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Behaviour Scenarios

Behaviour Scenarios. A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 20: Finishing a lesson in an orderly way. Scenario 20. Finishing a lesson in an orderly way

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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 20: Finishing a lesson in an orderly way

  2. Scenario 20 Finishing a lesson in an orderly way When the lesson ends, your class are in the habit of closing their books and making a rush for the door. How can you establish a more orderly routine to finish the lesson? What do you do? WWW.BEHAVIOUR4LEARNING.AC.UK2

  3. Key Learning Outcomes • Planning a range of strategies to create an orderly end to lessons and avoid problems. • Modelling and practising, getting feedback and developing a more detailed strategy for use in the classroom. WWW.BEHAVIOUR4LEARNING.AC.UK3

  4. What do you do? • At the end of the lesson, say loudly, “Don’t move. I decide when it’s time to go.” • Plan your lessons to allow time for a plenary and feedback and keep an eye on the clock. • Designate a pupil to be your time-keeper with an outline time plan. He/she will give you warning when it is time to round up. • Stand in front of the door so that pupils cannot leave until they have cleared up. • Have homework already written on the board and give pupils plenty of time to write it down, discuss it and ask questions. • Give pupils warning of the end of the lesson and grant them time to finish off and get organised following an established routine. www.behaviour4learning.ac.uk4

  5. What may be the best choice? 2. 3. 5. and 6. are constructive approaches which, if all applied, will help avoid the problem. Lessons which end in a chaotic way have a negative impact on learning. Planning ahead and finding ways to ensure that you do not run out of time are very important. Equally important is consistency , well established routines for finishing the lesson and ground rules that are agreed by everyone and support an orderly finish. www.behaviour4learning.ac.uk 5

  6. How might you prevent a recurrence? • Set realistic and clear time limits for each part of your lesson plan and stick to them. Leave time for clearing up before the end • Leave time for involving pupils in evaluating the lesson against the objectives set at the beginning. • End on a positive note by congratulating the class on the objectives that have been met and explaining how their learning will continue at home and in the next lesson. • Ensure that pupils are dismissed in a sequence so that their exit from the classroom is orderly. • Check for any congestion in the corridor. Stand by the door and supervise departure and the corridor. www.behaviour4learning.ac.uk6

  7. Underlying principles Carefully planned and executed lesson endings ensure that pupils can: • look back at the objectives set • review and consolidate learning • have the chance to receive praise for achieving the objectives, thus creating a positive climate for learning • receive reassurance if there has not been time to cover everything • discuss and clarify homework tasks • plan ahead for the next lesson. www.behaviour4learning.ac.uk7

  8. Rights and Responsibilities • The responsibility for planning effectively and maximising the use of time is a fundamental duty in teaching. • If a lesson ends in a rushed and disorderly way this will affect ongoing learning of the subject and will have a negative impact on the quality of homework and the preparation for the next lesson. • Pupils should be encouraged to benefit themselves and others by sharing responsibility with their teacher, both with timing in the lesson and organisation of their classroom. • Other colleagues will have a more difficult job settling pupils who arrive from a lesson that has just finished in a disorganised way. All teachers have a responsibility to ensure that their lessons contribute positively to high quality behaviour for learning across the school. www.behaviour4learning.ac.uk8

  9. Activities to try • Plan the end to a lesson and include one serious mistake in timing or organisation. Role-play the ending with other trainees and get feedback on the effect your organisation had on them. Discuss ways you could have remedied the mistake • Observe lessons with a focus on how the organisation of the whole lesson impacts on the ending • Discuss the outcomes when you have your next meeting with trainees www.behaviour4learning.ac.uk9

  10. Want to find out more?References on the B4L site • Group trainee teacher discussions – Finishing a lesson in an Orderly Way • Improving Behaviour for Learning (Secondary Schools) – Ending the lesson • Improving Behaviour for Learning (Secondary Schools) – Leaving the classroom • Teachers TV - Teaching with Bayley – Time’s up! www.behaviour4learning.ac.uk10

  11. 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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