NQT ConferenceBehaviour 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.

• To consider your own strengths and areas for development

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.

Who, from the following, would create the best climate for learning…and why?

Best Climate - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - - Worst Climate

Climate for Learning

School climate:a hierarchy of needs

Self-actualisation

Self-esteem

Love, affection and belonging

Safety needs

Physiological or survival needs

Rules & Routines

Lesson structure

Refining pedagogy

e.g. AfL, LiL

Maslow’s hierarchy

No

tici

ng

The 4Rs FrameworkC

lear

exp

ecta

tio

ns

Sh

ared

an

d e

xpla

ined

Certainty not severity

Repair and rebuild

Negative

Rights

Rules

Routines

Responsibilities

Positive

Reward

consequence

ChoicesWhat are your strengths within this

model at the moment?

Can you identify an area of your practice

that you want to develop?

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)

• From: 2020 Vision Report of the teaching and learning review group

Planning process

learningobjective

learning task

BfL objective

What I want you to learn

What I want you to do

How I want you to do it

‘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?

Scenarios

• What would you do?

• Write it down…fold…pass on…

• Next scenario

• Consistent?

Bayley top 5

• In a pair

• Top three ‘mistakes’

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?

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

PlenaryDo my pupils know what my behaviour for

learning expectations

are?Scale 1-10

Do I know 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?

Useful Resources• www.teachers.tv • www.teachernet.gov.uk• http://nationalstrategies.standards.dcsf.gov.uk/sec

ondary/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