5.5 Ladder of action

Importance of the Ladder of action
1.1 Using the Ladder of action
1.2 Not using the Ladder of action
1.3 Getting started with the Ladder of action
The four steps of the Ladder of action
Instruction video Ladder of action
Preventive – curative
Manual Ladder of action to be used afterPractice period 1+2.
Summary

Teachers address students on behaviour and commitment with the four steps of the ‘Ladder of action’.

When I address a student on behaviour and commitment, I proceed systematically. I always take four steps of the ‘Ladder of action’ in the same order.

Introduction video

For more information check out our other introductory videos here.

Introduction

The term ‘escalation ladder’ originates from Peter Teitler in the Netherlands. Teachers in the Netherlands use the term ‘escalation ladder’ when describing how they address a student behaviour or commitment. Friendly and Fair Teaching does take over the idea of a ladder from Peter Teitler but leaves out the idea of escalation. Escalation suggests: The more often you warn, the angrier you become until you are so angry that you aks a student to leave the class. With FFT you perform all ‘actions’ in a friendly manner. The new name of FFT is now ‘Ladder of action’. All steps of this ladder have a friendly and fair character. However, a next step has more weight for a student. Because you remain friendly during all steps, a good relationship between you and the student is maintained.

1 Importance of the Ladder of action

1.1 Using the Ladder of action

When addressing a student’s behaviour or commitment, you proceed systematically and always take the four steps of the ‘Ladder of action’ in the same order. This means that you no longer need to get angry if a student does not let himself be addressed on behaviour or commitment. You then calmly take the next step.

1.2 Not using the Ladder of action

If you do not use the ‘Ladder of action’, you are less consistent in your actions. Students experience your way of addressing them on behaviour and commitment as arbitrary and therefore do not respond or they protest.

1.3 Starting with the Ladder of action

See ‘Practice period 1′

2 The four steps of the Ladder of action

The four steps of the Ladder of action are divided into ‘First steps and Next steps’

First steps

Addressing a student’s behaviour or commitment with body language
Addressing a student’s behaviour or commitment with a Tip

Next steps

Addressing a student’s behaviour or commitment with a ‘Future behaviour letter’.
Addressing a student who does not hand in the letter to you with the help of a senior member of staff.

Figure: Ladder of action

3 Instruction video

This video is intended for teachers. This video does not contain any sections that you show to students.

This video provides general information about the ‘Ladder of Action’ and the associated period in which you use the ‘Ladder of Action’. You use the four steps of the ‘Ladder of Action’ to address a student on behaviour and commitment. Watch the above video in its entirety before continuing.

This video discusses, among other things, how often you address a student’s behavior and commitment with gestures, Tips and the ‘Future behaviour letter’. More information about this is also available in the overview

4 Preventive – curative

The Ladder of action contains both preventive and curative steps:

Preventive: With the first two steps of the Ladder of action (Using body language and giving Tips) you postpone the moment of handing out a ‘Future behaviour letter’ (buffer). This prevents you from handing out the letter too often or too quickly. If you use the letter occasionally as a means to address a student’s behaviour or commitment, it retains its value. FFT therefore calls the first two steps of the ‘Ladder of action’ preventive.
Curative: By addressing a student’s behaviour or commitment with a ‘Future behaviour letter’, you solve a problem. In most cases, the problem will not occur again. This assignment is effective because writing a letter takes time from a student. Astrid Boon discovered that an assignment that takes time is effective. The letter is also effective because one of the questions that goes with this measure is that you let the student think about improving behaviour or commitment and help find a solution. With the letter, the student and teacher work together to solve a problem. FFT calls a lasting change in a student’s behaviour or commitment as a result of the letter ‘curative’.

5 Manual Ladder of action to be used after Practice period 1+2.

Please note: The instructions below are intended for teachers who have completed both practice periods (1 + 2) and are familiar with the six components of ‘Behaviour management strategies’. The ‘abacus’ is used in this manual. Teachers who have only completed ‘Practice period 1’ do not yet use the counting frame

Below you will see in two columns the similarities and differences in addressing students’ behaviour and commitment when teaching the entire class and when students are working independently:

addressing a student on behaviour or commitment when teaching the entire class

Teacher-centred education is effective if you can provide explanations without interruption. How do you reinforce positive behaviour if a student disrupts class?

Step 1 Using body language (inaudible)

a. Interrupt your explanation. Stand still and look at a disruptive student in a relaxed manner. If the student improves the behaviour, make the gesture ‘compliment‘. If not:
b. Take one step towards the disruptive student and look at the student questioningly (eyebrows raised). If the student improves the behaviour, make the gesture ‘compliment’. If not:
c. Depending on the disturbance, make these gestures: Attention – stop (stop disrupting) If the student improves the behaviour, make the gesture ‘compliment’. See also (See also stop talking – start working)

Step 2 Giving a Tip

Move the ‘abacus’ one page further (up to a maximum of two Tips), walk towards the student, stand next to the student (not opposite the student) and give a ‘Tip’ “Please pay attention” clearly audible to everyone and write the ‘Tip’ down in your ‘Tip Book’.

FFT recommends giving a student only one Tip per lesson. What do you do if a student continues to disrupt?

Step 3 Handing out a Future behaviour letter.

Choose one of these options:

Ask the student to write to you a ‘Future behaviour letter’ printed on yellow paper and indicate when this letter must be handed in. You ask the student to put the assignment in the bag and agree on a time to hand in the assignment. The student then completes the assignment outside of class and hands it in at an agreed time.
Tell your student what time he or she should come to you to write the letter.

Step 4 Student hands in the letter to a senior member of staff.

If the student did not submit the assignment to you (also not on the second chance), you ask a senior member of staff to take care of the handing in of the letter.

addressing a student on behaviour or commitment when students are working independently

When students are working independently (Student-centred education) you address students on behaviour or commitment so that all students can work undisturbed. Try to hand out no more than one Future behaviour letter per lesson when your students are working independently.

Observe your students and walk around. If a student disturbs one or more other students, act as follows:

Step 1: Using body language

You walk (slowly and relaxed) towards the disruptive student and look at the student. When you have eye contact and the student stops interrupting (because you walked over), give a nod and continue observing the other students or:
take the list on which you write down Tips especially for working independently and show it to a student that disrupts. This usually has an effect. If the student responds well, you give a nod,

If the student does not respond well, use one of these three series of gestures:

Stop talking (you use this if a student is disruptive by talking)
Stop disturbing (you use this if a student is disruptive by doing something)
Start working (you use this if a student is should be working)

If a student improves behaviour, you give a compliment, if not:

Step 2: Giving a Tip

Stand next to the student who is disrupting (do not stand directly in front of the student). You give a positively formulated Tip in a soft voice, e.g. Mind your own work. (you just address the disruptive student so that you do not disrupt the concentration of other students).
You immediately note down your Tip on a list of names especially for independent work and move the ‘abacus‘ one Tip further (up to a maximum of four Tips). What to do if a student continues disrupting?

If you see on the list for independent work that you are writing down the second Tip for this student, you indicate that with the next disturbance, you will hand out a ‘Future behaviour letter’.

You count the Tips that you give when students are working independently with the ‘abacus‘. With the images 0,1,2 and 3 you show the group whether they can continue working independently. If the entire group stays within the margin of three Tips, they can continue working. If the group exceeds the maximum (at the fourth Tip), then independent work is pointless because it is too restless. You then continue with teaching the entire class.

Step 3: Handing out a Future behaviour letter

If a student has already received two Tips in the previous lesson and this lesson is disruptive again, hand out a ‘Future Behaviour letter’, printed on white paper. The colour of the paper reminds you that the assignment is handed out when the students were working independently.

What to do if a student continues disrupting?

Step 4: Handing in the Future behaviour letter to a senior member of staff