Teaching Behaviour

1. Teaching Behaviour Steve Baker B&A Education Ltd ‘Are You ready for Ofsted?’ 26.4.12 bandaeducation@btinternet.com

2. Questions • Why should we teach behaviour? • What should we teach? • How should we teach it? • How should we assess it?

3. Why should a school look like a cauliflower?

6. Splat the rat

7. Is compassion ‘outsourced’?

8. The member of staff responsible for behaviour

9. “Iexpect you all to be independent, innovative, critical thinkers, who will do exactly as I say”

10. Are empathy, dignity, respect and other values modelled by SLT?

12. Why should we teach behaviour?

14. Child

15. Pupils learn throughout the school day

16. Are all staff clear what that learning is?

17. We need to take charge of that learning

19. If we don’t teach behaviour..

25. Why should we teach behaviour? • Because we cannot avoid doing it • Because pupils need certain skills in order to learn independently, or at all • How does successful is group work for staff who don’t teach behaviour? • Because the structures, boundaries and routines though which we teach behaviour demonstrate the love that some pupils lack

26. What should we teach?

27. What behaviour should we teach? Fold your blank piece of paper.... What behaviours for learning have we identified? When are they taught?

28. Staff Modelling: Self awareness Managing feelings Empathy Motivation to learn Social skills

29. Group work Do transition processes capture this? Do SOW identify these skills and do lesson objectives promote them? How do primary schools teach these skills? Are the skills named, rehearsed and reviewed in plenaries?

30. How should we teach it?

31. We don’t need to become: Psychiatrists

32. We do need to: Give unconditional positive regard Set boundaries Provide engaging activities Use the language of SEAL

33. SEATING PLANS

34. Signals for attention

35. Consistency

36. Meet and greet Every lesson – modelling courtesy. Pupils without equipment Lend it, note it. Consultation the second time. Shouting out Never answer a shouted out answer. Settling latecomers Indicate a chair. Speak one-to-one later. Make up the minutes lost. Seating plans Your plan; non-negotiable. Chewing Check on entry. Remove on sight. 5 minute consultation.

38. What Should Assessment Look Like?

41. Who Should Teach Behaviour?