3.3 (Unit 3) Encouraging Behaviour that is Appropriate at Forest School

Behavioural management within Forest school requires a careful and thoughtful approach that aligns with the ethos of outdoor, child-led learning. We have several behaviour management techniques that we use within our forest school as described below. 

Safe space - We have a designated ‘safe space’ within our forest school area, this is positioned near the centre of the area, therefore they can feel like they are removed from the group, without being punished and also the space is easily viewed by multiple adults in the group without the child feeling crowded. Some children may need some prompting and help with regulation, we have deep breathing exercises such as box breathing, also sensory activities during this time could be helpful, we carry with us a fidget box and allow the child to choose something from the box if they wish to, or make sure there are simple tools such as trowels for the child to still engage in nature. 

We have a particular child within class that struggles with self regulation, when she feels overwhelmed or that she is incapable of carrying out a task, she stops talking and struggles to regulate. I have personally found that taking her to a quiet space, giving her a stick, she is able to draw out on the floor her feelings, she draws circles with emotions she is currently feeling and stands in this circle, I then draw a different circle and write certain emotions such as calm, positive and engaging, we then together draw a circle in the centre and I ask ‘ How are you going to get from your circle to my circle?’  By this time she has taken a few moments to breathe and just concentrate on the task at hand, she is then able to start talking to me and explaining what steps she feels she needs to take to get to the better circle.  I find this strategy is very good with her, and a few other children, it allows them to stop and think about the emotions they are feeling at that time, acknowledging them and accepting that they are okay to have those emotions. 

Redirection - Some children require some redirection from negative behaviour, we may be able to do this by suggesting a different task for that child, having them help with a task or exploring a new area. Our main aim is to try and shift the focus of the negative behaviour and push it into positive behaviour. By picking up on negative behaviour early can prevent escalation, create and keep a positive atmosphere and also keep children engaged.  

Although this is a good strategy to minimise distraction and disruption, it is a temporary solution and does not deal with any underlying behavioural issues. Having a good understanding of the children in your sessions and any identified behavioural needs is crucial, we are able to put strategies and solutions in place for our sessions, if there are any activities where we are able to predict that there may be some challenges, we are able to make sure something is organised for those children that may show signs of negative behaviour. 

For instance, if we know that some children are uncomfortable working in large groups, we can modify the task for those individuals by allowing them to start in a smaller group. As their confidence increases and they become more comfortable with the activity, we can gradually integrate them into the larger group.

Positive Reinforcement - Research shows that showing praise, attention or privileges will increase the likelihood of a desired behaviour occurring again.  Positive reinforcement can be shown in many ways, within our group we may hand out stickers, let them be at the front/end of the line (whichever they prefer) or have them help with an ‘adult’ activity as the chosen helper. 

We opt to use positive reinforcement rather than negative reinforcement, although it can likely increase the likelihood of the positive behaviour being repeated,to which it does so by removing any potential unpleasant consequence after a desired behaviour is displayed, it could mean the child is possibly creating anxious negative feelings and worries towards an activity before it begins. 

Positive reinforcement can benefit children:

Makes them feel acknowledged, loved and appreciated

Increases their confidence and self-esteem

Supports their character development

Helps them make wise decisions

Helps them become responsible

Motivates them to be well behaved.

Within our Forest School we like to acknowledge and reward desired behaviours to encourage repetition in behaviour. We are there as practitioners to make the experience as positive as we can. We want to praise the children on their creativity, communication, cooperation, physical abilities and being able to follow instructions and use their initiative. 

Role modelling -  It is very important as parents, adults and Forest School leaders that we demonstrate positive behaviours, as children are always watching and imitating our actions. As mentioned in another assignment, children learn from their parents and the family around them, if they have a negative view of Forest School, then the child may as well, but not understand why, due to them mimicking their adults behaviour towards that particular situation. 

Leaders must model good communication, patience and a good level of problem solving. Use moments with the children either as a group or one on one to demonstrate appropriate responses to challenges, they may even include how we deal with someone showing negative behaviour.  

One of the main aims of Forest School is creating positive experiences, by managing to involve everyone and being encouraging to not just the children but the adults around us, we can model good behaviour and show that it creates positive results. 

Natural Occurrences - With a dynamic risk assessment and risk assessments carried out on site, we are able to minimise injuries, however, not make them completely unknown. Children will inevitably hurt themselves during sessions, but this will enhance their learning experience, emotional intelligence and behaviour. If a child runs during the session and trips over, the natural consequence is a minor scrape or a need to rest, this could cause the child to act out, remove blame or refuse to take responsibility, It is important as a practitioner to understand the cause and the effect, help foster responsibility and encourage self-regulation. 

Using a natural occurrence could be a useful lesson, as we are unable to change the natural setting around us, but we are able to change the action we take within the group, a helpful discussion either with the child that hurt themself, or a group discussion about what could we have done differently and the appropriate response to that action. 

Conclusion

Our aim at Forest School is to foster a safe and holistic environment that supports child-led learning. Understanding each child’s unique behaviour patterns and potential triggers is essential, as it not only enhances their individual learning experience but also positively impacts those around them. By offering diverse opportunities, we help children develop aspects of themselves that enable them to thrive in the world. We encourage children to express their emotions, even when it manifests as negative behaviour, and emphasise the importance of our response as practitioners. Our role is to guide children in growing, learning, and taking responsibility for their actions. By modelling constructive responses to negative behaviour, we show that working through emotions and communicating effectively can lead to better outcomes and stronger relationships, making the learning experience more enjoyable and fostering a desire for continued engagement.

References:

https://concept.paloaltou.edu/resources/business-of-practice-blog/reinforcement-and-punishment

Blackwell Growth Cycle - https://vimeo.com/263288245

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