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Two questions to reflect upon:. 1. What do I know already about effective Behaviour Management? 2. What would I like to find out / be able to do better / learn, as a result of today’s session

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two questions to reflect upon
Two questions to reflect upon:

1. What do I know already about

effective Behaviour Management?

2. What would I like to find out / be able to do better / learn, as a result of today’s session

Please use the postcard you have been given to record your thoughts…

protocols
Protocols…..

&…

???QUESTIONS???

on today s menu
On today’s menu….
  • Necessary skills : organisation / social / learning
  • Behaviour is…..
  • Teaching behaviours
  • Effective classrooms : Expectations / relationships
  • Use of whole class behaviour objectives
  • Orderly environment : classroom rules / routines
  • Transitions
  • Goals of misbehaviour : and what to do about them!!
  • Differentiation : different kinds of learner
  • Verbal and non- verbal language
  • Physical environment : furniture / displays
today s intended objectives
Today’s intended objectives…..

To..

Understand the essential components that help create, sustain and develop the most effective Climate for Learning

Identify appropriate strategies and approaches and formulate some actions to be used back in school to develop current practice

( + Answer your questions along the way)

slide5

"What is happening to our young people? They disrespect their elders, they disobey their parents. They ignore the law. They riot in the streets inflamed with wild notions. Their morals are decaying. What is to become of them?"

Plato 4th Century AD

it s your job
“It’s your job…..
  • “..to control us”
  • “…to make us behave”

The teacher’s role is actually to lead students beyond external control to self directed and shared control

towards a new understanding
Towards a new understanding

Rather than ask how you can more effectively control

your students….

….. it is more appropriate and constructive to ask….

“…how can I be a more effective teacher

and manager of learning?”

slide9

…have an individual encouraging / reinforcing word as they enter the classroom

…“meet and greet”

?? How do I engage my pupils right from the start of my lessons??

…have a starter task prepared on the desks / on screen

…pose them a question / set them a problem

…do a `line-up` activity outside the classroom

gaining attention
Gaining attention

Outside: “we are going into a learning environment – normal learning rules apply – in quietly, bags in proper place, your first activity is on the board – you have two minutes, and then be prepared to feedback to the class”

Inside: “settling down, thanks” / “listening this way, thanks” / “looking this way and listening, thanks” (say this as though it will happen instantly)

Address? : “folks” / “people” / “6D” / “Everyone”

  • Perhaps use “ting” signal on a drinking glass first?
  • Scan the class : catch them being good : “Thanks John, Sarah, Paul.. I see you’re ready”
  • “Stop, look and listen” becomes “Settling down everyone …. Looking this way, thanks… and.. Listening…
slide12

Designing Behaviour-for-learning objectives…..

Positive interactions : Listening! / following instructions

Appropriate use of resources : Use of classroom equipment

Appropriate use of language :

Speaking politely / Waiting turn to speak

Able to work independently :

bringing correct equipment time on-task / allowing others to work

slide13

…the Elton report…

“Effective teachers have a clear vision for managing behaviour through establishing clear rules and boundaries, with emphasis on the positive”

1989

… the Hay McBer report

“Effective teachers create an environment that maximises pupils’ opportunities and motivation to learn….

….Pupils look to the teacher to create a sense of security and order in the classroom, and want opportunities to participate in rewarding and interesting activities”

2000

slide14

Designing Classroom Rules

  • Movement
  • Learning
  • Communication
  • Mutual respect
  • Safety
  • Problem solving / conflict resolution
points of change transitions 1
Points of change: Transitions 1

What are your routines / protocols for dealing with these… [….and how do they maximise the opportunities for learning and support, maintain the climate for learning?...]

  • (Lining up ) / Entering the class
  • Taking the register Collecting homework Being / staying safe
  • Gaining the attention of the class Requests to leave the class
  • Conflict resolution : mutual respect Movement in / around the class
  • Pupils arrive late Transition between activitiesLack of equipment
  • Grouping pupils Cues to call for teacher assistance rewards
  • Communication : controlling noise levels Being / staying safe
  • Packing away The way we learn : individual / pair / group etc.
  • Exiting the class

… are there more effective ways of dealing with the above…?

points of change transitions 2
Points of change: Transitions 2

“Late arrivals”

“Runners”

  • Use as Reflection opportunity
  • Have “late” desk by door
  • Use an acknowledgment gesture
  • (and follow-up later)
  • Arrivee asks a question
  • Assign a“door”Student
  • Tell other staff
slide17

Goals of misbehaviour …

*ATTENTION *POWER

*REVENGE *FEAR OF FAILURE / (SUCCESS)

slide18

Teaching different kinds of learner : Think of a class

T

Consider the sub-groups in your identified class , and how they respond to the learning environment you create.

Passive learner

Receptive learner

Keen learner

Disengaged Learner

  • How does your teaching style help Students (in each of the categories) to remain / be more positive towards learning?
  • What strategies do you employ to reduce disaffection and maximise learning?
  • [Perhaps you could try identifying Students who are influential with others and consider some ways in which you might encourage them to be positive role models for others]
slide19

Scenarios

Modelling the behaviour we want to see

Techniques… choice etc…

Strategies…….

slide20

Physical environment - 1

Research has shown that among the most important components in creating a positive classroom climate are;

  • Furniture arrangement
  • and how
  • the students are seated (seating plan)
  • (How) do you currently manage your furniture / seating arrangements to maximise effective learning
  • inyour classroom?
  • How would you improve either / both of these?
slide21

Physical environment - 2

Research has also shown that among the most important components in creating a positive classroom climate are;

Displays

  • How do you use this aspect to support

effective

learning in your

classroom?

  • How could you improve this?