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Incredible Years Programme: Ignoring & Redirecting

By Anonymous
Resource: Incredible Teachers by Carolyn Webster-Stratton, PH D
Chapter 7,8 & 15 & IYT Workshop 8.6.17
Behaviours
When ignoring a challenging behaviour, I am trying to:
  • Use visual prompts/reminders
  • Proximinal praise to those showing the desired behaviour
  • Focus on discussion with the other students, about how they are showing great focus etc
  • Short, simple reminders to whole class e.g. "Who can show me 5?" (focus on mat)
  • When one child is challenging, I am aware of certain other students who may get involved. I will praise those students for being on-task, and encourage them to continue.
  • Give clear expectations, "I will listen to what someone has to say when they come to the mat." for a child calling out and walking around room.
What I can't ignore:
* Repeated refusals to complete a task when requested
* Rudeness towards myself or others (e.g. kicking the wall; pulling faces, name calling etc)
* Repeated distraction of others
* Defacing or breaking others'/school property

 For these not-ignorable behaviours, IYT advice has definitely improved my practise! Now I am trying to:
* Be direct, calm and concise : children only hear the first 20seconds, max, of what I say!
* Have a clear warning system (tactical ignoring/redirecting then 2 warnings)
* I know the students who struggle with focus and self-management, so often encourage them to stay in close proximity to me.
* Incentive charts for 3 children, focusing on managing their bodies and following instructions.
* Remind children they have a choice, e.g. 'You can do this activity now or during our discovery (free) time."
* Lots of talk about desired behaviours: showing 5, listening, can-do attitudes, patience
* Use logical reminders and consequences: e.g."Those children who pack up will go to play first," and then follow through with reward. A child who hasn't helped may stay and pack up.
* Redirecting: sending a child on an errand or giving them a helping job near me.
* How rather than why questions, e.g. How can I help? 
* Notice when a child has come back into learning. Verbally celebrate! 
* Sharing with home: my goal is to share mostly positive progress rather than negative feedback.

 Managing Personal Stress (Chapter 15) 
My Key Strategies: 
* Objectifying the situation & using a growth mindset - what is my goal? How can I help ....?
* Collegiate support
* Have a sense of humour
* Limit the time I spend thinking/worrying/talking about challenges, unless it is with a solution-focused mindset. 
* Try to avoid negative labels or type-casting certain students

 My next steps: 
To make sure ALL behaviour discussions with children occur outside of the whole class ear-shot/attention. To make sure I focus on sharing positive news with parents/whaanau. 

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