Staff meeting - Understanding Behaviour: Responding Safely - 3/9/19

• Easier said than done
• Understanding Behaviour

• All behaviour has a function - there is a why
• We see what and how behind the behaviour
• Try to understand the why so we can teach replacement behaviour, reinforce what we want to see
• What pushes our buttons as teachers

• Bush lawyering, disrespect, not accounting for actions

• Stress trigger

• Alarm! - Stress Hormone - Bodywide changes

• Physiological response

• Tunnel vision
• Blood to the major muscles
• Decrease blood to non-survival including most of the brain
• Increase heart rate

• We CAN control our breathing e.g. 5 finger breathing
• Active response - run, throw, fight
• Passive - Freeze, hide, stop responding
• Our brain trying to keep up safe - survive, escape, get ready
• Adrenaline and cortisol - can take 3 hours to calm down and talk
• This threat response is triggered for non-life threatening events
• 

• Encouraging ready to learn behaviour

• How do we manage challenging situations safely
• We play the long game to shift the balance to teach safely
• Creating and maintaining an environment that’s positive and safe physically, mentally, socially and so on.
• Teach behaviours explicitly
• New behaviours are hard to learn
• They will revert back to old behaviours
• Stronger relationships increase the likelihood of a positive outcome
• Staff - spot the signs
• Students - self regulate
• Emotional regulation

• Feel safe, connected
• Be aware of where the emotional tanks are

• SOME BOYS HATE CARROTS

• See me
• Belong
• Happening
• Control

• Demonstrate support with posture - side approach, escape route, personal space, eye contact
• Manner - calm, in control, attentive
• Verbal - remain calm, avoid conflict, win-win, tone, reflects an individuals autonomy and status, separate you from the problem