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NQT Conference Behaviour for Learning Workshop November 2009 Dave Lewis Mark Travis SNS B&A Consultants Objectives • To identify features of good behaviour for learning (BfL). • To consider strategies for managing challenging behaviour, avoiding conflict and de-escalating situations. • To consider your own strengths and areas for development Outcomes – by the end of the session you will… • have a structure to help you plan to improve behaviour for learning • have planned the next steps to develop your own practice. Who, from the following, would create the best climate for learning…and why? Best Climate - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Worst Climate Climate for Learning School climate: a hierarchy of needs Self-actualisation Self-esteem Love, affection and belonging Refining pedagogy e.g. AfL, LiL Lesson structure Safety needs Rules & Routines Physiological or survival needs Maslow’s hierarchy The 4Rs Framework Responsibilities What are your strengths Choices within this model at the Rules moment? Negative Positive Can you identify an area of your practice that you wantconsequence to develop? Routines Repair and rebuild Reward Certainty not severity Noticing Shared and explained Clear expectations Rights What is BfL? • Definition of ‘behaviour for learning’ • ‘developing the skills and attitudes to become better learners’ 2020 Vision • Explicit sharing of desired learning behaviours • Metacognitive processes (thinking about thinking) • From: 2020 Vision Report of the teaching and learning review group Planning process How I want you to do it BfL objective learning objective What I want you to learn What I want you to do learning task ‘Ecoutez’ • NQT Jemima Tiley is teaching a Y9 mixed ability French class. • Where would you rate her teaching on a scale of 1-10 & why? • What role do her values, principles and beliefs play in the way she teaches? • What would you suggest as a target to help her move to the next level in her teaching? Scenarios • What would you do? • Write it down…fold…pass on… • Next scenario • Consistent? Bayley top 5 • In a pair • Top three ‘mistakes’ Your skills • Refer back to the 4Rs Framework • What are your own strengths & weaknesses within the framework? • What are your next steps? • What support do you need? • Who can help? Objectives • To identify features of good behaviour for learning (BfL). • To consider strategies for managing challenging behaviour, avoiding conflict and de-escalating situations. • To consider your own strengths and areas for development Do I know what my behaviour for learning expectations are? Scale 1-10 What will I do to help pupils to know their next steps to improve their behaviour for learning? Plenary Do my pupils know what my behaviour for learning expectations are? Scale 1-10 How will this look in my classroom? Useful Resources • • • • • • • • • • www.teachers.tv www.teachernet.gov.uk http://nationalstrategies.standards.dcsf.gov.uk/sec ondary/behaviourattendanceandseal www.behaviour4learning.ac.uk/ www.behaviouronline.com www.pivotaleducation.com/behaviour/ SNS Pedagogy & Practice Pack (18, 19, 20) Bill Rogers -‘Cracking the Hard Class’/ ‘You Know the Fair Rule’/ etc Dave Lewis [email protected] Mark Travis [email protected]