|
|
|
SBM is an emotionally intelligent and inclusive model of behaviour management that focuses on shifting the role of behaviour manager from teacher to child through a process of coaching and building of personal skills, in fact, it advocates licensing the children as managers of their own behaviour
SBM has at its core the belief that most children do not benefit from a punitive, dominant and assertive Behaviour Management programme, even if for most of the children, this is what seems to work. They comply because they do and can. Questions begin to be asked of the compliance system when we add in the SEBS (Social and Emotional Behavioural students) - these really test the capability of the compliance model. SBM is also not a quick fix, sticking plaster approach, rather it can be seen as an integral part of the individual's personal education, something that should not be time constrained, unless we intend to inflict stress in order to gain compliance.
SBM approaches behaviour issues as an opportunity to build and coach the individual's skills in the same way we would if the child were having difficulties with a numeracy concept or having problems with reading. We don't use a punitive and compliant approach here, so why is behaviour management any different?
SBM is much more a 'done through' rather than a 'done to' programme and through the on-demand coaching model, many more children can learn to articulate their feelings, negotiate with peers and adults and embrace learning in a positive, more confident way.
SBM is the emotionally intelligent way to work with young people; how can we ever expect to develop emotional intelligence in young people if we do not display it ourselves in our daily interactions?
Teachers TV interview with Mike Jan 2009
SBM has at its core the belief that most children do not benefit from a punitive, dominant and assertive Behaviour Management programme, even if for most of the children, this is what seems to work. They comply because they do and can. Questions begin to be asked of the compliance system when we add in the SEBS (Social and Emotional Behavioural students) - these really test the capability of the compliance model. SBM is also not a quick fix, sticking plaster approach, rather it can be seen as an integral part of the individual's personal education, something that should not be time constrained, unless we intend to inflict stress in order to gain compliance.
SBM approaches behaviour issues as an opportunity to build and coach the individual's skills in the same way we would if the child were having difficulties with a numeracy concept or having problems with reading. We don't use a punitive and compliant approach here, so why is behaviour management any different?
SBM is much more a 'done through' rather than a 'done to' programme and through the on-demand coaching model, many more children can learn to articulate their feelings, negotiate with peers and adults and embrace learning in a positive, more confident way.
SBM is the emotionally intelligent way to work with young people; how can we ever expect to develop emotional intelligence in young people if we do not display it ourselves in our daily interactions?
Teachers TV interview with Mike Jan 2009
