NQT Workshop Managing Classroom Behaviour

Transcription

1 NQT Workshop 2016 Managing Classroom Behaviour

2 Do Now Activity Discussion - What types of inappropriate behaviour are you facing every day?

3 Do Now Activity From your discussion list the top ten challenging behaviours

4 Learning Objectives (What I will be learning today) Must Should Could Understand the causes of poor behaviour, and identify how you can influence student behaviour. Develop pre-emptive strategies to promote a positive and inclusive classroom. Key questions: How do I establish a strong and positive classroom presence? How do I begin to build relationships with my students? How do I ensure my expectations are clear? What skills are involved in good classroom management? Understand a solution focussed approach; identifying features and strategies to promote positive behaviour.

5 Responsible Behaviour

6 Responsible Behaviour Appropriate behaviour is a learned activity Different behaviour environments Behaviour can be changed Normalising' behaviour

7 Responsible Behaviour Behavioural habits and norms not the continual battle field Discipline needs to be planned for The consistent message must be given By accepting that misbehaviour is a teaching opportunity and the chance to re-establish a norm in the classroom, a teacher can begin to take much of the personal stress out of the situation

8 Climate for Learning Activity

9 The learning environment directly affects the learning of pupils. Maslow s Hierarchy (Safety, light heat etc.) Seating (Seating plan, appropriate arrangement of furniture for the teaching activity etc.) Teacher positioning (appropriate for activity and the pupils etc.) Display (Reinforcing the learning and celebrating pupil achievement etc.) Décor (carpet and painting etc.)

10 The Importance of Routines Creating a strong classroom culture largely comes down to creating strong, positive daily classroom routines that the students embrace as their own. Established effective routines signal that you are prepared, know what you expect, and have high standards. They set a tone of order in your classroom, reduce off-task student behaviours, and engage students in accomplishing tasks as a team. Doug Lemov

11 Hallmarks of a good routine Quick. The goal is the fastest possible right version of the routine. This means you make sure that your students practice the correct version and do it right, and then you work to speed things up. Low narration. Once taught, the routine should require only short prompts and reminders, not extensive narration or instruction. This will make the routine more efficient and allow you to do and think about other things. Well planned. In advance, plan exactly what you want during each step of the procedure: what students will do, where, in what order, and what cues to tell them. Consider likely pitfalls.

12 Hallmarks of a good routine Without Interruptions. If you allow for students interruptions during routines you show that interruptions are a permissible part of the routine. Ask students to hold their questions and keep hands down while you are in a transition. Don t warn students who deviate from a planned routine: provide a consequence. Do it again, positively framed repractice, is an ideal choice. Shared ownership. Routines will symbolise your classroom culture, so students should feel as though those routines belong to everyone in the culture. Find ways to let students own them by assisting or leading, by timing one another, by adding their own unique variations to them, class by class.

13 It starts at the door! What strategies can you embed at the door of your classroom? Think pair share

14 It starts at the door! Be in the right frame of mind. Control the space. Resources are prepared for students in advance. Meet and greet students at the classroom. Give positive praise to students.

15 Plan your entrance routine- name the steps!

16 Plan your entrance routine- name the steps! Stand at the door when the students arrive. (Think about your body language and facial expression) Ask the students to line up quietly. Walk down the line to make your presence known. Give one clear instruction. You will enter the room in silence and stay behind your chairs Follow the last student in to the room. Praise the students for getting the routine right. Greet students as they enter the classroom. (A great opportunity for small reminders) Move back to the front of the line- stand one for in one foot out. Invite students to enter.

17 Short Comfort Break

18 Why do students misbehave? Boredom Too much teacher talk Work too easy/hard

19 Planning and Teaching There can be no substitute for well planned and well taught lessons which: are based around clear learning objectives which are shared and reinforced with pupils are sufficiently well differentiated so that every pupil has access to the learning but is also challenged to take learning on are of sufficient pace to engage pupils and sustain their learning employ a variety of activities which accommodate a range of learning styles to include enjoyment allow for a range of assessment techniques (this may incorporate AFL strategies)

20 LO Identify a range of teaching techniques for evidencing progress C List teaching techniques you already use for evidencing progress Apply a new strategy from this session and describe how you could use it in your subject Adapt a technique shared to suit your own subject Write the types of techniques you use for demonstrating progress

21 LO Identify a range of teaching techniques for evidencing progress B List teaching techniques you already use for evidencing progress Apply a new strategy from this session and describe how you could use it in your subject Adapt a technique shared to suit your own subject Write down how you could apply one of today s techniques to a topic in your subject.

22 LO Identify a range of teaching techniques for evidencing progress A List teaching techniques you already use for evidencing progress Apply a new strategy from this session and describe how you could use it in your subject Adapt a technique shared to suit your own subject Describe how you could adapt on of the techniques to your subject

23 Teaching Positive Behaviour Pupils learn behaviour skills at different rates, we may need to teach them how to behave. Appropriate behaviour is a learned activity

24 Dealing with Interruptions Avoid going for the throat Confrontational students We must allow for students to match the desired request before going in all guns blazing.

25 Hierarchy of Response Each step in the hierarchy represents an escalation in response to unacceptable behaviour. For example, shouting out may merit a non-verbal response or a change in body language, but wouldn t necessarily warrant a verbal warning or yellow/red card. Students generally are supportive of teachers enforcing positive discipline, but group rapport can be lost through an excessive response to low level behaviour.

26 Create your own hierarchy of response What are some strategies you can embed before, during and after you have used the BfL policy? End

27 Hierarchy of Response 1. Tactically ignoring 2. A knowing look 3. Non-verbal signal (finger to lip) 4. Move into student s space 5. A tap on the shoulder as you move 6. Mentioning the students name 7. A simple direction to change behaviour 8. Reminder of the classroom rules 9. Formal warning given 10. Explaining their behaviour (and next sanction) 11. Yellow card 12. Moving seats 13. Time out 14. One to one conversation 15. Red card 16. Final explanation of behaviour consequences 17. Note in planner to parents 18. IOC 19. Phone call home 20. CER Selectively re-use strategies 1 9 as required

28 Voice Yelling is a common reaction when the class seems out of control, but a loud voice and belittling words create a negative classroom environment. The yelling does little to discourage bad behaviour. Some of the students may feel discouraged when they constantly hear yelling. Finding different management techniques with a positive spin encourages the students to change behaviours. For example, when the class keeps talking, lower your voice to a whisper so students take note, or clap a pattern that the students need to repeat.

29 Strong Voice Use economical language. When you need most control, fewer words are better. Additional words merely distract students from the most important thing they need to attend to. Show that they are calm and know clearly what you want by dropping every unnecessary word. Do not talk over. Show that your words matter by not talking if students are talking or making a noise. Exude quiet power. Quieter and slower: when you re under pressure, these signal that you re calm, composed, and in control.

30 Thank you! Think carefully about your use of language Thank you not please Ok, can you put your pens down please? Ok, pens down, thank you!

31 Teacher Techniques The Basics Catch them doing it right Take up time Partial and when-then agreement Privately understood signals Tactical ignoring Redirect behaviour Language of Choice Consequences and sanctions Deferred consequences

32 Relationships The nature of pupil/teacher and teacher/teacher relationships directly affects learning. Caring Rapport Respect Sensitivity Support Challenge Empathy Consistency All lead to developing professional relationships (TS8)

33 Teacher, Student Behaviour Cycle The pupils misbehave You dislike them You are less positive and friendly The cycle needs to be broken. They disrupt the class more They dislike you and your classes But where and how? End

34 What do you think? I have come to the frightening conclusion: I am the decisive element in the classroom. It is my personal approach that creates the climate. It is my daily mood that makes the weather. As a teacher I possess tremendous power to make a child s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations it is my response that decides whether a crisis will be escalated or de-escalated; a child humanised or dehumanised.

35 List of common directions rephrased in a positive way (eg. Don t into do!) Don t shout out the answers to questions. Don t get out of your seat with out me telling you to. Kyle, you are not doing your work again, get on with it. The noise in here is not good enough, be quiet. You don t get your mobile phones out in lessons. You are late to my lesson again, it is not good enough. Don t wear your jacket in my lesson, take it off.

36 List of common directions rephrased in a positive way (eg. Don t into do!) Don t shout out the answers to questions. Don t get out of your seat with out me telling you to. Kyle, you are not doing your work again, get on with it. Hand s up if you want to say something, thanks. I d like you to choose to sit down now. Thanks. Kyle, I need you to get on with your work, thanks. The noise in here is not good enough, be quiet. You don t get your mobile phones out in lessons. You are late to my lesson again, it is not good enough. Don t wear your jacket in my lesson, take it off. Now, let s see if we can be a lot quieter, thanks. Mobile phones should be kept out of sight. We get to lessons on time that is the expectation. We take our outdoor coats off when we come into the classroom.

37 A Solution-focused approach Helps define what you want Identifies what already works, even a little Recognises existing strengths in practice Looks back at past successes Helps make decisions about what small step could be taken next

38 Translating a difficulty into a goal Has the following consequences : a vision of how it can be improved; questions to promote movement towards goals; the drive towards focusing on possible solutions.

39 Scenario (Plenary) By yourself read the scenario In your group agree your response (use your own experience, and the hand-outs and ideas generated in this session)

40 Learning Objectives (What I will be learning today) Must Should Could Understand the causes of poor behaviour, and identify how you can influence student behaviour. Develop pre-emptive strategies to promote a positive and inclusive classroom. Key questions: How do I establish a strong and positive classroom presence? How do I begin to build relationships with my students? How do I ensure my expectations are clear? What skills are involved in good classroom management? Understand a solution focussed approach; identifying features and strategies to promote positive behaviour.

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