1. Make sure to check your audio using the Audio Setup Wizard in Tools
Don’t transmit video as this will use up bandwidth.
Remember to switch your microphone on and off to speak
Check the hands up, smileys…and other tools you have access to
Say Hi! via the chat window

2. Planning for Positive Behaviour - Applied Learning -
Jeff Thomas
John will be moderating and changing slides etc.

3. 1. Start where learners are at.
Don’t assume all students will have the same behavioural expectations as each other or as you.
Explicitly teach appropriate behaviour
Recognise that behavioural ‘problems’ come from three main sources
The home
The community
The teaching environment

4. 2. Negotiate the curriculum
2. Negotiate the curriculum. Engage in a dialogue with learners about their curriculum.
Negotiate appropriate rules and consequences with your class
Use regular class discussions / team meetings to ensure that everyone is still Ok with the agreements
Open dialogue for students to create their sense of comfort and learning
See learning appropriate behaviour as the same as any other aspect of the curriculum. It is Okay to make mistakes. Give feedback about what the ‘mistake’ was, why it is important, and some steps to do better next time. Promote the same expectation for students – learning appropriate behaviour is as important as learning any other aspect of the trade

5. 3. Share knowledge. Recognise the knowledge learners bring to the learning environment.
Students know what engages them…ask them! Try to tailor each learning experience as much as possible to make it as engaging as possible.
Ask yourself:
Would my students turn up if they didn’t have to?
Would they pay / miss a footy match to come to your lesson?
How do I want my students to feel after my lesson?
See that your lesson plan aims to meet that list of expectations

6. 4. Connect with communities and real life experiences.
Build your behavioural expectations on ‘real world’ expectations. Expectations for appropriate language may be different in hospitality than in the workshop – adjust your expectations accordingly. How would lateness, swearing, non-completion of tasks, non-attentiveness be seen in the industry?
You may need to consider school-wide policy as the ‘industry standard’

7. 5. Build resilience, confidence and self-worth – consider the whole person.
The key to a positive classroom tone is having strong, trusting relationships with your students. Design your learning activities so that you get to know your students. Spend the time and effort to learn their names (first week) and their interests and lives. If they think you care about them everything will go smoothly.
Encouragement vs praise. Consider whether it is the process, or the product that you will be giving feedback on.

8. 6. Integrate learning – the whole task and the whole person
6. Integrate learning – the whole task and the whole person. In life we use a range of skills and knowledge. Learning should reflect the integration that occurs in real life tasks.
(mis)behaviour can be seen as a form of communication.
‘Bad Day’ syndrome

9. 7. Promote diversity of learning styles and methods
7. Promote diversity of learning styles and methods. Everyone learns differently. Accept that different learning styles require different learning/teaching methods. But value experiential, practical and ‘hands on’ ways of learning.
Three ‘types’ of consequences
Arbitrary consequences (Late to class = writing lines)
Logical consequences (Late to class = Stay in at lunch time for the equivalent time)
Natural consequences (Late to class = do not have enough time to hear the instructions, so do not understand how to complete the task)

10. Good Luck!

11. 8. Assess appropriately. Use the assessment method that best ‘fits’ the learning content and context.
1. Tactical ignoring – choose what is important to intervene with… this will be different for all classes
2. Choose you method of correction. There are three types of corrective strategies:
Management style: Your rules, explained clearly. Known arbitrary consequences (for example, 3 warnings, then out)
Leadership style: Negotiated rules with logical consequences.
Student centred: Guidelines rather than rules, discussion with individual students to make them aware of their actions.