Teaching Behaviour Steve Baker B&A Education Ltd ‘Are You ready for Ofsted?’ 26.4.12 bandaeducation@btinternet.com.

Teaching Behaviour

Steve Baker

B&A Education Ltd‘Are You ready for Ofsted?’ 26.4.12

bandaeducation@btinternet.com

Questions

• Why should we teach behaviour?

• What should we teach?• How should we teach it?• How should we assess it?

Why should a school look like a cauliflower?

Splat the rat

Is compassion ‘outsourced’?

The member of staff responsible for behaviour

“I expect you all to be independent, innovative, critical thinkers, who will do exactly as I say”

Are empathy, dignity, respect and other values modelled by SLT?

Why should we teach behaviour?

Child

Pupils learn throughout the school Pupils learn throughout the school dayday

Are all staff clear what that learning Are all staff clear what that learning is?is?

We need to take charge of that learningWe need to take charge of that learning

If we don’t teach behaviour..

Why should we teach behaviour?

• Because we cannot avoid doing it• Because pupils need certain skills in order to

learn independently, or at all• How does successful is group work for staff

who don’t teach behaviour?• Because the structures, boundaries and

routines though which we teach behaviour demonstrate the love that some pupils lack

What should we teach?

What behaviours for learning have we

identified?When are they taught?

What behaviour should we teach?

Fold your blank piece of paper....

SEAL BFLBLP PLTS

Staff Modelling:Staff Modelling:

• Self awarenessSelf awareness• Managing feelingsManaging feelings

• EmpathyEmpathy• Motivation to learnMotivation to learn

• Social skillsSocial skills

Group work

How do primary schools teach these

skills?

Do transition processes capture

this?

Do SOW identify these skills and

do lesson objectives

promote them?

Are the skills named, rehearsed and reviewed in plenaries?

How should we teach it?

We don’t need to become:

• Psychiatrists

Give unconditional positive regard

Set boundaries

Provide engaging activities

Use the language of SEAL

We do need to:

SEATING PLANS

Signals for

attention

Consistency

Meet and greet Every lesson – modelling courtesy.

Pupils without equipmentLend it, note it. Consultation the second time.

Shouting outNever answer a shouted out answer.

Settling latecomers Indicate a chair. Speak one-to-one later. Make up the minutes lost.

Seating plansYour plan; non-negotiable.

ChewingCheck on entry. Remove on sight. 5 minute consultation.

Red Amber Green

The corridor/department are is unsupervised between lessons

There is usually litter on the corridor

Most staff do not meet and greet classes

There are frequently pupils on the corridor during lessons

Raised voices are frequently heard in lesson

Display is lacking. Where it exists it is poorly maintained and does not support learning.

Supervision is inconsistent.

Some litter appears but is tidied away reasonably quickly.

Most staff meet and greet classes.

There are sometimes pupils on the corridor during lessons

Raised voices are sometimes heard in lessons

There is some attractive display but it lacks coordination.

The corridor is supervised during break times.

There is no litter.

All staff meet and greet consistently.

There are no pupils on the corridor during lessons.

Behaviour is calm at all times.

Display is planned, attractive, well cared for and supports learning effectively..

What Should Assessment Look Like?

Big Change Needed Getting There

My effort My behaviour distracts others from learning sometimes

I do not distract other learners. My behaviour helps me learn.

My cooperation I sometimes disrespect other learners and/or the teacher

I work cooperatively with others. I attend well and I am punctual.

My concentration

I do not always concentrate. Sometimes I talk or mess about when I should be working in a group

I can work on my own or in a group without getting distracted

My conduct I am boisterous around school and sometimes I take physical risks

I am calm and orderly as I move about the school

My attitude I sometimes disrespect other learners and/or the teacher

I am polite most of the time

My reactions I respond badly to sanctions

I usually respond calmly to sanctions

Focusing Developing

Expectations Some learners are unclear what is expected of them. Most reminders focus on inappropriate behaviour

Learners are reminded of the positive behaviours required for effective learning.

Routines There are some routine elements in place.

There are clear routines e.g. for gaining attention, for transition between activities, for registration.

Relationships Whole school rewards systems are used to motivate learners.

Pupils are greeted appropriately and praise is used to reward positive contributions. Staff and pupils show respect for one another.

Modelling Teacher behaviour is in line with the school’s expectations of learners.

Teacher behaviour consistently models calm, focused, positive behaviour.

Who Should Teach Behaviour?