OneStep CPD
Progression and Evaluation
Positive Behaviour Management
Once completed, please send your Progression Points document to info@[Link] for your certificate of completion.
We suggest this course, including any research, should take approximately 4-6 weeks
although this will vary depending on your own situation.
To get the most out of this course, please take the time to fill in the questions and reflect
on your progress at each Progress Point.
Here is an overview of the Progress Points you will need to fill in:
Research and Reading
Progress Point 1: Notice/Observe
An evaluation of your current situation and the opportunity to consider what you would
like to achieve.
Progress Point 2: Plan
A chance to consider how you will implement the course’s actions and resources and
time needed.
Progress Point 3: Implement
A time to consider the immediate impact of the strategies outlined in the course.
Progress Point 4: Feedback
Getting feedback on your progress will help you gain insight into how it is going so that
you can work towards your success criteria.
Progress Point 5: Reflect and Refine
Based on your feedback and any insights you now have, what will you do next to refine
your process and further meet your success criteria?
Progress Point 6: Evaluate
A final evaluation of the course, with questions which will allow you to evaluate the
effectiveness of what you’ve learned and how you will implement it in the future.
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Research and Reading
Use this space to write down any reading and research you have undertaken to support your CPD. You can add to this
throughout the course and revisit whenever needed. NB There is a reading section on your course PDF.
NEU3436 Positive behaviour management [Link]
[Link]
[Link]
[Link]
Exploring sarcasm as a replacement for corporal punishment in public schools in South Africa
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Progress Point 1: Notice/Observe
What does your current situation look like?
1
In our school's English course I have a student who is very energetic, she gets distracted really
easily ,she doesn't follow instructions and she disturbs other students by moving around the room
which affect the learning environment and limits her progress
2 What do you want to change and why?
I want her to be more focused in class and follow instructions, so she can benefit from
the classroom environment and others are not distracted as well
3 Who would benefit from this change?
The student herself will benefit by developing classroom discipline and focus, she will
learn about emotional regulation and through discipline she will be able to achieve her
goals and me more confident but her classmates would also benefit from this change as
it will reduce disruptions, help them focus better and I as a teacher will be able to
manage class more effectively.
4 What outcomes would you like to see? Are there any elements of this already in your classroom?
I would like to see my student sit through the English lessons without getting distracted.
follow the positively framed instructions. I want her to start responding better to instructions,
show more focus even through the part of lessons which are not her favorite and I want to
see her completing tasks. I want her to enjoy learning without needing so many reminders
5 How will you measure the impact?
I will measure the impact by observing how she manages to stay seated and well she
responds to clear and simple instructions and how she engages with different tasks
especially the ones that are not her favorite. I can see the impact by looking at her
participation in class and by assessing her progress in the tasks I gave her
6 What evidence do you have of the situation
before implementation, in order to compare with after?
Ways of measuring impact
and gaining feedback:
Observations of her running around the
• Ask a colleague to observe
class ,rarely responding to instructions
when are they given at first place, showing • Personal reflection on
no interest in lecture and disrupting the current situation
class • Assessing pupils’ progress
• Work sampling
• Pupil voice activities
• Strategy group vs control group
comparison
• Other (please specify)
Evidence to log: pupils’ written work; lesson observations; assessments
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Progress Point 2: Plan
What are you going to do to put this strategy into place?
1
Greet Mirha warlmly stand at door for greeting.
I will try my best to frame instructions positively eg: sit here instead
of don’t run.
I will set SMART goals for her.
I will expect the good behaviour, self-fulfiiling prophecy
I will incorporate short, focused, activities that include her interests
I will introduce reward system sheets for her.
I will use challenges to encourage her to complete task as quickly as
she can eg: that took five minutes, next time we will see if we can
halve it
2 When will you do this and how often?
Consistency is the key in this. I will do this every time she will come into my
class. My goal is to make these practices a regular part of my classroom
practice rather than a one time intervention, so that it can becomes a natural
part of her daily routine.
3 Who will be involved?
This will involve Mirha and myself, as I will pay closer attention to what
works best for her. However the entire classroom environment will become
calmer and conducive to learning for everyone.
Evidence to log: plan; lesson plans; timetable; groupings
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Progress Point 3: Implement
To what extent did you follow your plan?
1
I greeted her at the door before English class and I tried my best to use positively
framed instruction throughout the class. I also made sure to set an achievable goals for
her based on her current attention span these small attainable steps really helped her
feel successful. I also introduced a simple reward sheet system. Each time she meets
on of the set goals ,she earns a star or smiley. I also gave her challenges to complete
the task and i used her favorite activities as a motivator
2 What response or immediate impact did you notice?
I saw increased focus when I used positively framed instructions. She responded well
to coloring activities so I used that as a motivator to complete other tasks first. She
became more focused as she was excited to earn rewards. I also noticed she needed
fewer reminders , and overall classroom environment felt a bit calmer
3 Were there any blockers?
She is very rigid with some of her activities like handing pencil to her brother every time
she comes in class so i let her do that. Its a small thing but it seems to give her a sense
of control and comfort. She was really excited for the reward system at the start , but
there were times when her interest faded especially during the activities she didn't like.
she will also loose attention if the instructions were too long. i had to adapt by
shortening it and keep checking on her
Evidence to log: pupils’ written work; assessments
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Progress Point 4: Feedback
How did you gain feedback about the effects of your intervention?
1
Personal reflection
Observation of her engagement and behavior
I noticed how often she need redirection
Informal conversations with colleagues
2 What was the feedback?
From my side I saw an increase in responsiveness.
There was a reduction of how I often I had to stop her and correct
her behavior.
Other teachers said they had notice the calmer side of her and
she is not disrupting the class as she used to.
she seemed more in control.
I saw improvements in her ability to stay seated during lessons.
Her attention span increased, especially when I included her
favorite activities.
The feedback I received both internal and external showed me that
my intervention was creating a meaningful change
Ways of measuring impact
and gaining feedback:
• Ask a colleague to observe
• Personal reflection on
current situation
• Assessing pupils’ progress
• Work sampling
• Pupil voice activities
• Strategy group vs control group
comparison
• Other (please specify)
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Progress Point 5: Reflect and Refine
What have you learnt from the feedback and data you collected?
1
The positive reinforcement and structured greeting has a positive impact on
her. I have also noticed that giving clear instructions in a positive calm tone
really lower the chances of children getting distracted and how it can improve
the overall mood in the classroom. I also realized how helpful is to give praise
or reward
2 What will you keep the same?
I will continue greeting her every morning .
I will also keep using positively framed instructions
I will keep setting a SMART goals for her
I will keep using challenges to encourage her to complete task as quickly
as she can eg: that took five minutes, next time we will see if we can
halve it
I will keep using the rewards sheets
3 What will you change and how?
While many of my current strategies are working well but there are still
some areas that need further support. The area that need the most
attention is longer tasks where her attention begin to drift. I plan to
introduce more visual cues, A visual schedule can also be helpful in this
situations.
The other thing I noticed is it is very difficult for her is to sit for long periods
of time .To address this I will introduce small movement breaks to maintain
attention.
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Progress Point 6: Evaluate
What changes have you noticed?
1
She is calmer and more focused
She is more responsive to instructions
She is not running around the class anymore
There is a reduction of how I often I had to stop her and correct her behavior.
She seemed more in control.
I saw improvements in her ability to stay seated during lessons.
Her attention span increased, especially when I included her favorite activities.
2 To what extent did you achieve your desired outcomes?
I believe I achieved my desired outcome to a significant level . While there is
still always a room for growth and improvement as I mentioned before sitting
through a long lecture is difficult for her but I still think the student showed a
noticeable improvements in focus and behavior
3 To what extent did the feedback and evidence you collected help
you to measure the success of your actions?
The feedback and the evidence helped me see that the changes I made
were actually working. I could confirm this through my own observations
like how much more focused and calm she became and informal
conversations with the colleagues also confirmed my observations
4 What aspects of the course will you take forward in your future practice?
The idea of greeting children warmly at the start of the day is something I
want to make part of my routine always and the other takeaway for me is the
power of positive phrasing and setting achievable goals for children
5 What are your next steps?
My next step would be to use similar strategies with the students who exhibit
the similar behavior. I have realized how well the positive and personalized
approaches can work so i would like them to apply them more consistently
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Other questions to reflect on:
What has worked well? Why?
1
The greetings worked really well, I think it is because she felt notice ,she felt
welcome. It helped her settle faster
Using reward sheets made a huge difference because it gave her
something clear and excited to work toward
the positive tone worked really great too. When I focused on what they
could do rather than what they hadn't done, it really reduced resistance
2 What has not worked so well? Why?
Transitions are still a bit of struggle when she is overstimulated it become
harder for her to shift and even a gentle redirection can be hard for her to
process I also realized I initially I overlooked how tough longer sitting
hours and I wasn't giving any movement beaks in between can be for her
and I'll be more mindful about that goin forward
3 What were the barriers and blockers and how could these be overcome?
Staying consistent was one one of the biggest challenges. To overcome
this, I plan to keep things simple and stick to key strategies
Another blocker was sometimes she is just not in mood to sit through a 40
minutes lecture. To overcome this ,I think planning ahead with visual cues
can help
4 What have you learnt that might be transferable to other contexts?
The one thing I realized that the positive behavior strategies work for all the
students and not only with those with challenges. Simple practices like
greeting children by their names or reframing instructions in a positive way
can shift the classroom tone. I will definitely carry along with me and I plan to
take into other classes and apply across different age group
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