1. Aims: OHT 1:1 Session 1 – The 4Rs Framework and Classroom Behaviour Planning To examine the impact of effective classroom management on teaching and learning. To support the central theme of how effective Classroom Behaviour Plans can change practice. To introduce the 4Rs Framework to support planning for effective teaching of appropriate classroom behaviour. To introduce a framework for developing classroom behaviour plans. To support the central theme of positive behaviour increasing engagement and attainment.

2.  Be aware of the 4Rs framework and understand how it underpins classroom management  Establish and teach appropriate behaviours within a plan  Use the language of choice to emphasise responsibility  Plan effective incentives and consequences  Use positive language Planning for Positive Behaviour OHT 1:2 Session 1 – The 4Rs Framework and Classroom Behaviour Planning

3. OHT 1:3 The 4Rs Framework Choices Negative Consequences Inevitability Rights Rules Routines Responsibilities Session 1 – The 4Rs Framework and Classroom Behaviour Planning Positive Consequences

4. 4Rs Framework An educational process Fair and reasonable Reduces conflict and tension Allows for choice and the development of skills OHT 1:4 Session 1 – The 4Rs Framework and Classroom Behaviour Planning

5. Examples of good practice: Positively phrased rules. Including pupils in rule making. Routines that promote an orderly atmosphere. Logical and inevitable consequences. OHT 1:5 Session 1 – The 4Rs Framework and Classroom Behaviour Planning

6. OHT 1:6 The Classroom Dynamics Diagram Session 1 – The 4Rs Framework and Classroom Behaviour Planning +ve ETHOS -ve ETHOS Sceptics Followers Drivers At Risk

7. Session 1 – The 4Rs Framework and Classroom Behaviour Plansning OHT 1:7 They are secure, happy, welcomed and stimulated in the environment They are seen to be valued They are feeling confident They are familiar with classroom rules and routines There are clear expectations and explanations There are purposeful, challenging and motivating activities/tasks A positive approach is used Fun is promoted The teacher is supportive and gives guidance They feel they are improving their skills Pupils learn best when:

8. OHT 1:8 Classroom Behaviour Plan Rules Routines Consequences Session 1 – The 4Rs Framework and Classroom Behaviour Planning PositiveNegative

9. Rules – (Expectations) Follow instructions. Speak politely to others. Take care of our classroom and each other. Work quietly – do your best. Raise hands and wait to speak. Incentives - Positive recognition (for appropriate behaviour choices) Praise – verbal – non verbal. Positive notes/comments. Certificates. Privileges e.g. Choice of activity, special responsibilities. Negative Consequences - (for poor behaviour choices) Disapproval, redirect to task, rule reminder. Warning. Internal relocation. Detain at end of lesson. Work in another class. Parental contact, senior management contact. OHT 1:9 The Classroom Behaviour Plan Session 1 – The 4Rs Framework and Classroom Behaviour Planning

10. OHT 1:10 Summary of Session 1 Key Points: The 4Rs (rules, responsibilities, rights, routines) are the foundation for teaching positive behaviour. A positive classroom ethos will set clear, achievable expectations, engage, challenge and enable pupils to progress. The classroom behaviour plan must take account of classroom dynamics. The plan for teaching appropriate behaviour must be incorporated within curriculum delivery. The Classroom Behaviour Plan framework enables the teacher to teach effectively and successfully. Session 1 – The 4Rs Framework and Classroom Behaviour Planning

11. Developing a Classroom Behaviour Plan Guidance for forming rules Session 1 – The 4Rs Framework and Classroom Behaviour Planning 1) Have a maximum number of five or six, phrased briefly, succinctly and positively – state what you need pupils to be doing (i.e. to learn), not what you want them to STOP doing (i.e. to unlearn). 2) Discuss and possibly negotiate the rules with the pupils. However, it is worth noting the classroom is not a democracy and you may end up manipulating suggestions made by the class. 3) Keep rules alive through frequent reference and bold display, use photographs to illustrate good rule keeping behaviour. 4) Discuss rules with the faculty, department or year group and come to some agreement, this helps create a consistent approach. 5) Rules like ‘show respect’ are too abstract. Ask yourself the question “What would I see students doing or hear them saying if they were ‘showing respect’?” This helps us to form rules which are easy to understand, to keep, where pupils demonstrate positive behaviour and the teacher teaches it. 6) Use inclusive language “We will…” 7) Never use ‘always’ or ‘never’ – no one is perfect, we do our best. Handout 1:A Classroom rules enable pupils to reach teacher expectations of the behaviour necessary so that effective teaching and learning can take place.

12. Session 1 – The 4Rs Framework and Classroom Behaviour Planning Handout 1:B Developing a Classroom Behaviour Plan – Guidance for forming rules Using the guidance provided on page 59, formulate your rules. Beside each rule explain the reason for it and what you hope to see your pupils doing. RuleReasonWhat will you see pupils doing? 1 2 3 4 5 6