{"version":"1.0.0","segments":[{"startTime":87.366,"endTime":96.35499999999999,"body":"Today's episode, we address a common classroom obstacle, low level disruption. And despite its seemingly innocuous name, low"},{"startTime":96.35499999999999,"endTime":103.407,"body":"level disruption hinders both teaching and learning and creates unnecessary classroom stress on a daily basis for so many"},{"startTime":103.407,"endTime":110.417,"body":"teachers and students. Join us as we explore 4 essential classroom management strategies tailored to tackle this challenge"},{"startTime":110.417,"endTime":117.41799999999999,"body":"head on. Not only will we unveil these strategies, but we'll also provide practical insights on implementing them within your"},{"startTime":117.41799999999999,"endTime":125.425,"body":"own classroom. Welcome to the School Behaviour Secrets podcast. I'm your host, Simon Corrigan. My co host is Emma Shackleton,"},{"startTime":125.439,"endTime":132.416,"body":"and we're obsessed with helping teachers, school leaders, parents, and, of course, students when class room behaviour gets"},{"startTime":132.416,"endTime":138.446,"body":"in the way of success. We're gonna share the tried and tested secrets to classroom management, behavioural special needs, whole"},{"startTime":138.446,"endTime":145.442,"body":"school strategy, and more, all with the aim of helping your students reach their true potential. Plus, we'll be letting you"},{"startTime":145.442,"endTime":152.416,"body":"eavesdrop on our conversations with thought leaders from around the world, so you'll get to hear the latest evidence based"},{"startTime":152.416,"endTime":161.387,"body":"strategies before anyone else. This is the School Behaviour Secrets podcast. Hi there. Simon Currigan here, and welcome to"},{"startTime":161.387,"endTime":169.433,"body":"episode 201 of School Behaviour Secrets. It's like the sequel to 101 Dalmatians where instead of adorable puppies causing mischief,"},{"startTime":170.355,"endTime":178.35399999999998,"body":"it's 201 pupil interactions creating challenge in the classroom. Woof. Woof. In our in our shorter essentials episodes, we"},{"startTime":178.35399999999998,"endTime":185.392,"body":"share with you bite sized strategies or ideas from an earlier podcast that can positively impact how you support the SMH needs"},{"startTime":185.392,"endTime":192.442,"body":"of the children in your school today. And this week, we're going back to original episode number 59 where my co host, Emma"},{"startTime":192.442,"endTime":200.386,"body":"Shackleton, and I share strategies that you can use in your classroom to reduce low level pupil disruption. And if you find"},{"startTime":200.386,"endTime":206.44099999999997,"body":"this useful, please don't forget to subscribe and tell your friends or colleagues about the School Behaviour Secrets podcast."},{"startTime":206.44099999999997,"endTime":213.36399999999998,"body":"All you have to do is open up your podcast app and hit the subscribe button or the share button. And now, here's part of my"},{"startTime":213.36399999999998,"endTime":222.35899999999998,"body":"conversation with Emma about minimizing low level disruption in your classroom. And you will find that by giving them these"},{"startTime":222.35899999999998,"endTime":229.35299999999998,"body":"specific deadlines, holding them to account, you'll create a much more productive focused classroom where kids develop this"},{"startTime":229.35299999999998,"endTime":235.361,"body":"habit of work where they get their heads down, they know what they need to achieve, and they can start to achieve their best."},{"startTime":235.37699999999998,"endTime":240.421,"body":"I think as well with that deadline technique, it's really useful if you've got pupils who are working on something that they"},{"startTime":240.421,"endTime":248.37199999999999,"body":"don't particularly enjoy. So if maybe they're doing a piece of writing and writing's not their favorite thing, if they can"},{"startTime":248.37199999999999,"endTime":255.415,"body":"see that there is a clear end to this piece of writing, many of them will be more inclined to put the effort in, work hard"},{"startTime":255.415,"endTime":262.35,"body":"because they know it's a burst of hard work, and then they're gonna stop, and that's gonna be done. And that can be really"},{"startTime":262.35,"endTime":270.392,"body":"helpful. Lots of children find starting and stopping difficult. So when we give clear deadlines, we give a little bit of a"},{"startTime":270.392,"endTime":275.422,"body":"structure and a boundary around that, and it can make it more palatable and more manageable for children too."},{"startTime":275.432,"endTime":281.384,"body":"And if you've got a class who don't have such a habit at work, they're not very industrious, and they're not used to concentrating"},{"startTime":281.384,"endTime":287.39,"body":"for long periods, you can combine this technique with chunking. So you might just say in the next 15 minutes, this is what"},{"startTime":287.39,"endTime":293.358,"body":"you need to get done. Make sure you concentrate on going to hold you accountable. And then you have, like, a mini break, like"},{"startTime":293.358,"endTime":299.413,"body":"a 5 minute mini plenary where you talk about the work and give the kids a chance to recharge their attention before you shift"},{"startTime":299.413,"endTime":303.427,"body":"into another chunk, which has also got a deadline attached to it."},{"startTime":303.435,"endTime":310.351,"body":"And just to add in there as well, you can also be sensitive to those children that find deadlines stressful, because there"},{"startTime":310.351,"endTime":316.414,"body":"will be children in the class that might feel panicky. But as long as you can give them reassurance that as long as they are"},{"startTime":316.414,"endTime":323.40099999999995,"body":"working to their best, there will be additional time if they don't get all of the tasks finished. Some children get very worried"},{"startTime":323.40099999999995,"endTime":330.359,"body":"and upset if they don't complete a piece of work and it's hard for them to move past that. So we can still use deadlines,"},{"startTime":330.373,"endTime":336.39099999999996,"body":"but we'll be sensitive to those individual needs. And we'll make sure that there are systems in place so that children understand"},{"startTime":336.427,"endTime":343.41700000000003,"body":"this is what the expectation is in this session. And then if you need more time later, that time will be given to you."},{"startTime":344.38699999999994,"endTime":352.43899999999996,"body":"Our third strategy is to use both of your oars. So here's the analogy. Here's what I mean by using both of your oars. I want"},{"startTime":352.43899999999996,"endTime":360.43399999999997,"body":"you to imagine that you're out on a calm river or a lake and you're in a rowing boat, and your rowing boat has 2 oars. It's"},{"startTime":360.43399999999997,"endTime":368.418,"body":"got a negative oar and it's got a positive oar. And in this analogy, which is whole class management, we're going to make"},{"startTime":368.418,"endTime":375.422,"body":"progress, we need to use both oars. If you only use the positive oar, which would be giving praise and recognition and rewards"},{"startTime":375.422,"endTime":383.443,"body":"for good behaviour, what you will find is that the boat, because you're using 1 oar only, is just going to go around and around"},{"startTime":383.443,"endTime":390.40700000000004,"body":"in circles. You're never gonna make progress or get to where you want to go. If in your classroom management you are only"},{"startTime":390.413,"endTime":398.351,"body":"negative and you only talk about expectations and enforce boundaries and give consequences, you are going to go around and"},{"startTime":398.351,"endTime":406.389,"body":"around in circles because you are still only using one of your oars. If you want that boat to go from the middle of the lake"},{"startTime":406.389,"endTime":414.39,"body":"to the edge of the lake so you can escape the lake without getting wet, you are going to need to use both of your oars. If"},{"startTime":414.39,"endTime":422.35699999999997,"body":"you're only using one side, if you're only using positive, however hard you work, kids are looking for where the boundaries"},{"startTime":422.371,"endTime":429.37699999999995,"body":"are in the classroom. If you're only using positive praise, actually, sometimes what we tolerate says more than what we promote."},{"startTime":429.4,"endTime":436.35699999999997,"body":"Kids still need those expectations and boundaries. If you only use negative, you're gonna go around and around in circles."},{"startTime":436.35699999999997,"endTime":441.35799999999995,"body":"Plus, when you only use negative, what you're doing is you're damaging relationships with your pupils. You're showing you"},{"startTime":441.35799999999995,"endTime":448.38699999999994,"body":"only give attention for negative behaviour, which actually encourages it. So we need to use a balance of both. What I like"},{"startTime":448.38699999999994,"endTime":456.35,"body":"in this analogy is I want you to imagine you've got a positive oar and a negative oar, and the negative oar is about 3 or 4 times"},{"startTime":456.356,"endTime":464.371,"body":"bigger than the positive oar. So we've got one big negative oar and a much smaller positive oar. If we want to go in a straight"},{"startTime":464.371,"endTime":473.394,"body":"line, we need to be rowing that positive oar much harder than the negative one. We need to be turning that positive oar 3"},{"startTime":473.394,"endTime":481.351,"body":"or 4 times for every single stroke on the negative oar because actually, negative interactions are much more powerful than"},{"startTime":481.351,"endTime":487.41099999999994,"body":"positive ones. So to keep that boat going in a straight line, we have to use much more positive than we do negative, and it's"},{"startTime":487.41099999999994,"endTime":494.35299999999995,"body":"the same in our classrooms. Positive interactions are actually much weaker than negative ones. Positive interactions help"},{"startTime":494.35299999999995,"endTime":500.41599999999994,"body":"us build relationships, so they do all sorts of good things. But the research shows that when we have a negative interaction"},{"startTime":500.41599999999994,"endTime":507.44399999999996,"body":"with someone, we remember it and we hold onto it in a way that we don't do with positive interactions. So we have to overcome"},{"startTime":508.409,"endTime":510.43399999999997,"body":"that big negative oar with a positive one."},{"startTime":510.43399999999997,"endTime":516.435,"body":"I really like that analogy, actually. I think that appeals, and I've been thinking about this. In other situations as well,"},{"startTime":516.443,"endTime":524.3629999999999,"body":"It's getting the balance, isn't it? And not just relying on one method or one technique. It's having a range of techniques"},{"startTime":524.3629999999999,"endTime":531.415,"body":"and using them in the right proportions. So we'll have to use both oars to make the boat progress, and we have to encourage"},{"startTime":531.446,"endTime":541.3679999999999,"body":"and kind of lighthouse the positive behaviors. So look around, look for children who are engaging in the prosocial or pro"},{"startTime":541.3679999999999,"endTime":550.447,"body":"learning behaviors that we want. So children who are concentrating, focusing, listening, collaborating, sharing, taking turns,"},{"startTime":551.386,"endTime":558.4399999999999,"body":"Look for those behaviours and talk about those, and that lets children know what our expectations are and it sets the boundaries."},{"startTime":559.379,"endTime":566.433,"body":"But we've also got to remember, there will be some negative correction as well if you like, but we've got to keep that proportionate."},{"startTime":567.3629999999999,"endTime":573.389,"body":"So that's a big powerful whack with the oar when we use that. So there will be that balance, but we've got to counterbalance"},{"startTime":573.403,"endTime":581.372,"body":"that with lots and lots of positive interaction as well. And when you look at research, the research actually says you need"},{"startTime":581.386,"endTime":593.406,"body":"3 to 1 or maybe even 5 to 1. So you need 3 times or maybe even 5 times as many positives for each one negative. So the research"},{"startTime":593.406,"endTime":603.3960000000001,"body":"doesn't advocate no negatives. So all groups need boundaries, and kids do need constructive criticism or correction, but it's"},{"startTime":603.3960000000001,"endTime":605.4300000000001,"body":"just important that we do it in the right way."},{"startTime":605.4440000000001,"endTime":611.3820000000001,"body":"And if you're driving and you haven't been listening carefully, we're not encouraging you to take oars into the classroom."},{"startTime":613.388,"endTime":621.44,"body":"And just thinking about that correction, what we tend to say is to praise in public and correct in private. And of course,"},{"startTime":621.44,"endTime":628.442,"body":"there'll be some children who don't enjoy public praise, so will be sensitive to that. But on the whole, people prefer to"},{"startTime":628.442,"endTime":637.407,"body":"have their shortcomings or the correction, if you like, spoken about privately or quietly with them, rather than broadcast"},{"startTime":637.437,"endTime":640.355,"body":"across the heads of the rest of the class."},{"startTime":640.3770000000001,"endTime":644.371,"body":"Our 4th strategy is be consistent with your behaviour management."},{"startTime":644.409,"endTime":652.393,"body":"Well, absolutely. Because if they don't know what to expect, then kids don't know how to behave. It creates confusion. So"},{"startTime":652.393,"endTime":660.4110000000001,"body":"what pupils will do then is try out different behaviors to see where the boundaries are. So if the boundaries are consistent,"},{"startTime":661.371,"endTime":667.443,"body":"they are clear about how far they can push. They know when they get to the line, they need to stop. And if that boundary never"},{"startTime":667.443,"endTime":675.357,"body":"moves and it stays the same every single day, every single lesson, every single week, then they quickly realize, okay, this"},{"startTime":675.357,"endTime":682.355,"body":"is where the boundary is. If the boundary keeps shifting because the adults are inconsistent, it's like we're moving the goal"},{"startTime":682.355,"endTime":690.35,"body":"posts. And the kids get a bit wobbly, and they're not quite sure where the boundary is, so they keep on testing. And the way"},{"startTime":690.35,"endTime":697.436,"body":"they do that is by exhibiting a a range of behaviours to see what happens. Will I get away with it today? I got away with it"},{"startTime":697.436,"endTime":705.3960000000001,"body":"yesterday, but I didn't get away with it the day before. So they keep on testing. Lack of consistency also doesn't help pupils"},{"startTime":705.3960000000001,"endTime":713.395,"body":"with additional needs, such as attention deficit hyperactivity disorder, for example, because those children find it even"},{"startTime":713.395,"endTime":724.368,"body":"harder to link cause and effect. So if what we do in response to their behavior keeps on changing, that's very, very confusing for them."},{"startTime":726.3870000000001,"endTime":733.355,"body":"And that was just a small part of an earlier discussion I had with my co host, Emma, where we share some of our key strategies"},{"startTime":733.355,"endTime":740.4250000000001,"body":"for eliminating low level disruption in the classroom. If you'd like to hear all 4 of our key ideas, simply click the link"},{"startTime":740.4250000000001,"endTime":747.441,"body":"at the bottom of the episode description to go back to original episode number 59. I definitely recommend that you do. If"},{"startTime":747.441,"endTime":754.4110000000001,"body":"you found today's episode helpful, please take a moment to rate and review us. It takes just 30 seconds. When you do, it prompts"},{"startTime":754.4110000000001,"endTime":761.407,"body":"the algorithm to recommend School Behaviour Secrets to other listeners. So let's spread the word and help this podcast grow"},{"startTime":761.407,"endTime":767.412,"body":"reaching fellow teachers, school leaders, and parents far and wide. Thanks for tuning in today, and I look forward to seeing"},{"startTime":767.412,"endTime":771.426,"body":"you next time for another educational adventure on School Behaviour Secrets."}]}