1. Woodhill Teaching and Learning Expectations

2. “Education is a powerful engine for personal development
“Education is a powerful engine for personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mine worker can become the manager of the mine, and that the child of farm workers can become president of a proud nation”
(Nelson Mandella)
All Adults Must…
1. Set high expectations which inspire, motivate and challenge students
2. Promote good outcomes and progress by students
3. Demonstrate good subject and curriculum knowledge
4. Plan and teach well structured lessons
5. Manage behaviour effectively to ensure a good and safe learning environment
(Teacher Standards)

3. So what does this mean?
have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school
have a clear understanding of the needs of all students, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities
demonstrate consistently the positive attitudes, values and behaviour which are expected of students
be accountable for students’ attainment, progress and outcomes
guide students to reflect on the progress they have made and their emerging needs
demonstrate knowledge and understanding of how students learn and how this impacts on teaching

4. Behaviour Leadership
Our school values give us a sense of shared purpose and a framework for behaviour leadership
We model with each other and with our children the behaviours we expect children to embody
It involves everybody’s behaviour towards everybody
We seek to develop in our children an acceptance of responsibility for their behaviour
We are an inclusive school – all children are entitled to feel safe in school, be happy, be respected, to learn and have their successes celebrated
Good behaviour leadership begins by building positive relationships. These need to be visible and tangible for children
Our learning environment provides the model for our high expectations
Engagement in high quality learning experiences is critical
We all need to be consistent in our approach to behaviour leadership
When poor behaviour is exhibited we remain calm and follow a graduated approach

5. Consistency of Approach
Fairness
Routines
Rewards
Responsibility
Role Modelling
Values

6. The Power of Language

7. Key Principles Least intrusive Avoid confrontation
Keep a respectful and positive tone of voice
Keep the language positive
Keep your directions brief
Focus on the behaviour and not the child

8. “At Woodhill, we walk sensibly and quietly down the stairs, we keep one behind the other and we don’t talk. I notice that…”
“At Woodhill, we keep hands and feet to ourselves and we treat each other kindly. I notice that…”
“At Woodhill, we use our indoor voices in the hall…I notice that…”
At Woodhill, we walk calmly when…I notice that…”
“At Woodhill, we learn calmly and focus our talk on learning….I notice that”

9. A Graduated Response Take up time Blocking Partial agreement Choice
Tactical ignoring
Tactical pausing
Non verbal cueing
Move around the room
Positive feedback
Distraction/Diversion
Direct questions
Conditional direction
Behavioural direction
Rule reminder
Take up time
Blocking
Partial agreement
Choice

10. Malala Yousafzai 12 July 2013 UN
“Learning is far too important to be left to chance” Zoe Elder (Full on Learning)
‘My ambitions are the same. My hopes are the same. My dreams are the same  ... One child, one teacher, one book, and one pen can change the world. Education is the only solution.‘
Malala Yousafzai 12 July 2013 UN

11. Key Principles Learning is learnable
The better the teaching the better the learning
Ability is not fixed
Our moral duty determines that all succeed
Dialogue enriches the mind
Questioning is the fuel for learning
Precision of expectation and outcome structures response
Environment is powerful

12. What skills has the teaching been focusing on to enable this writing?
What would be your feedback to further improve the learning?

13. How We Learn
“Experiences, when you are forced to slow down, make errors and correct them – as you would if you were walking up an ice covered hill, slipping and stumbling as you go – end up making you swift and graceful without your realising it.”
Daniel Coyle (The Talent Code)

14. We Need To Encourage Mistakes…

15. Because… Myelin is grown and responds to urgent repetition
Myelin is universal meaning we are capable of life-long learning. One size fits all skills
Myelin wraps – it doesn’t unwrap
Age matters – myelin travels in waves and grows most in young children

20. What Makes Outstanding Learning?
Developing Thinking
Role Modelling
Impact on Progress
Challenging expectations
Engaging in learning

22. Task
Think of a context where you could be asking any of the linked questions…Share it…