https://teacherhead.com/2013/01/06/behaviour management a bill rogers top 10/ WATCH
VOL 2 | ISSUE 1 SEPTEMBER 2022 SB Pedagogy Newsletter SBS Teaching, Learning and Assessment Newsletter ONE CLICKREADAWAY 4 Ways to Overcome Cognitive Overload in Your Students In this blog, Inner Drive explain why cognitive overload occurs and how to minimise it to secure student progress. LISTEN Diverse Educators Podcast Co hosted by Sarah Bonnell’s Nick Kitchener Bentley and Yamina Bibi will be out in the Autumn Term! Tune in on SPOTIFY!
• Useleastinvasivetechniquestocreatetherightenvironmentforyourclassroom.Forexample,non verbalinterventions,positivegroupcorrectionandpreservinganonymityofthestudentsby anonymousindividualcorrection.
3.RelationshipwiththeCurriculum:pupilbehaviourandcurriculumprogressareinextricablylinked.
Ifyouwouldliketolearnmoreabouthowtobuildapositiverapportwithstudentswhilecreatingapurposeful learningenvironment,haveareadofTomSherrington’sbloghere:
2.RelationshipwithOthers:all‘behaviour’needstobeunderstoodas‘behaviourincontext’ Behaviourbypupils isaresultoftheirinteractionswithothers(pupils,teachers,orotheradultsinschools/settings)asmuchasitisby factorsinternaltothechild.
• Acommonmisconceptionisthatignoringmisbehaviouristheleastinvasiveformofintervention.But ignoringmisbehaviouristhemostinvasiveformofinterventionbecauseitbecomesmorelikelythat thebehaviourwillpersistandexpand.
1.RelationshipwithSelf:apupilwhodoesnotfeelconfidentasalearnerandwhohas‘internalised’aviewthat theyareunabletosucceed,willbelesslikelytoengageinlearningandschool,andthereforemaybemorelikelyto presentunwantedbehaviours.
Behaviour for Learning
Hana Malik- Assistant Headteacher
AmarbeerSinghGill Dunlosky’s“Strengtheningthe StudentToolbox”InAction Inthismasterclass,SinghGill sharespracticalstrategiesto supportstudents
• Buildingarelationshipwithstudentsneedstobebasedonunderstanding,empathy,andconnection. Thisisunderpinnedbyattachmenttheoryandattheheartofitisthatchildrencannotlearnproperly unlesstheyarecalmandabletopractisealevelofemotionalresilience.
Teacherswhopromoteasenseofmeaningfulcurriculumprogressinlearningforeachpupilwillbemorelikelyto createapositivebehaviouralenvironment.Howmightweachievethis?
Behaviourforlearningistheideathatachild’sbehaviourinclassroomsandatschoolisaproductofavarietyof influences.Theseinfluenceshavebeensummarisedintothreesetsofrelationships:
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10 ways you can support your wellbeing throughout this academic year:
3. Know your non negotiables and plan them into your day/ week/ term.Thisisanythingthatsupportsyouwithyourwellbeing.Itcould be a moment to yourself, reading a book, meeting a friend/ family member,attendingaclassoutside ofschool,leavingat3:30pmone dayoftheweekorcompletingyourmealprep
Teachersneedtoknowhowtolookafterthemselves.Thismayseemasimple andeasytask;however,whenfacedwithamultitudeofteachingtasks,oneof the areas all teachers can miss is taking care of themselves. ’(Turner and Braine,2016).
1. Beclearandhonestwithyourlinemanagerregardingexpectations and deadlines. Say if things are getting too much rather than strugglinginsilence.
2. Knowwhentostopworkingonalessonplan/document.Sometimes ‘good ’is ‘goodenough. ’
6. Trytolivemarkwhilestudentsareontaskinlessonssothat you reduce the amount of marking you need to complete outsideoflessontime. 7. Sticktothe6am 6pmschoolemailpolicy. 8. Don’t reinvent the wheel unnecessarily adapt and reuse resourcesyourdepartmentalreadyhas. 9. Eat well and sleep well and remember those riveting routineswillsupportyoutoo. 10. Stay physically active. This is known to reduce stress and releaseendorphinstomakeyoufeelhappier. 3 Formative Feedback Strategies to Check for Understanding Ten Ways to Thrive Emily Watson - Lead Pracititoner 1 2 3 Cold Calling Show- Me Boards Think-Pair-Share 1) Ask the class a question 2) Give thinking time 3) Select someone to respond 4) Respond to the answer 5) Select another student and respond 1. Ensure every student has a pen and board to hand 2. Ask the class a question and give thinking time 3. Signal 3 2 1 Show Me and ensure every student shows their board the same time 4. Scan and sample responses. 1. Establish talk partners in advance 2. Ask the class a question and give them 5 10 seconds thinking time 3. Ask students to discuss in pairs 4. Circulate and listen as pairs discuss 5. Use cold calling to sample responses.
5.
Teaching allows you to transform lives and we know there is a strong correlation between teacher wellbeing and student outcomes. Students are morelikelytoreachtheirfullpotentialifyouarelookingafterthethreeareas ofyourhealthandwellbeing(mental,emotional,social,andphysical).
4. Allocateyourfreeperiodstospecifictasksandmakesurethesetasks arebrokendownintomanageablechunks. Buildtimeintotheweekforyourselfawayfromwork.
• Use Spot the mistake activities. Engaging with worked examples that contain mistakes and common misconceptions can support students to deepen their understanding of a concept. As they unpick the errors,theyinturndeveloptheir procedural knowledgeandexplorethelimitstotheconceptorproblem.
Educationalresearchandliteraturewidelydemonstratethattheacquisitionofnewknowledgeismosteffective whenstudents'workingmemoryisnotoverloaded.
Three effective strategies:
• Introducenewinformationwithinthe context of existing knowledge. Encouragingourstudentstomake connections and build on existing knowledge will support them to acquire new information more effectively. They are also more likely to engage with the new information and develop a deeper understandingifthelinkbetweennewlearningandpreviouslearningis explicitly highlighted.
MAKINGEVERYLESSONCOUNT
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Connect to existing knowledge Use worked examples with ‘Think Aloud’ Spot the Mistake
Schoolisanincrediblybusyenvironmentinwhichourstudentsencounternewlearningandaredevelopingnew skills every day. This can become overwhelming if new information is not chunked effectively to minimise unnecessaryload CognitiveSciencesuggeststhatlong termmemoryisdirectlyinformedbyourworkingmemory, therefore if our initial instruction causes this to become overloaded, knowledge retention and retrieval are negativelyaffected.
Howcanweplanourlessonstooptimiselearningtimeandavoidworkingmemoryoverload?
Presenting New Materials
Kiera McDonnell Lead Pracititoner
• Use worked examples with a “Think Aloud” approach to show how we, as expert learners, approach particulartasks.Asourstudentsbecomemoreconfidentwithaparticulartopicorconceptfadedexamples canbeused.Infadedexamples,oneormorestepsareremoved,andstudentsareencouragedtofillthese inthemselves.Astheirunderstandingprogresses,moreandmorestepsinthescaffoldingprovidedbythe workedexamplecanberemoveduntilstudentsareworkingindependently.
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Jonny Slater Assistant Headteacher Book Review of the Month
DrawinguponherownexperiencesandtheorisingonthevalueofwhatshedescribesasDemocratic Education,bellhooks’ Teaching Community A Pedagogy of Hope isapowerful,thought provoking,and meaningfultextwhichasksimportantquestionsaboutrace,classandgenderineducation,mappingoutan optimisticrouteforward,too.hooksaddresseshegemonicformsofeducationthroughimportantchapters including“TheWilltoLearn”,“TalkingRaceandRacism”and“MovingBeyondShame”.hooksdescribeshow educationcanhappenbeyondtheclassroomanddescribesarangeofwaysthatthiscanoccur.Notonlydidit provideawealthofideasaboutthenatureofeducation,butitalsogavearangeofmeaningfulsuggestions aboutteachingpractice,notleasttheimportanceofdialogueandconversationintheclassroomasapositive andprogressivewayofembeddingpositivechange.Asawayofrenewingthinking,then,inadditionto providingmeaningfulideasaboutteachingpractice,thisbookisathoroughlyrecommendedtextfor educators.
Creating a Classroom that Values Every Voice
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Ifwewantallofourstudentstodevelopthespeakingandlisteningskillstheyneedtobepreparedfor21stcentury life,thentheyneedtofeeltheyareinlearningenvironmentsthat‘valueeveryvoice’. Voice21,theUK’snational oracycharity,liststhisasoneoftheirbenchmarksforqualityoracyeducation.Thismeansthatasteacherswe shouldsupportallstudentstoparticipateinandbenefitfromoracyintheclassroombylisteningmeaningfullyto them,encouragingthemtodeveloptheirideasfurtherandnurturingacultureinwhichtheydothesame. Sohowcanwecreateaclassroomthatvalueseveryvoice?
• Ensuring you are scaffolding talk just as much as writing: Manyteachersusearangeofscaffoldingtoset studentsupforsuccessinwritingtasksanditiswellworthtakingthesameapproachfororacytasks. Considerthoughtstems,connectives,rulesfortalkorperhapsabankof‘sophisticatedsynonyms’!
• Strategies that ensure students are really listening: Oneofthewaystomakesureeveryvoiceinthe classroomisvaluedistomakesurestudentscanlisteninameaningfulway.Onepracticalwayofdoingthis istousethelisteningladdertohighlightthekeyphysical,cognitiveandsocialskillsassociatedwith meaningfullistening.Anothergreatstrategyforactivelisteningistoaskindividualstosharebacktheir partner’sideasfollowingsharedorgroupwork.
Nick Kitchener Bentley Lead Practitioner
• Strategies to ensure you’re really praising:Glossophobia,orfearofpublicspeaking,isextremely commonandisbelievedtoaffect75%ofthepopulationsoitisnosurprisethatmanyofourstudentsfind speakinginfrontofothersadauntingtask.Onewaytocombatthisistocelebratecontributions,nomatter howsmall,toshowthatastudent’svoiceisvalued.Positivefeedbackonthewaystudentsusebody languageandeyecontactmightbeagoodplacetostartwithstudentswhoareparticularlyreluctantto contribute.
Teaching Community - A Pedagogy of Hope (bell hooks)
Anisha Ahmed Curriculum Leader
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TOP TIPS
2. Check progress against objectives/ big questions: Askstudentstoreviewhowwelltheythinktheymet thesuccesscriteriaandconsidertheuseofa‘bigquestion’allowingthemtoconsolidatelearning.
Spotlight–
1. Monitor and Cue Time: Lessonswhichendinarushcanbeunsettlingformanystudents(aswellas teachers)soit’simportanttobringactivitiestoaclose evenifincomplete.Givestudentsatimecue,whilst keepingthemontask.
WalkThrus Entrances
3. Establish the pack up and leave class routine: Designandreinforcearegularpackinguproutinewhichstudentsarefamiliarwith.Monitorthatthisis beingperformedwell,praisingstudentswhilstdoingsoandredirectingandrehearsingifnecessary.Lastly, theteacherdecideswhenstudentsleave,notthebell,anddismissingafewatatimeensuresacalm atmosphere.
Use a clear signal for attention. You could use STAR, a technique from Doug Lemov’s Teach Like a Champion 3.0 or any other signal but keep it consistent.
Thebeginningofalessonisjustasimportantasthelasttenminutes;thisiswherewecanreallysupportour studentstoself regulateandcontinuetheirlearninginacalmandorganisedmanner.AnAimHighstartshould supportstudentstoreviewandconsolidatelearningwhilstaWorkHardendshouldalsoensureacalmtransition betweenlessons.
Additionally, front load Means of Participation so that students know exactly what they need to do and how to do it.
Aim High Start and End to Lessons
One Page Summary- Behaviour Management
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As a self proclaimed people pleaser, I used to struggle with managing behaviour for learning in my classroom because I thought that being relaxed with my routines and rules would help me build a strong rapport with my students. In fact, I found the opposite. Instead of my classroom being a learning environment and my students enjoying lessons,myclassroom waschaoticandstudents were not makingprogress andwere nothappy WhatI soonrealisedwasthatstudentslikedthepredicabilitythatcamewithroutinesbecausetheywereclearaboutmy expectationsratherthantheinconsistencythatprevailedbefore.
Teacher: 3…2…1 STAR. Pause and Be Seen Looking
RIVETING ROUTINES
In the safe havens of our classrooms, we are the leaders who can create the culture. All of our students look to us to lead them in working towards and achievingtheirlearninggoals.Bybeing clear aboutourexpectationsandexplicit in how students canmeet those expectations, we are being kind. After all, like ourcurriculum,behaviourneedstobetaughttoo.
YaminaBibi AssistantHeadteacher
ThissenseofclarityandconsistencyisanideathatBreneBrownexploresinher book Dare to Lead Shenotesthat‘cleariskindandunclearisunkind.’Although this refers to leadership in organisations, I’ve been reflecting on how this also appliestousasleadersinourclassrooms.
Habits of Attention
Teacher: Great tracking Julie. You really have shown up as your best self! Remember the R in STAR is to respond to what the previous person said Fatima so could you summarise what Rosie said please?
Asyouwillnoticefromtheimage,STARhelpstoclarifyeffectivehabitsofattentionforstudentswhilealsobeing usedasasignalforattention.IuseSTARasawayofsignallingtomyclassthatit’stimeforustocomebacktogether asateamtodiscuss,listenandlearn.It’snotaboutcontrol,it’saboutclarityandconsistency.Asit’sasignalIuse often, students know that when I say ‘3…2…1 STAR’, they must show up as their best selves I find that at the beginningwhileI’mestablishingthisroutine, somestudentsneedbecontinuallyremindedandthat’sokay.After all,habitsbecomeroutinesbecausetheyareincrementalchangeswe’remakingtowardsourbiggergoalsandthat takestime.
InTeachLikeAChampion(TLAC)3.0,Lemovstatesthat‘Habits of Attention seekstoestablishroutinesthatcause studentstofocustheirattentionduringclassandbuildstrongerattentionalhabits.Inaddition,itseekstousethe signalspeoplesendwhentheyattendtosomeoneelsetobuildastronger,moreinclusivelearningcommunity.’As partofthistechnique,hesharestheideaofusinganacronymwhichmakesthepositivebehaviourswewishtosee explicit for students. Though STAR is an acronym from TLAC, I have adapted it to meet the needs of our Sarah BonnellStudents.
IfyouwouldliketouseSTARasasignalforattention,Ihaveincludedascriptbelowwhichprovide some backpocket phrases you can use with students. Why don’t you try using STAR as a signal for attentionandseeifittransformsyourclassroomslikeithasmine?
Microscript:
• verbally praises what the student has done well
• ensure the students respond to feedback immediately in green pen secure success ‘early and often’ and therefore closing the feedback loop.
I LOVE HOW NATASCIA SERVINI:
Click on the image to see excellence in action! MEET THE TEACHING, LEARNING AND ASSESSMENT TEAM! Please contact us if you are looking for some inspiration, advice, coaching or just a chat and coffee! Our doors are always open!
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In this series, we will be sharing examples of effective Teaching, Learning and Assessment Practice from SBS Community.
• identifies a specific misconception to help the student
• circulates and monitors while students are working silently
• sets the conditions for independent practice
SHARING EFFECTIVE PRACTICE SERIES: I LOVE HOW… Teaching,LearningandAssessmentTeam