This training is designed as the second part to a two part series. A basic knowledge of behaviour functions and proactive strategies is required prior to attending this course (attendance to part one is recommended but not a requirement). This course focuses on the management of challenging behaviour through effective selection of behavioural consequences. Whether a behaviour increases (occurs again) or decreases (stops occurring) depends, in part, upon the consequence it is met with. Behaviours which continue to occur are often those which are met with consequences which serve to increase or reward them. Alongside the implementation of proactive, positive supports (see part 1 training) knowing how to react to a challenging behaviour is a key element of classroom management. While a teachers intention is never to reward or increase a challenging behaviour some, individual student differences in responses to behaviour consequences and errors in how we (teachers) respond to challenging behaviour can result in just that; for one child a reprimand may be enough to decrease the behaviour for another this attention may actually be a motivator to engage in the behaviour again. Knowledge on why behaviour is occurring can help guide a teachers, in the moment, decision making to ensure responses to behaviour result in quick and effective de-escalation of the situation and minimise the chance of the behaviour occurring again. These strategies can foster improved attending, participation and inclusion within the classroom.
This training will cover the basics in functions of behaviour; knowledge on why behaviour is occurring will support the educator in determining what steps are needed to manage the behaviour in the moment and minimise its occurrence in the future. The ability to select and implement appropriate strategies, differentiated for each learners individual needs, is key to promoting a positive, inclusive classroom environment. Educators will leave the course with
Theoretical knowledge of a few, simple, behaviour management strategies (for example planned ignore, continued demand and response cost) which can be successfully adapted and modified based on individual learners needs. Teachers will gain knowledge in when and why each strategy is, and more importantly is not, in relation to behaviour management.
Practical knowledge on how implementation of such strategies can help minimise behaviour occurrence in the moment and support inclusive opportunities within the classroom
A simple data collection tool for use within the classroom. The tool will guide educators in tracking and monitoring challenging behaviour to allow quick judgements to be made in relation to student success; a successful behaviour intervention will result in consistent decreases in challenging behaviour. Unsuccessful behaviour intervention can be quickly flagged for moderation and amendment
Completing this course will contribute to 1 hour of NESA Registered PD addressing standards 4.2.1 (managing challenging behaviour), 5.3.2 (making consistent and comparable judgements) and 6.3.2 (engage with colleagues and improve practise) from the Australian Professional Standards for teachers maintaining proficient teacher accreditation in NSW.