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Behaviour Scenarios

This resource provides guidance and strategies for new teachers on how to effectively establish classroom standards and set ground rules with their students. It emphasizes the importance of shared ownership and engagement in creating a positive learning environment.

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Behaviour Scenarios

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  1. Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 5: Setting Classroom Standards

  2. Scenario 5 Setting classroom standards It is your first lesson with a class. You want to establish some ground rules. How do you set about it? www.behaviour4learning.ac.uk2

  3. Key Learning Outcomes • An understanding about the key features of effective ground rules. • Practising the skills needed to establish shared ownership and engagement with classroom standards. www.behaviour4learning.ac.uk3

  4. www.behaviour4learning.ac.uk

  5. What do you do? How might you start most effectively with a new class? • “Right, these are the standards that I expect from you ….” • “Before we begin let’s remind ourselves of the school code of conduct ….” • “Let’s agree some ground rules that will help us all learn together ….” • “That is good example of what we don’t want …. I shouldn’t need to tell you ….” • “I know you are all fed up with teachers going on about rules but ….” • “What are the behaviours we will not tolerate in our classroom? ….” www.behaviour4learning.ac.uk5

  6. What may be the best choice? All of the approaches except 3. - “Let’s agree some ground rules that will help us all learn together…” may cause you problems in the future. Agreeing ground rules together with the class at an early stage in the first lesson allows you to find out what pupils already expect, and to show your personal focus on the importance of behaviour for learning. You should be prepared with the school code of conduct to hand and refer to this as a reminder that the ground rules for your class are in line with the school code of conduct. You can also create an opportunity to give early praise for individuals, or the class, for showing a cooperative approach. www.behaviour4learning.ac.uk6

  7. How can you help pupils abide by the code of conduct? You will help pupils abide by the code of conduct if you: • agree the code of conduct with the class • keep the rules short, positive and simple • frequently praise pupils who behave in support of the code of conduct – and point out why you are praising them • ALWAYS abide by the code of conduct yourself and model the rules frequently • expect visitors to abide by the code of conduct and model the rules too • publish the code of conduct clearly on a wall so that it can be easily referred to • use the code of conduct to set behaviour targets for the lesson www.behaviour4learning.ac.uk7

  8. Underlying principles • Establishing expectations for behaviour with the class at an early stage helps pupils learn how to take responsibility for their behaviour. • Effective codes of conduct set positive standards for everyone, are non-specific, short, easy to understand and help sustain learning. • The code of conduct for your classroom should be consistent with the code of conduct for the school. • The code of conduct is not a rod to beat pupils with – it is best established by positive behaviour improvement techniques such as “catch you being good”. www.behaviour4learning.ac.uk8

  9. Rights and Responsibilities • Pupils have the right to know what is expected of them so that they can learn in a harmonious and well-ordered environment. • It is everyone’s responsibility to behave in ways that support the learning of all. • Creating a positive classroom climate one of of the basic responsibilities of the teacher. • It is a recommendation in the Steer Report (2005), and a requirement of the Education and Inspection Act 2006, that all schools have a Code of Conduct for pupils. www.behaviour4learning.ac.uk9

  10. Activities to try • As a group, write a code of conduct for your classrooms. Use language the pupils will understand easily and limit yourselves to five rules. • Collect the codes of conduct from your practice schools and compare them to consider similarities and differences. • Hold a discussion with a group of pupils and ask them to draw up a code of conduct for the class while you listen in. Note the insights that you gain in your B4L folder and discuss them with colleagues. www.behaviour4learning.ac.uk10

  11. Want to find out more?References on the B4L site • Group trainee teacher discussions – Setting classroom standards • A useful taxonomy for rules - School children's reasoning about school rules • Crowhurst Primary School – Self Esteem & Behaviour Plan • Teachers TV - Teaching With Bayley - The Trouble with Girls: Back to Basics (illustrates the need for ground rules) • DCSF guidance - School discipline and pupil-behaviour policies: guidance for schools • Steer Report - Learning Behaviour: The Report of the Practitioners’ Group on School Behaviour and Discipline www.behaviour4learning.ac.uk11

  12. Conclusions What is the key message have you gained from this scenario material? How might you apply this approach in your own practice in school. Further insights and notes for tutors and mentors are available on the website Updated August 2009

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