W HAT ARE THE AIMS FOR THIS SESSION ? Put the way we deal with behaviour into a wider context; Workshop an aspect of the whole school behaviour strategy.

W HAT CHALLENGING BEHAVIOURS DO ADOLESCENT STUDENTS PRESENT TO US ? Claps... What pressures do adolescents face?

H OW DO WE GET STUDENTS TO BEHAVE THE WAY WE WANT THEM TO IN THE CLASSROOM ? Values spectrum (small group standing) Sanctions Rewards Routine & T/L strategies Empathy/students genuinely care Students understand, believe in and uphold the school’s values.

S ANCTIONS – Not punishments... Consequences... Verbal warning Name on the board 2 ticks Detention – break or lunch Inform your Head of Department Log the incident on Sims - How to... Follow up with parents. Referral to the pastoral team. ‘I’ll do what you want because I don’t want to get into trouble.’

R EWARDS Award merits (at least 1 per lesson). Achievement Progress Significant improvement with behaviour. How to... Pastoral team will organise rewards. Postcards Collect from staff room Fill in Put into post box Nominate students for awards. ‘ I’ll do what you want because you will give me a reward’

W HAT COULD HAPPEN IF WE RELY TOO MUCH ON SANCTIONS AND REWARDS ? Students become desensitised to sanctions. They can become Machiavellian villains. Larger and larger doses are needed to motivate students.

‘I JUST DO AS I AM TOLD ’. How can we facilitate this? T and L strategies Routines

R OUTINES “If they’re not doing as you’ve asked, the most likely explanation is that you haven’t taught them” What routines could teachers set up? Clip 13

SRS R OUTINES 1s... What routines should you use at the start of a lesson? What do you do if a student does not follow these? How can we successfully embed these? 2s... What routines should you use at the end of a lesson? What do you do if a student does not follow these? How can we successfully embed these? Consider what the teacher is doing. Consider what the students are doing.

E VALUATING SRS ROUTINES... What worked well with the routine? What could be improved with the routine?

R OCHESTER P REPARATORY C HARTER S CHOOL E IGHT -G RADE E NGLISH L ANGUAGE A RTS

If we don’t define student culture then students will! Rochester use minute by minute systems. Rochester practice routines with staff and evaluate this. Rochester have developed rubric to help monitor how successfully staff implemented routines.

T HE E IGHT S YSTEMS T HAT C REATE G REAT S TUDENT C ULTURE : Arrival Breakfast Morning Meeting/Circle Transitions Lunch Dismissal Celebrating Learning Discipline

H OW DO WE GET STUDENTS TO BEHAVE THE WAY WE WANT THEM TO IN THE CLASSROOM ? Sanctions Rewards Routine & T/L strategies Is this enough?

H OW DO WE GET STUDENTS TO BEHAVE THE WAY WE WANT THEM TO IN THE CLASSROOM ? Sanctions Rewards Routine & T/L strategies Empathy/students genuinely care. Students understand, believe in and uphold the school’s values.

E MPATHY / STUDENTS GENUINELY CARE How can we reach this stage? Clip 19 Positive framing Relationships Influence Encourage (and value!) opportunities for them to help each other. Use assembly time

S TUDENTS UNDERSTAND, BELIEVE IN AND UPHOLD THE SCHOOL ’ S VALUES. What are the school’s values? Assemblies Form time discussions SRS recognising the values in practice Student Voice and a Prefect system. Cross-age mentoring/support. Staff role modelling Staff talking with students & explaining values.

B EHAVIOUR AT SRS We need to use a differentiated approach. The Pastoral team will work with you and students and look into opportunities to improve how we tackle behaviour. Our aim at SRS is for students to understand, believe in and uphold the school’s values.