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Behaviour at Playtime Primary

Discussion in 'Behaviour' started by ShabbyChic, Feb 28, 2011.

  1. Hi

    I wonder if you have a few minutes you wouldn't mind sharing how your school deals with misbehaviour at playtime. We would like to introduce a system for use within KS1 for behaviour such as hitting/kicking/being rough/spitting/etc specifically at playtime. At the moment we would send children for timeout against the wall but this can be difficult to monitor.

    I'm particularly interested in how you monitor this system ie. if you sanction a child how do they know they have been sanctioned? Do you use a non-verbal system like yellow/red cards?


    Thanks very much.
     
  2. If they don't know, it hasn't happened. Calling some administrative action a "sanction" is meaningless. When a child feels a negative consequence because they've disobeyed a rule, they feel, know, acknowledge it as a sanction.
    In KS1, many kids are quite oblivious to notions of personal responsibility once they get to action stations. If there's a rule against kicking (anything except a ball) then that is a rule. When the rule is broken, there is a consequence. That consequence has to be something the child doesn't like. Being separated from friends is not happy-making for this age group. Staying in while others are outside playing is not well-favoured either.
    You just have to be explicit about the rules. "Playing nicely" doesn't cut it as a rule. No kicking (or spitting or pushing or hitting or pinching or .....) is explicit, and has the great advantage that you can pick transgressions and transgressors off one by one.
    If you have a big year level embargo on, say, kicking as the number one offence, staff on yard duty can keep an eagle eye out for that particular behaviour - and perhaps learn something about how bad behaviours develop in certain groups - the miscreants can be singled out and "sanctioned". . That sanction has to explicit and imposed without fear, favour or fumble.
    When you've got the explicit part sorted out, and run it against one prime misbehaviour, just keep adding specific things that are "just as bad as ...... ". My personal biggest hate is kicking, but that may not be the biggest issue in a particular playground.
    Get out the big guns on the worst offence first - without ignoring other 'just as bad' behaviours. Build on that.
    From the point of view of these young children, what you want is for them to hesitate before, and think through, their anti-social actions. Making a big deal of any one specific action gets that process started.
     

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