1. Managing Behaviour & Personalised Learning Training

2. In groups discuss and give your reaction to the following quotes
“We do not teach classes we teach
groups of individuals”
“We are not interested in dwelling on poor student choices but on creating positive expectations for the rest of the lesson”

3. Objectives To gain an understanding of the term Personalised Learning
To have an insight into its historical background and use in the educational setting
To explore ways that staff can put personalised learning into practice
To reflect on strategies that help manage inappropriate behaviour

4. What does the term Personalised Learning mean to you?
In pairs write a definition of Personalised Learning

5. Who should define Personalised Learning?
Derek Wise Headteacher and Accelerated Learning author, suggests that each organisation should develop their own definition of Personalised Learning based on the learning need of its own students and the aspirations of the institution itself.
He notes that the last thing we want is for the government or indeed anyone else to come up with a definition of personalised learning.

6. A definition
“Put simply, personalised learning and teaching means taking a highly structured and responsive approach to each child's and young person's learning, in order that all are able to progress achieve and participate”
Gilbert Review 2007
Led by Christine Gilbert, head of the education inspectorate Ofsted.

7. Your Experiences
In pairs or groups identify one discipline problem you have experienced in your career.

8. I believe the behaviour of students:
Agree
Disagree
Is a product of their environment
Is partly a result of poor parenting
Is not the responsibility of teaching staff
Is getting worse
Is the responsibility of the senior management team
Can be corrected by punitive methods
Can be turned around by a collaborative approach from all staff
Is the result of wider problems in society
Has always been the same

9. Personalised Learning
Five key themes:
Identifying where learners are and the steps they need to improve
Teaching strategies that engage and stretch learners
Wide range of curriculum choices and ICT resources
Organising a safe, positive learning environment that supports high quality teaching and highlights achievements
Building partnerships outside of college to support learning
How have you embraced any of the above themes to support learners?

10. Ofsted’s Behaviour Report
‘In 2008, Ofsted’s Improving Behaviour report found that schools that are successful in improving behaviour tend not to deal with it in isolation. Instead, they tackle it as part of a wider school improvement strategy – for example, by improving teaching, making learning more enjoyable, providing wider choices in the curriculum, and ensuring that their policy for managing behaviour is clear to everyone.’

11. The Political Context
In 2004 the prime minister stated “in secondary education, future reform must have as a core objective a flexible curriculum providing a distinct and personal offer to every child .…through choice and personalision our aim is ambitious and progressive; services fair for all, personal to each”.
This led to the report 2020 Vision in 2007 which recommended ways that the school system had to change to deliver a more personalised approach.

12. Some of the approaches schools have made in response to 2020 Vision.
Interventions to stop pupils falling behind
Gifted and talented
New ways of setting and grouping
Extra support for looked after pupils etc
Transition from primary to secondary
Better reporting systems
Buddy systems
Vertical tutoring systems

13. Further Education: Raising Skills, Improving Life Chances 2006
This report noted that colleges should personalise in the following areas:
Information, advice & guidance
Assessing learner need
Developing expertise
Improving pastoral support
Involving learners in decision making

14. List the benefits of Personalisation to FE
Improved retention
Improved achievement
A more responsive, better skilled workforce
More expert and independent learners
Greater social inclusion
Better economic productivity

15. Self Audit – Managing Student Behaviour
Regularly
Sometimes
Never
I shout at disruptive students
I find myself in unpleasant confrontations with learners
I contact parents about behavioural issues
I calmly deal with inappropriate behaviour
I focus on rewarding good behaviour
I ignore bad behaviour if they are not my students
I am consistent in managing behaviour
The hard working students get less attention
I seek support and advice on dealing with students

16. Divide into groups and give some examples of how you achieve the above

17. Ways to Engage Learners
Personal acknowledgement
Reflective comments both verbal & written
Class displays that reflect success
Agreed reward structures
Catching students doing the right thing
Encourage openness
Phoning parents to discuss good behaviour

18. ACTIVITY Giving advice Listening Explaining Instructions Appraising
Asking questions
Summarising
Reflecting
Analysing
Directing
ACTIVITY
In pairs identify the three strategies which most promote engagement from students

19. In small groups discuss and rank the following strategies for managing behaviour1.
Create a culture of praise that focuses on what students do well 2.
Do not smile until Christmas 3.
Threaten or imply threatening consequences to bad behaviour 4.
Send students to somebody else to deal with 5.
Explain how many times you have told off the learners already 6.
Focus on the behaviour not the learner 7.
Hold learners responsible for their choices 8.
Apply positive and negative consequences with consistency 9.
Set clear boundaries and explain the rules to learners
10.
Give learners regular warnings

20. Making praise memorable and meaningful
How would you personalise the following types of praise?
Wallpaper praise – Great lovely
Personal praise – You are brilliant
Directed praise – Great you have followed our
agreement
Reflective praise – Tell me why I am happy with
your work
Contextual praise – This work would not look out of
place in a professional exhibition

21. Using non directive language to support learning conversations
“You won’t pass your course at this rate, you should work harder”
“What’s stopping you from getting your work in on time”
Case Study
Mary contributes well in class discussions but has only handed in two out of five assignments.
Which response do you prefer?
Which of the responses is the most personalised?
What other responses could be given?

22. In pairs discuss how you might respond to the following incidents
Your response
You catch Pauline writing graffiti on a desk
Hameda swears at you after being told she cannot have a tin drink
Joe punches another pupil who he claims was staring at him
Gary is chewing gum in class
George is disturbing classes by playing music loudly in the corridor
You hear Harry making threats to physically attack another student
Delroy refuses to take off his baseball cap in class
Shaheida answers her mobile phone during your class
Lester sets off the fire alarm for no apparent reason

23. LSC FIGURES
Black learners have a 67% chance of success compared to 74% for the average;
59% of care leavers are in education, employment or training
compared to 87% of all young people at 18 to 19;
Only 67% of learners are very or extremely satisfied with their
learning experience;
Only 40% of learners gave a high rating when asked whether their
teachers know how they like to learn;
1 in 8 learners said that more than a quarter of their lesson time was
wasted;
Across the system, it is unusual for learners’ views to be sought routinely to help individual teachers/trainers improve their methods;
Quality assurance systems rarely follow a learner’s journey from point of enrolment to progression to really understand the learner’s experience so that improvements can be made.

24. How do you capture the learner voice within your department1. 2. 3. 4. 5. 6. 7. 8.

25. Colleges must strive to capture the learner voice and respond to those views in all aspects of its business.
You said-we did
Feedback meetings
Regular newsletters
Presentations to learners
Single issue letter to learners
Visible access to managers
Visible access to governors
Clear complaints procedure
On line policies and minutes
Satisfaction questionnaires
Learner council
Specific consultations
Committee memberships
On line blogs/forums
Suggestion box
Focus groups
/mobile hot line
College service reviews
Course reviews

26. What are the challenges?
Continuity and extension of learning
out of hours, between and within institutions, etc.
Expanding E-learning
Increasing stimulating/motivational experiences
Providing wider and more flexible courses
Involvement in and management of target setting
Tracking learning and interventions
Improving planning and preparation
Assessment for and of learning
Reducing administration easing organisation
Involving and communicating with parents
Offering learners greater autonomy
Managing behaviour appropriately

27. In pairs discuss highlight your priority areas in teaching and learning?
Motivational course guidance
Initial assessment that captures the whole person with targets
Induction courses that promote a learning culture
Attachment to a learning guide
Effective learning to learn guidance
Learning plans in place of schemes of work to support independent study
Gain parental/carer involvement
VLE extending learning beyond the classroom
Regularly monitored personal targets
Active learning classrooms-group/paired/individual work
Clear differentiation and behaviour management strategies
High team standards peer observation. Share best practice

29. Expert Learners
“to become an expert learner with the skills to negotiate and challenge all elements of the learning experience, to be an active, motivated partner and not a passive disengaged recipient is the aim’

30. Strategies for Managing Confrontation
Tell the learner to stop the inappropriate behaviour and explain why
Focus on the behaviour you are correcting and do not allow the learner to distract you from their behaviour
Remain as calm as possible, use friendly gestures remember you are the adult
Ask questions rather than make accusations
If possible deal with behaviour problems in private
Remain open-minded and objective

31. Developing skills Take time to help students understand and develop
Skills in anger management
Skills in communication
How to treat each other with respect
Adults often model behaviour
- Calm words calm students
- Put the positive option first:
- Allow students time to comply when a request is made
- Offer advice when difficulties arise
- Give clear calm advice

32. Giving positive feedback
Non verbal feedback
Friendly expression
Thumbs up
Facial Expressions
Suitable eye contact
Verbal feedback
- Excellent
- Well done
Written feedback
- On work
- On homework
- On tutorial documents

33. Some ideas to help set up a positive learning environment
Aim high
expect the every best from your students, challenge your own labelling of them, show you have faith in them.
Make these aims clear
communicate these aims (task and behavioural) so that the environment is purposeful
Reward and praise them often
a study of 50 educational organisations found that tutors spent less than 1% of their time giving praise!!
(Mortimore 1998)

34. Some ideas to help set up a positive learning environment
Involve students in setting class rules
Encourage ownership of these form the beginning
Look for triggers –
Challenging behaviour often has obvious triggers, eliminate or lessen the ones that you can
Behaviour is functional
All behaviour has a consequence, even challenging behaviour aims to achieve something, observe this so you can work with it more successfully

35. Some ideas to help set up a positive learning environment
Getting to know students
show you value them by getting to know their personal qualities and interests
Be firm on issues, supportive on students
focus on the behaviour so it doesn’t become personalised
Make lessons motivating, engaging, social and challenging
avoid disruption through boredom

36. Responding to confrontation
Deferred
Chat after class or in tutorial time
Refer back to contract, reinforcing
Encourage them to remember & review this
Explore and question – what’s the problem, don’t sweep it under the carpet
What are the consequences of this behaviour
Immediate
Cool off time
Isolate the student – by 1-1 communication, or if necessary take them outside.
Move seating if it’s not too obvious.
Avoid one choice steps
Reflect back what is happening without judgement

37. Restraining Learners
The Education Act 1996 forbids corporal punishment but allows teachers to use reasonable force to prevent a learner from:
Committing a criminal offence
Injuring themselves or others
Damaging property
Any behaviour that does not maintain good order and discipline

38. Managing violence and assaults at work - local code of practice
‘Violence occurs when an employee is coerced, abused, threatened or assaulted, physically or emotionally, in circumstances arising out of the course of his/her employment which produce damaging or hurtful effects.’
This includes sexual harassment, racial harassment, verbal abuse, and threatened or actual damage to a person or their property.

39. Managing violence and assaults at work local code of practice
1. Predict situation/violence
What settings or “triggers” should be avoided?
What warning signs does a person give (appearance, rapid mood swings, unpredictable actions, verbal behaviour, agitation, etc)?

40. Managing violence and assaults at work
local code of practice
2. Calculate the risk of violence in any situation
Has the person behaved violently before including to you personally?
Are there potential weapons in the room/area?
Are you alone and without backup support from nearby?
Are you likely to be trapped without an exit if there is a likelihood of violence?
The more times you answer ‘yes’, the greater the possible risk. If all the predictors indicate high risk, staff would have at least anticipated it and used strategies for self protection.

41. Managing violence and assaults at work local code of practice
3. Remember the signs
These are signs that can lead to violence. Employees must be alert to these especially where there is a build up of tension.
Restless behaviour involving pushing and jostling or outbursts of anger
Deliberately provocative conduct
Over-sensitive reactions to correction or instruction.
Imminent or major events such as disciplinaries or exclusions.
Threats of violence which should always be taken seriously.
Drug taking and alcohol use
Bullying and peer group pressure

42. Managing violence and assaults at work
local code of practice
4. Self Help Strategies
Mentally rehearse predictors and possible high risk situations, discussing with colleagues if appropriate;
Be calm, reasonable and reassuring
Transmit that calm with your body language, and speak by using relaxed and normal speech and movements to convey confidence without threat
Try to divert a situation or change the subject
Avoiding using aggressive body language such as finger waving, staring or loud speech
Avoid physical contact unless absolutely necessary and safe
Give any instructions clearly and slowly, repeat as appropriate
Ensure that you are aware of the nearest escape route.