Transcript Better Behaviour-Better Learning

better
learning
better
practice
better
behaviour
What is being done?
What is BB-BL?
How do we know it How is the learning
is working?
shared?
How do we check
direction?
What is BB-BL?
Leadership and vision
A school community for all children
A positive ethos
Capable staff
Flexibility
Integration
Support
Policies/ procedures
Rules and
expectations
Happy, Safe and Achieving their Potential
Ambitious Excellent Schools
Additional Support for Learning
Safe and Well
Curriculum for Excellence
What is being done?
Whole school approaches
• Restorative Practices
•
•
Motivated School
Solution-Oriented Schools
Supporting teachers
• Staged Intervention (FFI)
• Resources for Inclusion
Fife/Highland/
North Lan
Glasgow
Moray
East Ayrshire
East Renfrewshire / Barnardos
Relationships between teachers and pupil (and parents)
• Developing Empathy
Edinburgh
Pupils’ skills and competence
• Cool in School
Fife
• Social and Emotional
Learning Framework
(SELF) Glasgow
Fife, Highland and North Lanarkshire
Restorative approaches
Provides safe
environments and
opportunities to discuss
problems
Encourages appropriate
behavioural change
Involves participants in
thinking and feeling
Leads to shared
understanding
Alan Maclean
The Motivated School
How do motivators, motivate?
A set of tools that helps you think about motivation,
identifies the key engagement responses and optimal
learning climates that get the best out of learners.
Solution Oriented Schools
Moray Council and Sycol
• Agree a core professional purpose
• Guided by solution oriented principles
– If it works we’ll do more of it, if it doesn’t we’ll do
something different
– The problem is the problem, not the purpose
– People have the resources to make change possible
– Endless possibilities
– Knowing our strengths, skills and resources
• Creating optimal conditions
• Building strength-based support
East Ayrshire Council
Staged Intervention (FFI)
• Peer support model for managing low level
indiscipline.
• Children’s behaviour is central to the teaching &
learning process
• Behaviour problems are a product of a complex
interaction of factors
• Importance of moving beyond a ‘within-child’
approach – wider view effective, efficient and
just
Being Cool in School
Skills
• Facial expressions
• Body language
• Repeating skill
• Last chance warning
• Word shield
• Expressing yourself
• Compromising,
negotiating and
accepting
• Saying sorry
• Forgiving yourself and
others
A coherent approach
Cool in
School
Motivated
School
Restorative
Practices
For pupils
For teachers
Progressive
curriculum
Emotional literacy
Integrate into
pupil participation
and pupil roles /
responsibilities
Integrate into
school
psychological
contract
Structures for
practice and
challenge
Restorative
Practices
Integrate into
classroom
management
practices
Developing
Empathy
Integrate into
school
environment
Staged
Intervention
(FFI)
Structures for
staff involvement
in school
development
Solution
Oriented
Schools
Resources
Common threads
•
•
•
•
Building a positive school ethos
Confident school staff
Support for staff when it is needed
Social, emotional, behavioural skill
development/ emotional literacy
• Relationships and communication
• A focus on solutions
Monitoring implementation
• Connect Report – shows authorities progress in
meeting recommendations
• HMIE’s A Climate for Learning
How do we know it
is working?
How do we check
direction?
An informed view
• Independent research on school discipline
• Regular discipline survey
Consistent but dynamic – highlight and promote specific recommendations
• Recommendation 12 – ‘out of class’ areas
• Recommendation 15 – involving parents
• Recommendations 13&14 – pupil involvement and citizenship
New areas for investigation
• Mental health and behaviour in school –
who makes the link? Who responds?
• Perceptions of behaviour issues and responses
in the early years
How is the
learning shared?
• Regional communications
team
• National conferences
• Teacher magazine
• www.betterbehaviourscotland.gov.uk
• Round tables
• Personal contact!