming emotional, we need to respond in a kind of emotional way. When we do this,"},{"startTime":605.405,"endTime":610.361,"body":"we need to think about not just what we're saying, reducing the language, we need to think about"},{"startTime":610.361,"endTime":614.407,"body":"all the nonverbal cues we send. We need to think about how we're using our body language to"},{"startTime":614.407,"endTime":618.423,"body":"say that we're not a threat to them. We need to think about the tone of voice we're using because"},{"startTime":618.423,"endTime":623.3960000000001,"body":"the tone of voice that we use is a shortcut for the message that we're saying. So we need to"},{"startTime":623.3960000000001,"endTime":627.427,"body":"think very much about how we're engaging emotionally with the child at that point rather than"},{"startTime":627.427,"endTime":629.445,"body":"trying to beat them over the head, being logic bullies."},{"startTime":630.351,"endTime":635.418,"body":"And the same is true for automatic behaviours too. So when we experience higher levels of stress,"},{"startTime":635.433,"endTime":642.35,"body":"our automatic behaviours grow stronger. Our brain starts playing scripts for behaviours that have"},{"startTime":642.35,"endTime":648.4010000000001,"body":"served us well in the past without thinking through the logical long term consequences. So they're"},{"startTime":648.4010000000001,"endTime":652.4490000000001,"body":"maladaptive. They might be successful in the short term, like the boy getting out of class,"},{"startTime":652.4490000000001,"endTime":658.4110000000001,"body":"getting away from the writing, but they harm us in the long term. So although the boy knows"},{"startTime":658.4110000000001,"endTime":663.431,"body":"that he's going to get into trouble for walking out of class, his immediate instinct is to get"},{"startTime":663.431,"endTime":669.431,"body":"away from the thing that he's finding threatening. So he's using the emotional drive to reduce"},{"startTime":669.431,"endTime":675.413,"body":"the discomfort and walk out of class. What he's not doing is thinking, actually, when I walk"},{"startTime":675.413,"endTime":679.351,"body":"out of class, it ends me up in a whole heap of trouble later."},{"startTime":679.364,"endTime":686.414,"body":"But we can use automatic behaviours to our advantage if we repeatedly rehearse and practice positive"},{"startTime":686.414,"endTime":691.3960000000001,"body":"behaviour strategies with the students when they're calm, get them to experience the trigger,"},{"startTime":691.426,"endTime":696.3910000000001,"body":"rehearse the behaviour, a positive behaviour that we want to in them until they become automatic."},{"startTime":696.445,"endTime":702.405,"body":"This practice can give the student an alternative behaviour to use when they do start to become"},{"startTime":702.405,"endTime":708.386,"body":"stressed and and experience the trigger because automatic behaviours, as Emma said, become stronger"},{"startTime":708.392,"endTime":715.357,"body":"under stress. So we need to replace old negative automatic behaviours with strong new positive"},{"startTime":715.357,"endTime":721.371,"body":"ones. And if you'd like to know more about the 4 different behaviour types, then simply click"},{"startTime":721.371,"endTime":725.419,"body":"the link at the bottom of the episode description to head back to the original episode. That's"},{"startTime":725.419,"endTime":731.441,"body":"number 48. And if you found today's episode interesting, we truly appreciate your quick support."},{"startTime":731.441,"endTime":737.4250000000001,"body":"Taking just 30 seconds to rate and review us can make a big impact. And here's a fun fact, hitting"},{"startTime":737.4250000000001,"endTime":743.407,"body":"that subscribe button not only keeps you in the loop with our latest episodes, but also fuels"},{"startTime":743.407,"endTime":748.421,"body":"our mission to share these valuable insights with educators, school leaders, and parents everywhere."},{"startTime":748.4350000000001,"endTime":754.351,"body":"Thanks for listening, and I look forward to seeing you next time on another School Behaviour Secrets."}]}