DOCUMENT RESUME CE 076 914 ED 421 654 Mitchell, Carole; Pride, Douglas; Howard, Lance; Pride, AUTHOR Brenda Ain't Misbehavin'. Managing Disruptive Behavior. TITLE Further Education Development Agency, London (England). INSTITUTION ISBN-1-85338-478-X ISBN 1998-00-00 PUB DATE NOTE 239p. Further Education Development Agency, Citadel Place, AVAILABLE FROM Tinworth Street, London SEll 5EH, England. Guides Non-Classroom (055) PUB TYPE MF01/PC10 Plus Postage. EDRS PRICE *Behavior Problems; Behavior Standards; Classroom DESCRIPTORS Techniques; *Discipline; *Discipline Policy; *Discipline Problems; Educational Policy; Foreign Countries; *Policy Formation; Postsecondary Education; School Policy; *Technical Institutes; Vocational Education Great Britain IDENTIFIERS ABSTRACT This manual was developed to help educators, especially in further education colleges in Britain, to develop a whole-college approach to managing disruptive behavior in students and to serve as a resource for disciplinary policy and staff development. The manual is organized in eight chapters. The first chapter explores the background to the issues surrounding disruptive behavior in postsecondary education; in chapter 2 it outlines the premises of the research project that is the foundation for which the manual is based. Chapter 3 provides a framework for identifying and analyzing the types and reasons for problem behavior; chapter 4 presents the model that has been adopted in this research to achieve a whole-college approach. In chapter 5, the manual offers a self-assessment schedule to audit existing behavior management policies, systems, and delivery methods and from there plan an agenda for action (presented in chapter 6). Chapter 7 offers guidance and interpretation of the legal issues arising from disruptive behavior and the rights and responsibilities of college staff. The manual concludes with a section on future directions, a checklist of performance indicators relating to each level of the whole-college model, and a list of recommendations. A reference list and bibliography contain 134 citations. Fourteen appendixes provide research documents and college policies. (KC) ******************************************************************************** Reproductions supplied by EDRS are the best that can be made from the original document. ******************************************************************************** s 1 J Further Education 0 Development Agenc p learning . , a a 1 4 t. 5 c .0. 1 1 4 4 4, , . -. . 5 - 1 _. U S DEPARTMENT OF EDUCATION Of iicp of Educational Research and Improvement PERMISSION TO REPRODUCE AND ED ATIONAL RESOURCES INFORMATION DISSEMINATE THIS MATERIAL HAS LI CENTER (ERIC) BEEN GRANTED BY This document has been reproduced as received from the person or organization originating it O Minor changes have been made to -D-2;a77--------- improve reproduction quality .... Points of view or opinions stated in this TO THE EDUCATIONAL RESOURCES document do not necessarily represent INFORMATION CENTER (ERIC) official OERI position or policy 1 I A S 0 0 Further Education Development Agency learning Further Education Development Agency Carole veou° Mit Chen yri4c& 40,411,0i3 3 h C Li Q n 3 / 3 v t d lel 4 Published by: Further Education Development Agency Dumbarton House, 68 Oxford Street, London W1N ODA Tel: 0171 436 0020 Fax: 0171 436 0349 Feedback and orders should be directed to: Information Centre, FEDA, Citadel Place, Tinworth Street, London SEll 5EH Tel: 0171 962 1280 Fax: 0171 962 1266 Registered with the Charity Commissioners Authors Carole Mitchell, Douglas Pride, Lance Howard, Brenda Pride Editor Angela Dewsbury Designers Mike Pope, Kevin Ashill Printed by Blackmore Ltd, Shaftesbury, Dorset ISBN 185338478 X FEDA 1998 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, electrical, chemical, optical, photocopying, recording or otherwise, without prior permission of the copyright owner, except as follows: FEDA grants the purchaser a non-transferable licence to use these materials as follows: (i) the printed materials may be photocopied and used as many times as required, within a single site, in the purchasing institution solely; (ii) short excerpts from the materials may be incorporated into any development paper or review document if the source is acknowledged and the document is not offered for sale; (iii) permission for other uses should be sought from FEDA. 5 /MT MiSBEI-IAVikf About the authors Carole Mitchell Carole is an educational psychologist working for Lancashire County Council and a FEDA Associate. She was formerly the Yorkshire and Humberside Regional Officer for FEDA (and also when it was the FEU), and, before that, Head of Professional Studies at University College Warrington. She has worked at various times in all the education sectors, and is professionally qualified in teaching, social work and educational psychology. Her FEU/FEDA publications include Learning styles, Transforming teaching, Educational psy- chologists in FE and Tackling drugs together in FE. Douglas Pride Douglas is an independent trainer and consultant, one of his specialities being the man- agement of disruptive behaviour. He is a neuro-linguistic programming trainer of international repute and is Chief Instructor of the Institute of Virtual Aikido. He has also held every grade of academic post in FHE from assistant lecturer Grade 'A' to principal and chief executive. Lance Haward Lance is a consultant in education law and a leading contributory member of both the Law Society's Education Special Interest Group (Local Government) and of ELAS (the Education Law Association). He was formerly a solicitor, with 30 years' experience at senior management/consultancy level, with the London Boroughs of Barnet, Wandsworth and Havering and a frequent lec- turer and contributor to publications, such as The Times Educational Supplement, and technical journals. Brenda Pride Brenda is now a consultant, writer and mentor following a successful career in further education from lecturer to principal level. Her previous roles included that of develop- ment officer with FEU. She now enjoys the luxury of being able to spend time thinking developmentally about key issues she could only 'contain' while working full-time as a manager in FE. Partner college representatives Alan Astin, Bury College Judith Anderson, Coleg Glan Hafren David Phillips, Croydon College Barry Fyfield, City and Islington College Joanne Suddaby-Smith, National Star Centre College Mike Hillam, Luton Sixth Form College Barbara Janssen, Exeter College Carole Moss, Bradford and Ilkley Community College 6 T MiSHWAViif Acknowledgements FEDA would like to thank the following people for their contribution to this publication. John Coleman, Principal Educational Psychologist Sally Faraday, FEDA Mike Hi Ram, Vice Principal of Luton Sixth Form College (for providing the summary of the legal section) Bob Humphrey-Taylor, Leading Edge Partnership Graphics Advisor Andrea Pecherek, Educational Psychologist, Sheffield City Council Janie Whyld, Trainer and Consultant Charles Atkinson, University of Greenwich 7 Mt4'T MISHWAViI4' Contents Using this manual Introduction vii What this manual offers Context and background 1 1 Changing face of FE 1 1 Social context and government policy 1 2 Outline of this research project 2 1 2 Aims 2 1 Methodology 2 2 2 4 College cameos Defining the issues 3.1 3 Framework 3.1 A model for developing a whole-college approach 4.1 4 Delivery methods: theory and techniques 4 5 Using the model for self-assessment and action planning 5.1 5 5 2 College self-assessment schedule Explanatory notes for self-assessment schedule 5.6 Action planning 5 8 Agenda for action 6 1 6 Strategic level 6 1 6 20 Systems level 6 32 Case studies 6 52 Delivery level Legal aspects of disruptive behaviour 7.1 7 Introduction 7 1 Part A College's responsibilities 7 2 Part B Responses to adverse behaviour 7 12 8 Future directions 8 Indicators of progress 8 1 8 4 Key messages for the FE sector 8 5 References 8 8 Bibliography Acronyms 8 12 8 iii Mwr MiSi3f1-1AViif CONTENTS Appendices: Appendix i Role of youth workers at Luton Sixth Form College A 1 Appendix 2 Staff questionnaire by Coleg Glan Hafren A 5 Appendix 3 Sheffield LEA Bullying Project A 7 Appendix 4 Croydon College's policy statement on disruptive behaviour, aggression and violence A 8 Appendix 5 Supporting students at risk A 17 Appendix 6 Guidance on responding to disruptive behaviour by students A 19 Appendix 7 City and Islington College: code of conduct and procedures for dealing with conflict in the learning resource areas A 22 Appendix 8 Bury College's policy statement on student behaviour A 24 Appendix 9 Questionnaire for new students with results for 1996 cohort at Luton Sixth Form College A 25 Appendix io Confidentiality policy of the National Star Centre College of Further Education A 29 Appendix ii Defining harassment A 33 Appendix 12 Bury College's disciplinary support procedure A 35 Appendix13 Recording process A 39 Appendix 14 Summary of legal aspects A 43 9 di iv AtifT MiSBEI-CAVikf Using this manual Introduction Why address disruptive behaviour? The range of students who come through the doors of further education colleges is wide. They have different learning aims and requirements. Some will exhibit behaviour which is disruptive. In seeking to include these individuals, and ensure that they have successful learning experiences and outcomes, college staff need to adopt a strategic, whole- college approach. Purpose of this research This manual is derived from FEDA research projects on disruptive behaviour. It aims to balance current practice in colleges with an expert overview across education and other sectors. Rather than focusing on deficit models, as much work in this area does, it con- centrates on a whole-college approach recognising that such an approach has to take account of differences in college size, structure and management style. Initial research identified the nature and impact of the issues in colleges. Then eight col- leges, representing a range of sizes, locations, regions and specialisms, took part in the development work. Together they helped to identify best practice from both inside and beyond FE, and develop specific approaches to produce recommendations for FE insti- tutions and signposts for further development. The aims of the research were: to provide a model for whole college analysis and devel- opment; to provide practical strategies and tools for managing disruptive behaviour and to draw up guidance on legal issues. Details on the specifics of this research project are given in Chapter 2. 1 0 T AAiS13-EWAVikf