Dan Hood - Senior assistant headteacher in Maiden Erlegh Reading
(Serves East Reading community, Students from Tilehurst to Erlegh, to Woodley - Multicultural school. Highest - Pakistani, then Caribbean etc.) - Built a community that is based on that multi-culturalism.
- The word Behaviour is fractious and brings up a lot of debate.
Paul Dix - Restorative practice Triage - (?)
Running your room
Each room will have its own nuances and rules.
Don't forget that it is your room and you set your own 'rules' and expectations.
Proactive rather than Reactive teaching practice
Proactive measures will observe the patterns that lead to lack of control and impliments measures to sustain control.
If you are clear with your expectations and you comntinually repeat those, then the children will understand them. If a student knows the expectations, then they will feel more secure.
Students will feel that the best teachers are those that are the most consistent.
Proactive - Creating circumstances where 'fire' is less likely to begin.
Reactive - Having efficient systems to put 'fires' out when they start.
Quietness is different in different households, it's important to teach students what it means to be quiet within an educational context.
Some students struggle to listen generally, we also need to teach what listening and active listening looks like. Continually training students polite practices.
CCQ - Concept checking questions - Enquiring to make sure that there is active listening taking place.
Behaviour is learning. CCQ is a proactive teaching practice. - Questions that check understanding is really important.
Proactive routines establish ownership and rituals of the room.
What does good learning behaviour look like?
- Show them what it looks like in your classroom.
- Clarity on what this looks like in different situations
- Link these behaviours to rules
- Articulate what the consequences will be if... (Importance of having a plan)
- Teaching what good behaviour looks like is a curriculum.
If your expectations are not met - wait for it.
Even if you lose half the lesson, wait for the students to realise they must follow the rules to continue the lesson.
Routines
- Entering the classroom
(Do now tasks, a photo to ask students what we will be learning about today.)
- Exiting the classroom
- Transitions between tasks, activities, learning
- Obtaining silence
(asking students to be silent by a given time. 3..2..1.. etc).
- Teaching behaviours explicitly
- Investment and time - If you put the time in, you will see the rewards. (constantly reflect and ask teachers if it works).
Always be consistent, always be learning.
Think big - consider why behaviour policies may not be so draconian, what will work and what will not work. Consider what you want to do. Invest in your techniques. Until it works.
Responsibility to adapt to the school. Make the room your own and find what works for you in different areas.
You cannot go wrong in implementing the policies of the school.
A plan for when this goes wrong
Consequences - Make warnings clear (drive-by passive warnings etc).
Rewards - Proactive positivity
Consistency - fairness
Delivery - Students react to different deliveries in different ways. (Tone, body and facial expressions)
Defiance as unacceptable.
Having students removed from lessons has not been made clear to me. If this is central to teaching, then I need to know how to access this sanction.
Detentions dont often help
Bribery doesn't make a difference.
The Drip effect
A caring culture needs to be deliberate daily act that is built into routines.
Thoughtful remarks at the start of the lesson.
Appreciation of the positive behaviour in corridors
There's no limit to celebrating positive behaviour
'Over and above' when discussing with parents.
Emotional Currency
Great teachers build emotional currency.
Power of the positive, frames and reinforces good behaviour.
'Pick up your own tab' - importance of discussing with students in restorative detentions.
Conversation with your mentor critiquing the curriculum. Co-construction of lessons and sharing expertise
Maitrayee Bhattacharjee
How to manage workload
Becoming more efficient
1- The mentoring side of things
How the role of the mentor evolve, and why is it needed?
What do you think the role of the Mentor is?
To guide professional development and adjust to the working environment of the school.
Foundational theories of mentoring: Educative Mentoring by Caroline Daly
2- Curriculum
A curriculum is a set prospectus of which maps out the learning of a course of study. In other words it is the 'substance' that is produced which will demonstrate learning and development.
Teachers are given a National Curriculum; each school will adapt these curricula to fulfil this guideline, maximise development and achieve high grades.
'In times of change, the learners will inherit the world, while the learned will remain beautifully equipped to deal with a world that no longer exists.' Eric Hoffer
Are students becoming spoon-fed exam machines?
3- Look at a lesson plan.
Intent - Implementation - Impact
Intent - What we expect the children to learn
Implementation - How each subject will be taught
Impact - What children know an remember (and how we know)
In the last lesson you taught, think about the steps, intent, implementation and impact.
In my last taught lesson, I moved on too quickly to the next task when the main task had been fulfilled. My mindset became more about sustaining engagement than drawing clear narrative learning, In retrospect I would take a minute to conclude that part of the lesson with some group discussion so that they retain the learning into the next lesson.
Jonathan Newton - Announcements
ITAP next week - Off timetable for first half of Tuesday (H4 then L10 after break)
Adaptive teachers - If you don't have lessons in the afternoon, do this practical task the next day.
Send Jonathan our timetables for him to visit some lessons
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