May 2013

Behaviour for Learning Increase awareness of the nature of behaviour for learning Improve the level of behaviour for learning in your classroom by incorporating shared good practice Reflect on the changes you intend to make to your current practice Intended outcomes

Behaviour for Learning Structure To consider: 1.The lesson 25 minutes 2.The relationship 25 minutes

Behaviour for Learning The Lesson: What makes a lesson work? Task  In Pairs: feedback your ideas and then choose four key points  In Groups: pairs feed back their ideas and group selects five key thoughts

Behaviour for Learning The Lesson: What makes a lesson work? Group Feedback

Behaviour for Learning The Lesson: What makes a lesson work? Teacher Groups’ feedback

Behaviour for Learning The Lesson: What makes a lesson work? Ormskirk School Pupils 1.Interesting and Exciting 2.Group and paired work 3.Variety of Approaches 4.Support and help Ofsted 1.Active Learning 2.Up to date knowledge 3.Differentiation 4.Formative feedback

Behaviour for Learning The Lesson: What makes a lesson work? Ofsted on outstanding lessons: Grade 1 edge  ‘well judged and imaginative teaching strategies’  ‘teachers motivate learners to participate in a wide range of learning activities’  ‘high levels of engagement and interest’

Behaviour for Learning Teaching Skill Hierarchy Inspire Engage Plan Knowledge Encourages independent learning

Behaviour for Learning The Relationship: What makes the pupil/teacher relationship work ? Task  In Pairs: sort the cards into positive and negative, then prioritise  In Groups: pairs feed back their ideas and group decides on version

Behaviour for Learning The Relationship: What makes the pupil/teacher relationship work ? Group Feedback

Behaviour for Learning The Relationship: What makes the pupil/teacher relationship work ? Teacher Group Feedback Good PracticeBad Practice Interesting and excitingLack of control Variety of approachLack of fairness ChallengeLack of respect Offering supportTone[shouting] Control of behaviourFailure to listen RelevanceBoring Group organisationPoor use of stages

Behaviour for Learning The Relationship: What makes the pupil/teacher relationship work ? OS Pupils – Positive Positive, calm atmosphere Effective control Mutual respect Use of rewards Support OS Pupils – Negative Lack of Control Shouting[tone of lesson] Boring Extreme use of stages Failure to listen Ofsted: Outstanding Humour Inspiring Passion Enthusiasm Praise and reward Expectations

Behaviour for Learning The Relationship: What makes the pupil/teacher relationship work ? Ofsted on outstanding lessons: Grade 1 edge  ‘generate high levels of enthusiasm for participation and commitment to learning’  ‘inspire and challenges all learners’

learning takes place the tasks are varied and challenging. There is a good balance between challenge and support control is offered Behaviour for Learning Research suggests behaviour is good when

When good relationships with pupils are established A positive, calm climate for learning is created authority is gained by being reasonable, keeping calm and being assertive procedures and routines are set up and reinforced Behaviour for Learning Research suggests behaviour is good when

Behaviour for Learning Research suggests behaviour deteriorates when relationships have not been created establishing a learning environment is linked to shouting or nagging the class when accepted routines are not adhered to

pupils have a right to learn without disruption. remember that pupils often regard a reprimand or a request to move as a personal affront and public humiliation orderly behaviour has to be learned always be a role model for the behaviour you want to see (even when you are annoyed!) Behaviour for Learning Some thoughts

Behaviour for Learning BELIEF Three Thoughts You must have belief in your subject You must have belief in the pupils The pupils must believe in you [you are on their side]