Behaviour for Learning

1. Behaviour for Learning May 2013

2. Behaviour for Learning Intended outcomes • Increase awareness of the nature of behaviour for learning • Improve the level of behaviour for learning in your classroom by incorporating shared good practice • Reflect on the changes you intend to make to your current practice

3. Behaviour for Learning Structure To consider: The lesson 25 minutes The relationship 25 minutes

4. Behaviour for Learning The Lesson: What makes a lesson work? Task • In Pairs: feedback your ideas and then choose four key points • In Groups: pairs feed back their ideas and group selects five key thoughts

5. Behaviour for Learning The Lesson: What makes a lesson work? Group Feedback

6. Behaviour for LearningThe Lesson: What makes a lesson work? Teacher Groups’ feedback

7. Behaviour for Learning The Lesson: What makes a lesson work?

8. Behaviour for Learning The Lesson: What makes a lesson work? Ofsted on outstanding lessons: Grade 1 edge • ‘well judged and imaginative teaching strategies’ • ‘teachers motivate learners to participate in a wide range of learning activities’ • ‘high levels of engagement and interest’

9. Behaviour for LearningTeaching Skill Hierarchy Encourages independent learning

10. Behaviour for Learning The Relationship: What makes the pupil/teacher relationship work ? Task • In Pairs: sort the cards into positive and negative , then prioritise • In Groups: pairs feed back their ideas and group decides on version

11. Behaviour for Learning The Relationship: What makes the pupil/teacher relationship work ? Group Feedback

12. Behaviour for Learning The Relationship: What makes the pupil/teacher relationship work ? Teacher Group Feedback

13. Behaviour for LearningThe Relationship: What makes the pupil/teacher relationship work ?

14. Behaviour for Learning The Relationship: What makes the pupil/teacher relationship work ? Ofsted on outstanding lessons: Grade 1 edge • ‘generate high levels of enthusiasm for participation and commitment to learning’ • ‘inspire and challenges all learners’

15. Behaviour for Learning Research suggests behaviour is good when • learning takes place • the tasks are varied and challenging. • There is a good balance between challenge and support • control is offered

16. Behaviour for Learning Research suggests behaviour is good when • When good relationships with pupils are established • Apositive, calm climate for learning is created • authority is gained by being reasonable, keeping • calm and being assertive • procedures and routines are set up and reinforced

17. Behaviour for LearningResearch suggests behaviour deteriorates when • relationships have not been created • establishing a learning environment is linked to shouting or nagging the class • when accepted routines are not adhered to

18. Behaviour for Learning Some thoughts • pupils have a right to learn without disruption. • remember that pupils often regard a reprimand or a request to move as a personal affront and public • humiliation • orderly behaviour has to be learned • always be a role model for the behaviour you want to see (even when you are annoyed!)

19. Behaviour for Learning • BELIEF • Three Thoughts • You must have belief in your subject • You must have belief in the pupils • The pupils must believe in you [you are on their side]