Setting and maintaining high behavioural expectations - TEW Learning objectives: -To know a variety of techniques for setting and maintaining high behavioural expectations. -To understand how to create a plan to ensure good classroom behaviour from day one. Starter – How important is behaviour to good teaching?

What would you like to know? Learning objectives: -To know a variety of techniques for setting and maintaining high behavioural expectations. -To be able to create a plan to ensure good classroom behaviour from day one. What do you already know? What would you like to know? What have you learnt?

Marketplace Group 1: SLANT Group 2: Do It Again Group 3: Threshold Group 4: Entry Routine/ Do Now Preparation of resources – 12 minutes Teaching time – 2.5 minutes per group Final teaching – 8 minutes.

Watching the experts SLANT – Clips 4/8 Do It Again – Clip 26 Threshold – Clip 27 Task: For each clip, fill in the table provided.

Designing a Routine Task: Follow the steps to design an entry routine for your classroom – Entry Routine: How will you hand out books/ pens/ equipment? Where will students put their bags/ coats? What will students do as soon as they enter? Threshold: Where will you greet students? What will you say to them as they enter, and how do you expect them to reply? How will you ensure that high expectations are set and maintained? Do It Again: What routines will you focus on? How will you run practice sessions so that students are motivated to perform? Slant How will you use this technique? What elements of it will you focus on in particular, and which do you think will be most useful? How will you teach this technique?

What do you already know? What would you like to know? Learning objectives: -To know a variety of techniques for setting and maintaining high behavioural expectations. -To be able to create a plan to ensure good classroom behaviour from day one. What do you already know? What would you like to know? What have you learnt?