What are the aims for this session?

1. What are the aims for this session? • Put the way we deal with behaviour into a wider context; • Workshop an aspect of the whole school behaviour strategy.

2. What challenging behaviours do adolescent students present to us? • Claps... • What pressures do adolescents face?

3. How do we get students to behave the way we want them to in the classroom? • Values spectrum (small group standing) • Sanctions • Rewards • Routine & T/L strategies • Empathy/students genuinely care • Students understand, believe in and uphold the school’s values.

4. Sanctions – • Not punishments... Consequences... • Verbal warning • Name on the board • 2 ticks • Detention – break or lunch • Inform your Head of Department • Log the incident on Sims - How to... • Follow up with parents. • Referral to the pastoral team. ‘I’ll do what you want because I don’t want to get into trouble.’

5. Rewards Award merits (at least 1 per lesson). • Achievement • Progress • Significant improvement with behaviour. • How to... • Pastoral team will organise rewards. Postcards • Collect from staff room • Fill in • Put into post box • Nominate students for awards. ‘I’ll do what you want because you will give me a reward’

6. What could happen if we rely too much on sanctions and rewards? • Students become desensitised to sanctions. • They can become Machiavellian villains. • Larger and larger doses are needed to motivate students.

7. ‘I just do as i am told’. • How can we facilitate this? • T and L strategies • Routines

8. Routines • “If they’re not doing as you’ve asked, the most likely explanation is that you haven’t taught them” • What routines could teachers set up? • Clip 13

9. SRS Routines • 1s... • What routines should you use at the start of a lesson? • What do you do if a student does not follow these? • How can we successfully embed these? • 2s... • What routines should you use at the end of a lesson? • What do you do if a student does not follow these? • How can we successfully embed these? • Consider what the teacher is doing. • Consider what the students are doing.

10. Evaluating srs routines... • What worked well with the routine? • What could be improved with the routine?

11. Rochester Preparatory Charter SchoolEight-Grade English Language Arts

12. If we don’t define student culture then students will! • Rochester use minute by minute systems. • Rochester practice routines with staff and evaluate this. • Rochester have developed rubric to help monitor how successfully staff implemented routines.

13. The Eight Systems That Create Great Student Culture: • Arrival • Breakfast • Morning Meeting/Circle • Transitions • Lunch • Dismissal • Celebrating Learning • Discipline

14. How do we get students to behave the way we want them to in the classroom? • Sanctions • Rewards • Routine & T/L strategies • Is this enough?

15. How do we get students to behave the way we want them to in the classroom? • Sanctions • Rewards • Routine & T/L strategies • Empathy/students genuinely care. • Students understand, believe in and uphold the school’s values.

16. Empathy/students genuinely care • How can we reach this stage? • Clip 19 • Positive framing • Relationships • Influence • Encourage (and value!) opportunities for them to help each other. • Use assembly time

17. Students understand, believe in and uphold the school’s values. • What are the school’s values? • Assemblies • Form time discussions • SRS recognising the values in practice • Student Voice and a Prefect system. • Cross-age mentoring/support. • Staff role modelling • Staff talking with students & explaining values.

18. Behaviour at srs • We need to use a differentiated approach. • The Pastoral team will work with you and students and look into opportunities to improve how we tackle behaviour. • Our aim at SRS is for students to understand, believe in and uphold the school’s values.