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Goffs School

Goffs School. Sean Burke Secondary National Strategy Consultant Behaviour and Attendance. “ The way in which staff communicate with the pupils they teach and with each other can be a powerful influence on pupil behaviour and attendance ”.

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Goffs School

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  1. Goffs School Sean Burke Secondary National Strategy Consultant Behaviour and Attendance

  2. “The way in which staff communicate with the pupils they teach and with each other can be a powerful influence on pupil behaviour and attendance”

  3. The lesson is going well, students are learningand behaviour is good. There is some misbehaviour that is partially affecting the learning in the lesson There is misbehaviour that is badly affecting the learning in the lesson

  4. “The most important person in the management of behaviour is the subject teacher”

  5. Scenario You arrive late to a lesson after a wet lunch break. The class are excitable and rowdy. How do you settle them and get the lesson underway?

  6. The most effective teaching for learners with the most difficult behaviour is little different to that which is most successful for all groups of learners. Learning is best when staff know pupils well and plan lessons which take account of the different abilities, interests and learning styles. Late starts to lessons, disorganised classrooms, low expectations and unsuitable tasks allow inappropriate behaviour to flourish. Pupils often react badly when staff show a lack of respect for or interest in them.

  7. Pupils with the most difficult behaviour respond positively when classrooms are well organised, there is a cheerful greeting from staff on arrival and routines for the start and end of lessons are clear. Seating plans, especially in secondary and special schools, help pupils with the most challenging behaviour to settle quickly. Teachers who are effective in reducing unacceptable behaviour are quick to intervene and divert pupils’ attention. They apply a variety of strategies to engage and hold pupils’ interest and so minimise the impact of negative behaviour. When behaviour is more difficult they adopt a consistent and non-confrontational approach and they always show respect for pupils.

  8. Scenario The class are working on an exercise and becoming increasingly noisy. You want them to move on the next task. How do you make the transition?

  9. Praise and reward Great try I like that Well done Superb You’re a star Brilliant I like it Super stuff What a good try That’s fantastic Well figured out Well worked through You really stuck with it You are a pleasure to teach I couldn’t have done better myself I’m impressed You’ve done really well Beautiful job Well thought out You don’t give up

  10. “The persistence, character, inventiveness and determination of the teacher to generate a good relationship with a difficult student is the foundation of any successful behaviour policy”

  11. Scenario Kevin has not started to record the findings of his investigation despite being asked. He is swinging on his stool and talking loudly to Eamon, who is several tables away. Kevin has not responded to your intervention and is still being difficult. You are aware that you are becoming irritated as Kevin is interrupting the flow of the lesson.

  12. Learn lessons. How could the situation have turned out better? Feel encouraged. How could the situation have turned out worse? Have perspective. Recognise that some stresses cannot be avoided Explore exception. When have stressful situations been mastered?

  13. What Do We Know Works? The quality of classroom management has a direct effect upon the quality of learning. The most significant aspects are: Starting the lesson well Seating arrangements Clear rules, protocols and procedures Maintaining momentum in lessons Personal relationships Attractive, personalised, interactive displays The physical environment High expectations Ending the lesson well Managing positive behaviours for learning

  14. ‘I have come to the frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. As a teacher I possess tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate, humour, hurt or heal.’ (Ginott, 1972)

  15. thank you sean.burke@hertscc.gov.uk

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