1 Managing Behaviour & Personalised Learning Training
2 In groups discuss and give your reaction to the following quotes “We do not teach classes we teachgroups 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 settingTo explore ways that staff can put personalised learning into practiceTo 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 2007Led by Christine Gilbert, head of the education inspectorate Ofsted.
7 Your ExperiencesIn pairs or groups identify one discipline problem you have experienced in your career.
8 I believe the behaviour of students: AgreeDisagreeIs a product of their environmentIs partly a result of poor parentingIs not the responsibility of teaching staffIs getting worseIs the responsibility of the senior management teamCan be corrected by punitive methodsCan be turned around by a collaborative approach from all staffIs the result of wider problems in societyHas always been the same
9 Personalised Learning Five key themes:Identifying where learners are and the steps they need to improveTeaching strategies that engage and stretch learnersWide range of curriculum choices and ICT resourcesOrganising a safe, positive learning environment that supports high quality teaching and highlights achievementsBuilding partnerships outside of college to support learningHow 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 ContextIn 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 behindGifted and talentedNew ways of setting and groupingExtra support for looked after pupils etcTransition from primary to secondaryBetter reporting systemsBuddy systemsVertical tutoring systems
13 Further Education: Raising Skills, Improving Life Chances 2006 This report noted that colleges should personalise in the following areas:Information, advice & guidanceAssessing learner needDeveloping expertiseImproving pastoral supportInvolving learners in decision making
14 List the benefits of Personalisation to FE Improved retentionImproved achievementA more responsive, better skilled workforceMore expert and independent learnersGreater social inclusionBetter economic productivity
15 Self Audit – Managing Student Behaviour RegularlySometimesNeverI shout at disruptive studentsI find myself in unpleasant confrontations with learnersI contact parents about behavioural issuesI calmly deal with inappropriate behaviourI focus on rewarding good behaviourI ignore bad behaviour if they are not my studentsI am consistent in managing behaviourThe hard working students get less attentionI 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 acknowledgementReflective comments both verbal & writtenClass displays that reflect successAgreed reward structuresCatching students doing the right thingEncourage opennessPhoning parents to discuss good behaviour
18 ACTIVITY Giving advice Listening Explaining Instructions Appraising Asking questionsSummarisingReflectingAnalysingDirectingACTIVITYIn pairs identify the three strategies which most promote engagement from students
19 In small groups discuss and rank the following strategies for managing behaviour 1.Create a culture of praise that focuses on what students do well2.Do not smile until Christmas3.Threaten or imply threatening consequences to bad behaviour4.Send students to somebody else to deal with5.Explain how many times you have told off the learners already6.Focus on the behaviour not the learner7.Hold learners responsible for their choices8.Apply positive and negative consequences with consistency9.Set clear boundaries and explain the rules to learners10.Give learners regular warnings
20 Making praise memorable and meaningful How would you personalise the following types of praise?Wallpaper praise – Great lovelyPersonal praise – You are brilliantDirected praise – Great you have followed ouragreementReflective praise – Tell me why I am happy withyour workContextual praise – This work would not look out ofplace 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 StudyMary 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 responseYou catch Pauline writing graffiti on a deskHameda swears at you after being told she cannot have a tin drinkJoe punches another pupil who he claims was staring at himGary is chewing gum in classGeorge is disturbing classes by playing music loudly in the corridorYou hear Harry making threats to physically attack another studentDelroy refuses to take off his baseball cap in classShaheida answers her mobile phone during your classLester sets off the fire alarm for no apparent reason
23 LSC FIGURESBlack learners have a 67% chance of success compared to 74% for the average;59% of care leavers are in education, employment or trainingcompared to 87% of all young people at 18 to 19;Only 67% of learners are very or extremely satisfied with theirlearning experience;Only 40% of learners gave a high rating when asked whether theirteachers know how they like to learn;1 in 8 learners said that more than a quarter of their lesson time waswasted;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 department 188.8.131.52.184.108.40.206.
25 Colleges must strive to capture the learner voice and respond to those views in all aspects of its business.You said-we didFeedback meetingsRegular newslettersPresentations to learnersSingle issue letter to learnersVisible access to managersVisible access to governorsClear complaints procedureOn line policies and minutesSatisfaction questionnairesLearner councilSpecific consultationsCommittee membershipsOn line blogs/forumsSuggestion boxFocus groups/mobile hot lineCollege service reviewsCourse reviews
26 What are the challenges? Continuity and extension of learningout of hours, between and within institutions, etc.Expanding E-learningIncreasing stimulating/motivational experiencesProviding wider and more flexible coursesInvolvement in and management of target settingTracking learning and interventionsImproving planning and preparationAssessment for and of learningReducing administration easing organisationInvolving and communicating with parentsOffering learners greater autonomyManaging behaviour appropriately
27 In pairs discuss highlight your priority areas in teaching and learning? Motivational course guidanceInitial assessment that captures the whole person with targetsInduction courses that promote a learning cultureAttachment to a learning guideEffective learning to learn guidanceLearning plans in place of schemes of work to support independent studyGain parental/carer involvementVLE extending learning beyond the classroomRegularly monitored personal targetsActive learning classrooms-group/paired/individual workClear differentiation and behaviour management strategiesHigh 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 whyFocus on the behaviour you are correcting and do not allow the learner to distract you from their behaviourRemain as calm as possible, use friendly gestures remember you are the adultAsk questions rather than make accusationsIf possible deal with behaviour problems in privateRemain open-minded and objective
31 Developing skills Take time to help students understand and develop Skills in anger managementSkills in communicationHow to treat each other with respectAdults 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 feedbackFriendly expressionThumbs upFacial ExpressionsSuitable eye contactVerbal feedback- Excellent- Well doneWritten feedback- On work- On homework- On tutorial documents
33 Some ideas to help set up a positive learning environment Aim highexpect the every best from your students, challenge your own labelling of them, show you have faith in them.Make these aims clearcommunicate these aims (task and behavioural) so that the environment is purposefulReward and praise them oftena 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 rulesEncourage ownership of these form the beginningLook for triggers –Challenging behaviour often has obvious triggers, eliminate or lessen the ones that you canBehaviour is functionalAll 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 studentsshow you value them by getting to know their personal qualities and interestsBe firm on issues, supportive on studentsfocus on the behaviour so it doesn’t become personalisedMake lessons motivating, engaging, social and challengingavoid disruption through boredom
36 Responding to confrontation DeferredChat after class or in tutorial timeRefer back to contract, reinforcingEncourage them to remember & review thisExplore and question – what’s the problem, don’t sweep it under the carpetWhat are the consequences of this behaviourImmediateCool off timeIsolate the student – by 1-1 communication, or if necessary take them outside.Move seating if it’s not too obvious.Avoid one choice stepsReflect back what is happening without judgement
37 Restraining LearnersThe Education Act 1996 forbids corporal punishment but allows teachers to use reasonable force to prevent a learner from:Committing a criminal offenceInjuring themselves or othersDamaging propertyAny 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/violenceWhat 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 practice2. Calculate the risk of violence in any situationHas 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 signsThese 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 angerDeliberately provocative conductOver-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 useBullying and peer group pressure
42 Managing violence and assaults at work local code of practice4. Self Help StrategiesMentally rehearse predictors and possible high risk situations, discussing with colleagues if appropriate;Be calm, reasonable and reassuringTransmit that calm with your body language, and speak by using relaxed and normal speech and movements to convey confidence without threatTry to divert a situation or change the subjectAvoiding using aggressive body language such as finger waving, staring or loud speechAvoid physical contact unless absolutely necessary and safeGive any instructions clearly and slowly, repeat as appropriateEnsure that you are aware of the nearest escape route.