1. Behaviour management and science HUISH EPISCOPI ACADEMY
Mark Pembrey AST
Behaviour management and science
HUISH EPISCOPI ACADEMY

2. Making behaviour planning part of lesson planning
It might be useful for behaviour for learning to be given greater priority within the ITE curriculum in order to reduce the risk of 'behaviour management‘ being a separate 'add on' component within ITE.
(SHU 2004)

3. Making behaviour planning part of lesson planning
Beginning teachers identified behaviour management as their main focus of attention.  Whilst this may be understandable in situations where pupil behaviour is a problem, it seemed also to be a high priority for teachers even in schools where behaviour is exemplary. 
Also, the fact that the teachers tended to see it as separate from broader issues of pedagogy seemed to us to be problematic. (University of Exeter Publication focusing on Maths and Science “beginning teachers” 2009)

4. QTS standards Professional attributes
Relationships with children and young people
Q1 Have high expectations
Q2 Demonstrate positive values, attitudes and behaviour
Q3 (a) Be aware of the professional duties of teachers
Q3 (b) Be aware of the policies and practices of the workplace
Q4 Communicate effectively
Q5 Recognise and respect the contribution that colleagues, parents and carers can make
Q6 Have a commitment to collaboration and co-operative working.
Personal professional development
Q7 (a) Reflect on and improve their practice,
Q7 (b) Identify priorities for their early professional development
Q8 Have a creative and constructively critical approach towards innovation, Q9 Act upon advice and feedback and be open to coaching and Mentoring.

5. Professional knowledge and understanding
Teaching and Learning
Q10 Have a knowledge and understanding of a range of teaching, learning and behaviour management
strategies
Assessment and monitoring
Q11 Know the assessment requirements
Q12 Know a range of approaches to assessment
Q13 Know how to use local and national statistical
Subject and curriculum
Q14 Have a secure knowledge and understanding of their subjects/curriculum areas
Q15 Know and understand the relevant statutory and non-statutory curricula and frameworks,
Literacy, numeracy and ICT
Q16 Have passed the professional skills
Q17 Know how to use skills in literacy, numeracy and ICT

6. Professional skills
Planning
Q22 Plan for progression across the age and ability range
Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills.
Q24 Plan homework or other out-of-class work to sustain learners’ progress and to extend
Teaching
Q25 (a) use a range of teaching strategies and resources
Q25 (b) build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge,
Q25 (c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, and
using explanations, questions, discussions and plenaries effectively.
Q25 (d) demonstrate the ability to manage the learning of individuals, groups and whole classes, modifying
their teaching to suit the stage of the lesson.

7. Achievement and diversity
Q18 Understand how children and young people develop and that the progress
Q19 Know how to make effective personalised provision for those they teach.
Q20 Know and understand the roles of colleagues with specific responsibilities
Health and wellbeing
Q21 (a) Be aware of the current legal requirements, national policies and guidance on the safeguarding and
promotion of the well-being of children and young people.
Q21 (b) Know how to identify and support children and young people whose progress, development or wellbeing
is affected by changes or difficulties in their personal circumstances, and when to refer them to colleagues
for specialist support.

8. Assessing, monitoring and giving feedback
Q26 (a) Make effective use of a range of assessment, monitoring and recording strategies.
Q26 (b) Assess the learning needs of those they teach in order to set challenging learning objectives.
Q27 Provide timely, accurate and constructive feedback
Q28 Support and guide learners to reflect on their learning
Reviewing teaching and learning
Q29 Evaluate the impact of their teaching on the progress of all learners
Learning environment
Q30 Establish a purposeful and safe learning environment
Q31 Establish a clear framework for classroom discipline to manage learners’ behaviour constructively and
promote their self-control and independence.
Team working and collaboration
Q32 Work as a team member and identify opportunities for working with colleagues
Q33 Ensure that colleagues working with them are appropriately involved in supporting learning

9. NQT issues
I've consulted with members of my department and tried different behaviour strategies, tried to create lots of diverse and fun activities, I've used the school sanction system but they're just not bothered if they go on report or not. I know its silly but I do feel like I'm failing if I have to call SMT and have them removed. For most of the class it would be almost every lesson
(TES Forum 27/11/10)

10. Poor provision of behaviour management training
83.5 percent of the total sample indicated they would like additional training in the area of behaviour management.
The present findings provide important information for teacher training programs and school support structures.“
(Teacher Training Resource Bank)

11. Huish Episcopi Behaviour rules
What we expect of our students ‘Six Golden Rules’
We take responsibility for our behaviour in all areas of the school
We arrive on time and line up quietly
We bring appropriate equipment to every lesson
We listen and respond with respect to staff and each other, following ALL instructions
We work to the best of our ability to meet our targets grades. (this includes extended and weekly homework tasks)
We wear our uniform smartly

12. Behaviour plan RULES FOR LEARNING
To remain quiet and listen when the teacher is addressing the class
Follow all instructions given by the teacher
Listen to one another during class discussion
Raise hands for attention
Work safely at all times
CONSEQUENCES
Teacher looks at pupil. Pupil should stop. (1st warning)
Teacher tells pupil. (2nd warning)
Pupil removed from the class for 3 minutes. Pupil may re-enter based on teacher’s assessment of attitude. (3rd warning)
Pupil removed from lesson
REWARDS
Stamps
Stickers
Good reports
Positive letters home

13. To explain how displacement reactions work
Questioning – hands up
Explanation – listen
Demonstration – observe
Practical – on task/safety
Review – try hard (resilience)

14. Pause: Reminders: Behaviour: 3 developments Photograph the outcome.
Silent, unless called upon

15. Lets get cooking!!
Oh and I will stop you after 15 min for some reflection time!
Behaviour:
Observe safety rules
Low level noise
Follow instructions first time.

17. A Model of Relationship Building (Hook and Vass)
Actively build
rapport
Behaviour plans (choice language)
Actively build self-esteem
Catch them being good

18. Actively build rapport
Rapport = relationship of responsiveness (proactively respond to develop relationships)
Positive interactions – academic, social and emotional
E+R = O
Events + Response = Outcomes
Motivation
Emotional bank account

19. Professor John Hattie's Table of Effect Sizes