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NQT Conference Behaviour for Learning Workshop

NQT Conference Behaviour for Learning Workshop. November 2009 Dave Lewis Mark Travis SNS B&A Consultants. Objectives. To identify features of good behaviour for learning (BfL). To consider strategies for managing challenging behaviour, avoiding conflict and de-escalating situations.

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NQT Conference Behaviour for Learning Workshop

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  1. NQT ConferenceBehaviour for Learning Workshop • November 2009 • Dave Lewis Mark Travis • SNS B&A Consultants

  2. Objectives • To identify features of good behaviour for learning (BfL). • To consider strategies for managing challenging behaviour, avoiding conflict and de-escalating situations. • To consider your own strengths and areas for development

  3. Outcomes – by the end of the session you will… • have a structure to help you plan to improve behaviour for learning • have planned the next steps to develop your own practice.

  4. Who, from the following, would create the best climate for learning…and why? Best Climate - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Worst Climate

  5. Climate for Learning

  6. Refining pedagogy e.g. AfL, LiL Self-actualisation Self-esteem Love, affection and belonging Lesson structure Safety needs Rules & Routines Physiological or survival needs Maslow’s hierarchy School climate:a hierarchy of needs

  7. The 4Rs Framework Rights Responsibilities What are your strengths within this model at the moment? Can you identify an area of your practice that you want to develop? Choices Rules Clear expectations Shared and explained Negative Positive Noticing consequence Routines Repair and rebuild Reward Certainty not severity

  8. What is BfL? • Definition of ‘behaviour for learning’ • ‘developing the skills and attitudes to become better learners’ 2020 Vision • Explicit sharing of desired learning behaviours • Metacognitive processes (thinking about thinking)

  9. Research context • From: 2020 Vision Report of the teaching and learning review group

  10. Planning process How I want you to do it What I want you to learn What I want you to do

  11. ‘Ecoutez’ • NQT Jemima Tiley is teaching a Y9 mixed ability French class. • Where would you rate her teaching on a scale of 1-10 & why? • What role do her values, principles and beliefs play in the way she teaches? • What would you suggest as a target to help her move to the next level in her teaching?

  12. Scenarios • What would you do? • Write it down…fold…pass on… • Next scenario • Consistent?

  13. Bayley top 5 • In a pair • Top three ‘mistakes’

  14. Your skills • Refer back to the 4Rs Framework • What are your own strengths & weaknesses within the framework? • What are your next steps? • What support do you need? • Who can help?

  15. Objectives • To identify features of good behaviour for learning (BfL). • To consider strategies for managing challenging behaviour, avoiding conflict and de-escalating situations. • To consider your own strengths and areas for development

  16. Do I know what my behaviour for learning expectations are? Scale 1-10 Do my pupilsknow what my behaviour for learning expectations are? Scale 1-10 What will I do to help pupils to know their next steps to improve their behaviour for learning? How will this look in my classroom? Plenary

  17. Useful Resources • www.teachers.tv • www.teachernet.gov.uk • http://nationalstrategies.standards.dcsf.gov.uk/secondary/behaviourattendanceandseal • www.behaviour4learning.ac.uk/ • www.behaviouronline.com • www.pivotaleducation.com/behaviour/ • SNS Pedagogy & Practice Pack (18, 19, 20) • Bill Rogers -‘Cracking the Hard Class’/ ‘You Know the Fair Rule’/ etc • Dave Lewis dlewis1@cornwall.gov.uk • Mark Travis mtravis@cornwall.gov.uk

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