1. Getting Everyone On Board

2. Our aims
To provide you with a series of practical strategies for dealing with a range of students in your classroom.
You will see these strategies in action as we are going to have a range of activities for you to do (a bit like a lesson).
We will then share with you more formally our strategies at the end of the session for you to take away.

3. Starter: Your ideas!
We would like you to try and come up with a minimum of one strategy to get each of the following students on board in the classroom!
Once you have thought of a strategy write it down on your grid.
You only have 5 minutes to get your ideas down.
Everyone in the room needs to be prepared to share an idea

4. Wallflower Class dominator Low Level Disruptor Bright but lazy
Students who choose not to participate, despite being able to do so
Students who tend to be quiet and so often go unacknowledged
Class dominator
Students who always have their hand up and who give lengthy answers
Students who talk really loudly/ make irrelevant comments during tasks to get attention
Low Level Disruptor
Students who consistently talk over the teacher/ call out/ chat to a neighbour/ attention seek
However, they do not do this enough to get serious consequences
Bright but lazy
Students who put in minimum effort and try to get away with poor quality work
Do not prepare properly for exams/ put in enough effort in homework so under-perform 4

5. In The Boardroom . . . Pitch your Ideas
The task:
You will split into groups of 4. You must clearly present your findings on the research.
Be as creative as you like for presenting your ideas in the boardroom. Everyone is expected to speak.
You will be judged on how well you work as a group, how well you pitch, and how clear your presentations are.

6. In The Boardroom . . . Pitch your Ideas
Minimum requirement:
You must explain what strategies you have found
Which ones you think will be most useful and why
Picture to represent your strategy
Model answer:...

7. THE QUESTIONER – Wall flower
Ask questions which will help the group to understand what has been read.
Thinks of questions to ask as they read the text.
Moderates team discussion, keeps the group on task, and distributes work.
THE SUMMARISER - Dominator
Tell the group what you have read in your own words.
Only tell the important information, not the little details.
Takes notes summarizing team discussions and decisions, and keeps all necessary records.
Has talking tokens, can only talk 3 times.
THE CLARIFER – Bright but lazy
You must clarify whenever someone is unsure about a concept etc (you may use your device)
Raises counter-arguments and (constructive) objections
Introduces alternative explanations and solutions.
Challenge the conclusions of the group.
THE RESEARCHER – Low level disrupter
Reads the text and ‘highlights’ key facts
Once they have finished this they must think of an image to represent their strategy.
Must contribute in discussions but only when asked by their team members. 7

8. Plenary…
Google Classroom Question: What strategy will you take away from today or have you found the most helpful?

9. Practical strategies: Wallflower
Make an effort to reward them and give them personalised feedback to make them feel more valued and to help with their self esteem
e.g. personalised feedback on twitter
e.g effort grades when you mark the books.
Ensure that students get to discuss their answers with their peers first before sharing as this should help to give them more confidence

10. Practical strategies: Wallflower
Give these students a pro-active role within group tasks which gets them to be more vocal (e.g. the questioner). This should help to build their confidence in working with other students and within the classroom.
Ensure that you pick a variety of students to answer questions within your lessons: use a random name generator/ lolly pop sticks if you feel uncomfortable asking students E.g.

11. Practical strategies: Low Level Disruptor
Extension tasks- ensure that you have meaningful extension tasks on the board so that students who have finished have something else to do rather than disrupt. Make this part of learnt behaviour.
Make expectations clear - make it clear what you are expecting students to do with each task. Ensure that you make it clear whether students are in silence or are discussing. Consequence if students are not doing what you asked.
Ensure you give discussion time then silent time at first to focus work

12. Practical strategies: Bright but lazy
THE STICK!
Book check - check students work at the end of every lesson without fail and get students to do any work again if not good enough. Ensure students know that they are expected to show their book to you rather than putting the emphasis on you.
Minimum requirements - before every task make it clear exactly what you expect students to have produced e.g. number of points/ number of sentences/ number of sides for homework (see starter task)

13. Practical strategies: Bright but lazy
THE CARROT!
Model answers - show students what good work looks like and make it clear that this is what is expected of them. Show exemplar work in front of the class and openly reward students in front of others.
Proud page - encourage students to take effort in their work by getting them to put a post-it-note on a page of their work they are proud of. Get them to explain why they are proud of that particular page. This will encourage them to take pride in their work.

14. Practical strategies: Class dominator
Class Tokens - give students 3 tokens at the start of the lesson. When they contribute in class - whether as a whole class or as a group they use up a token. Give praise/ rewards when these are used meaningfully
Consequence attention seeking behaviour - ensure that you consequence calling out and make clear that discussions with partner are meant to be quiet. Consequence loud discussion that aims to draw in the rest of the class.
Give them something practical to do (e.g. recording) in group work rather than a verbal role to keep their conversation to a minimum.