Mark Pembrey ASTBehaviour management and science

HUISH EPISCOPI ACADEMY

It might be useful for behaviour for learning to be given greater priority within the ITE curriculum in order to reduce the risk of 'behaviour management‘ being a separate 'add on' component within ITE.(SHU 2004)

Making behaviour planning part of lesson planning

Beginning teachers identified behaviour management as their main focus of attention. Whilst this may be understandable in situations where pupil behaviour is a problem, it seemed also to be a high priority for teachers even in schools where behaviour is exemplary.

Also, the fact that the teachers tended to see it as separate from broader issues of pedagogy seemed to us to be problematic. (University of Exeter Publication focusing on Maths and Science “beginning teachers” 2009)

Making behaviour planning part of lesson planning

Professional attributesRelationships with children and young peopleQ1 Have high expectationsQ2 Demonstrate positive values, attitudes and behaviour Q3 (a) Be aware of the professional duties of teachersQ3 (b) Be aware of the policies and practices of the workplace Q4 Communicate effectivelyQ5 Recognise and respect the contribution that colleagues, parents and carers can make Q6 Have a commitment to collaboration and co-operative working.Personal professional developmentQ7 (a) Reflect on and improve their practice, Q7 (b) Identify priorities for their early professional developmentQ8 Have a creative and constructively critical approach towards innovation, Q9 Act upon advice and feedback and be open to coaching and Mentoring.

QTS standards

Professional knowledge and understandingTeaching and LearningQ10 Have a knowledge and understanding of a range of teaching, learning and behaviour managementstrategies Assessment and monitoringQ11 Know the assessment requirements Q12 Know a range of approaches to assessmentQ13 Know how to use local and national statistical Subject and curriculumQ14 Have a secure knowledge and understanding of their subjects/curriculum areas Q15 Know and understand the relevant statutory and non-statutory curricula and frameworks, Literacy, numeracy and ICTQ16 Have passed the professional skills Q17 Know how to use skills in literacy, numeracy and ICT

Professional skillsPlanningQ22 Plan for progression across the age and ability range Q23 Design opportunities for learners to develop their literacy, numeracy and ICT skills.Q24 Plan homework or other out-of-class work to sustain learners’ progress and to extend TeachingQ25 (a) use a range of teaching strategies and resourcesQ25 (b) build on prior knowledge, develop concepts and processes, enable learners to apply new knowledge,Q25 (c) adapt their language to suit the learners they teach, introducing new ideas and concepts clearly, andusing explanations, questions, discussions and plenaries effectively.Q25 (d) demonstrate the ability to manage the learning of individuals, groups and whole classes, modifyingtheir teaching to suit the stage of the lesson.

Achievement and diversityQ18 Understand how children and young people develop and that the progress Q19 Know how to make effective personalised provision for those they teach.Q20 Know and understand the roles of colleagues with specific responsibilitiesHealth and wellbeingQ21 (a) Be aware of the current legal requirements, national policies and guidance on the safeguarding andpromotion of the well-being of children and young people.Q21 (b) Know how to identify and support children and young people whose progress, development or wellbeingis affected by changes or difficulties in their personal circumstances, and when to refer them to colleaguesfor specialist support.

Assessing, monitoring and giving feedbackQ26 (a) Make effective use of a range of assessment, monitoring and recording strategies.Q26 (b) Assess the learning needs of those they teach in order to set challenging learning objectives.Q27 Provide timely, accurate and constructive feedback Q28 Support and guide learners to reflect on their learningReviewing teaching and learningQ29 Evaluate the impact of their teaching on the progress of all learnersLearning environmentQ30 Establish a purposeful and safe learning environment Q31 Establish a clear framework for classroom discipline to manage learners’ behaviour constructively andpromote their self-control and independence.Team working and collaborationQ32 Work as a team member and identify opportunities for working with colleaguesQ33 Ensure that colleagues working with them are appropriately involved in supporting learning

I've consulted with members of my department and tried different behaviour strategies, tried to create lots of diverse and fun activities, I've used the school sanction system but they're just not bothered if they go on report or not. I know its silly but I do feel like I'm failing if I have to call SMT and have them removed. For most of the class it would be almost every lesson (TES Forum 27/11/10)

NQT issues

83.5 percent of the total sample indicated they would like additional training in the area of behaviour management. The present findings provide important information for teacher training programs and school support structures.“ (Teacher Training Resource Bank)

Poor provision of behaviour management training

What we expect of our students‘Six Golden Rules’

•We take responsibility for our behaviour in all areas of the school•We arrive on time and line up quietly •We bring appropriate equipment to every lesson •We listen and respond with respect to staff and each other, following ALL instructions •We work to the best of our ability to meet our targets grades. (this includes extended and weekly homework tasks) •We wear our uniform smartly

Huish Episcopi Behaviour rules

RULES FOR LEARNING•To remain quiet and listen when the teacher is addressing the class •Follow all instructions given by the teacher•Listen to one another during class discussion •Raise hands for attention•Work safely at all times

CONSEQUENCES•Teacher looks at pupil. Pupil should stop. (1st warning)•Teacher tells pupil. (2nd warning)•Pupil removed from the class for 3 minutes. Pupil may re-enter based on teacher’s assessment of attitude. (3rd warning)•Pupil removed from lesson

REWARDS•Stamps•Stickers•Good reports•Positive letters home

Behaviour plan

To explain how displacement reactions work

Questioning – hands upExplanation – listenDemonstration – observePractical – on task/safetyReview – try hard (resilience)

Pause:

Reminders: • 3 developments

• Photograph the outcome.

Behaviour:• Silent, unless called

upon

Lets get cooking!!

• Oh and I will stop you after 15 min for some reflection time!

Behaviour:

• Observe safety rules

• Low level noise

• Follow instructions first time.

Washing up:

A Model of Relationship Building(Hook and Vass)

Actively build rapport

Catch them being good

Behaviour plans (choice language)

Actively build self-esteem

Actively build rapport• Rapport = relationship of responsiveness

(proactively respond to develop relationships)• Positive interactions – academic, social and

emotional• E+R = O • Events + Response = Outcomes• Motivation• Emotional bank account

Rank Influence Studies Effect store 1 Assessment for Learning (in particular

students generating their own performance grades)

209 1.44

2 Absence of disruptive students 140 .86 3 Classroom behaviour 160 .80 4 Quality of teaching 141 .77 5 Reciprocal teaching 3-a teaching strategy

used for developing comprehension and meaning in the reading

38 .74

6 Prior achievement 3387 .73 7 Teacher/student relationships 229 .72 8 Effective feedback 1276 .72 9 Providing formative evaluation to teachers

as part of teacher improvement 21 .70

10 Creativity and critical thinking skills 658 .70

Professor John Hattie's Table of Effect Sizes