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Teaching Behaviour Steve Baker B&A Education Ltd ‘Are You ready for Ofsted?’ 26.4.12

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Presentation on theme: "Teaching Behaviour Steve Baker B&A Education Ltd ‘Are You ready for Ofsted?’ 26.4.12"— Presentation transcript:

1 Teaching Behaviour Steve Baker B&A Education Ltd ‘Are You ready for Ofsted?’

2 Questions Why should we teach behaviour? What should we teach? How should we teach it? How should we assess it?

3 Why should a school look like a cauliflower?

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6 Splat the rat

7 Is compassion ‘outsourced’?

8 The member of staff responsible for behaviour

9 “I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say”

10 Are empathy, dignity, respect and other values modelled by SLT?

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12 Why should we teach behaviour?

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14 Child

15 Pupils learn throughout the school day

16 Are all staff clear what that learning is?

17 We need to take charge of that learning

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19 If we don’t teach behaviour..

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25 Why should we teach behaviour? Because we cannot avoid doing it Because pupils need certain skills in order to learn independently, or at all How does successful is group work for staff who don’t teach behaviour? Because the structures, boundaries and routines though which we teach behaviour demonstrate the love that some pupils lack

26 What should we teach?

27 What behaviours for learning have we identified? When are they taught? What behaviour should we teach? Fold your blank piece of paper.... SEALBFL BLPPLTS

28 Staff Modelling: Self awareness Self awareness Managing feelings Managing feelings Empathy Empathy Motivation to learn Motivation to learn Social skills Social skills

29 Group work How do primary schools teach these skills? Do transition processes capture this? Do SOW identify these skills and do lesson objectives promote them? Are the skills named, rehearsed and reviewed in plenaries?

30 How should we teach it?

31 We don’t need to become: Psychiatrists

32 Give unconditional positive regard Set boundaries Provide engaging activities Use the language of SEAL We do need to:

33 SEATING PLANS

34 Signals for attention

35 Consistency

36 Meet and greet Every lesson – modelling courtesy. Pupils without equipment Lend it, note it. Consultation the second time. Shouting out Never answer a shouted out answer. Settling latecomers Indicate a chair. Speak one-to-one later. Make up the minutes lost. Seating plans Your plan; non-negotiable. Chewing Check on entry. Remove on sight. 5 minute consultation.

37 RedAmberGreen The corridor/department are is unsupervised between lessons There is usually litter on the corridor Most staff do not meet and greet classes There are frequently pupils on the corridor during lessons Raised voices are frequently heard in lesson Display is lacking. Where it exists it is poorly maintained and does not support learning. Supervision is inconsistent. Some litter appears but is tidied away reasonably quickly. Most staff meet and greet classes. There are sometimes pupils on the corridor during lessons Raised voices are sometimes heard in lessons There is some attractive display but it lacks coordination. The corridor is supervised during break times. There is no litter. All staff meet and greet consistently. There are no pupils on the corridor during lessons. Behaviour is calm at all times. Display is planned, attractive, well cared for and supports learning effectively..

38 What Should Assessment Look Like?

39 Big Change NeededGetting There My effortMy behaviour distracts others from learning sometimes I do not distract other learners. My behaviour helps me learn. My cooperationI sometimes disrespect other learners and/or the teacher I work cooperatively with others. I attend well and I am punctual. My concentration I do not always concentrate. Sometimes I talk or mess about when I should be working in a group I can work on my own or in a group without getting distracted My conductI am boisterous around school and sometimes I take physical risks I am calm and orderly as I move about the school My attitudeI sometimes disrespect other learners and/or the teacher I am polite most of the time My reactionsI respond badly to sanctions I usually respond calmly to sanctions

40 FocusingDeveloping ExpectationsSome learners are unclear what is expected of them. Most reminders focus on inappropriate behaviour Learners are reminded of the positive behaviours required for effective learning. RoutinesThere are some routine elements in place. There are clear routines e.g. for gaining attention, for transition between activities, for registration. RelationshipsWhole school rewards systems are used to motivate learners. Pupils are greeted appropriately and praise is used to reward positive contributions. Staff and pupils show respect for one another. ModellingTeacher behaviour is in line with the school’s expectations of learners. Teacher behaviour consistently models calm, focused, positive behaviour.

41 Who Should Teach Behaviour?Should

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