Climate for Learning Climate for Learning Climate for Learning Climate for Learning

Your challenge! Your challenge! Your challenge! Your challenge!

Your team has two newspapers.

Using only the two newspapers and

no other materials, make a

construction that meets the

following criteria:

∗ Stands on the floor

∗ Is over 5 feet high

∗ Is self supporting

∗ Is stable

∗ Will hold a marble at the top

Ice Breaker

∗ The factors that constitute a climate for learning

∗ How to establish a positive learning environment in your classroom and identify the ‘key ingredients’ for a stimulating environment

∗ How to organise a classroom to promote effective learning

We will consider…

Standard 1 Standard 1 Standard 1 Standard 1

∗ Set high expectations which inspire, motivate and challenge pupils.

∗ Establish a safe and stimulating environment for pupils, which is rooted in mutual respect.

Standard 2Standard 2Standard 2Standard 2

∗ Encourage pupils to take a responsible and conscientious attitude towards their work and study.

Teaching Standards

Standard 7Standard 7Standard 7Standard 7

∗ Manage behaviour effectively to ensure a good and safe learning environment

∗ Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy

∗ Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently

∗ Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

∗ Maintain good relationships with pupils, exercise appropriate authority.

Teaching Standards

‘Y’ Chart

∗ What does this feel like?

∗ What does it look like?

∗ What does it sound like?

A Positive Learning

Environment

∗ By having a strong school ethos, where values,

beliefs and principles underlies policy

∗ By ensuring the emotional well-being of the

learning community where everyone feels safe,

secure and valued

∗ Staff have high academic expectations of

pupils and the curriculum is engaging

∗ Systems are in place to promote good behaviour

– positive language and reinforcement are used

by all

∗ An organised, aesthetically pleasing

environment that is child centred

∗ Through nurturing relationships: within the

community, between children, between adults

How is a positive

learning environment

established?

‘Children

need to

feel safe

and

secure, it

is

essential

that

teachers

develop a

positive

classroom

Emotional Well-

being – Safe,

Secure and

Valued

How adults use language (both

written and spoken) can have a

significant effect on creating a

supportive learning environment.

Small comments can destroy learners’

self-esteem or boost it.

Respectful language between adults

and learners signals respectful

relationships.

The Use of Language

The Language of SuccessThe Language of SuccessThe Language of SuccessThe Language of Success

Signals confidence to children of their ability to

succeed with phrases such as ‘I know you can…’

The Language of Hope The Language of Hope The Language of Hope The Language of Hope

Creates an ethos where it is acceptable for children

to say ‘I’ll try but I need some help’ rather than

‘I cannot do it’. Support this by using phrases such

as ‘You can do it…’ and ‘What helps you do it?’

The Language of Possibility The Language of Possibility The Language of Possibility The Language of Possibility

Learners may express limits to their achievements

with phrases such as ‘I’m no good at…’ and ‘I always

get X wrong’. Support a climate of greater

possibility by the language you use in response,

such as ‘Yes, you did get it mixed up but let’s see

which bit is causing you the problem.’

The Use of LanguageHughes and Vass (2001) have identified three

types of language that are helpful in

supporting learning and motivation.

∗ What resources could you provide on your pupil’s tables

to promote independence and

enhance learning?

Table-Top Prompts

Take a Break

Displays can:

∗ Celebrate children’s achievements

∗ Create a lively, colourful,

interesting environment

∗ Show examples of the expectation

∗ Develop interaction

∗ Show class, group or individual

targets

∗ Scaffold and support learning

∗ Show the progression of the learning

and the bigger picture

Displays

High quality

displays for

learning enable

children to access

support

independently when

they are ‘stuck’.

Displays for Learning

They should be eye

catching, interactive

and use child friendly

language.

∗ Scaffolds learning which evolves

daily

∗ Public display of the learning

process

∗ Clearly displays the long term

aims of the learning as well as

the short term objectives

∗ Key Vocabulary is also displayed.

∗ Mind mapping, modelled examples,

re-drafting and pupils’ examples

are regular features of a working

wall

Working Walls and

Washing Lines

Working Walls and

Washing Lines

The

classroom

environmen

t may

suddenly

change to

fit a

theme.

This will

engage,

motivate

Stimulating and

Inspiring Displays

You may

use your

classroo

m

environm

ent to

create a

‘Wow’ to

launch a

Learning

Journey.

Stimulating and

Inspiring Displays

Stimulating and

Inspiring Displays

Ensure that every

child has the

opportunity to have

their work

displayed and

valued.

Displays Celebrating

Achievements

An Engaging Curriculum

Learning in the

outside environment

can be just as

effective and also

be intrinsically

motivating for

pupils

What ways could you

use this outdoor

environment to

facilitate learning?

The Outdoor

Environment

∗ Desks in groups can facilitate

discussion.

∗ Desks in ‘U-shaped bays’ can facilitate

high quality guided group work.

∗ Work stations can support children with

attention and listening difficulties or

children who need a calm space to enable

them to work.

∗ Labelled resources allow children to

access them independently to support

themselves when they are ‘stuck’

Organising the

Classroom

∗ Consider the following:

∗ Classroom layout

∗ Interaction displays

∗ Displays to scaffold learning

∗ Engaging environment

Walk Around

∗ Bounce Back Ability

∗ Mood Hoovers

∗ Pass the Smile

Art of Being Brilliant

The Art of Being Brilliant

1.1.1.1. Explain the sausage machine to the Explain the sausage machine to the Explain the sausage machine to the Explain the sausage machine to the

person next to youperson next to youperson next to youperson next to you

2.2.2.2. List at least 6 values you will be List at least 6 values you will be List at least 6 values you will be List at least 6 values you will be

putting in from now on.putting in from now on.putting in from now on.putting in from now on.

Positivity

Lunch – Time to Refuel!

Working with Others

Circle Time

∗ To understand the factors that determine TA effectiveness

∗ To develop effective strategies for working with others to enhance learning

∗ To understand how to develop support staff’s skills in key areas to ensure maximum impact on learning

Aims and Objectives

Standard 5Standard 5Standard 5Standard 5

∗ Adapt teaching to respond to the

strengths and needs of all pupils

Standard 8 Standard 8 Standard 8 Standard 8

∗ Fulfil wider professional

responsibilities

∗ Deploy support staff effectively

Teaching Standards

What gets in the way of you or

your class teacher working

effectively with your teaching

assistant?

What gets in the way of your

teaching assistant working

effectively with you or your

class teacher?

Barriers to Effective

Working

Arrange

the

statement

s into a

Diamond

Nine to

show

their

importanc

e!

Diamond Nine!

1.1.1.1. DeploymentDeploymentDeploymentDeployment

∗ At school level

∗ At classroom level

2.2.2.2. Preparedness Preparedness Preparedness Preparedness

∗ CPD and training

∗ Day to day preparedness and

communication

3.3.3.3. PracticePracticePracticePractice

∗ TA’s interactions with pupils, their

skills

Factors that

determine the

effectiveness of TAs

∗ How is Teaching Assistant time

allocated in your class?

∗ How do you and the class teacher

then use this time?

∗ Who do you and your teaching

assistant work with?

Deployment

How does your current class teacher ensure

that the TA is prepared to support the

children’s learning?

∗ Communication

∗ Time

∗ Subject Knowledge

∗ Pedagogical Knowledge

∗ Planning

∗ Feedback

Preparedness

Two dimensions to TA talk emerged

from research:

∗ Ineffective questioning skills

∗ Inability to support and develop

pupils’ independent learning skills

∗ How do you support your TA to

develop their questioning skills?

∗ How can TAs help pupils to develop

the children’s independent learning

skills?

Practice

Questioning

Building a relationship

with your TATop Top Top Top tips:tips:tips:tips:

∗ Job Book

∗ Planning

∗ Timetable

∗ Always have a role

∗ Use to model positive relationships

∗ Used effectively, your TA is a massive resource

Standard 8 - Fulfil wider professional responsibilities

∗ Where to go for help

∗ SBT

∗ Link Tutor

∗ Curriculum Leads

∗ Go to the right person for the right

thing

∗ Staffroom conversation – remain

professional at all times

∗ Don’t be a mood hoover – think positive.

∗ Task: Map out staff structure and share.

Where are your gaps?

Building relationship with

wider staff

Building relationships

with parents and carers∗ Homework

∗ Spelling

∗ Reading

∗ Be positive

∗ Greet in morning – discuss after school

∗ Smile

∗ Be approachable

∗ Know your pupils and their families

∗ Task: Drama scenario. A parents find

out you’re an student teacher…

∗ A child comes in to class with incorrect uniform

∗ You have concerns about a pupil’s hygiene

∗ A pupil in your class is often late for school

∗ You have made a mistake with the weekly spellings

and the parent is unhappy

∗ A child is your class has had an accident - she tells her

mum you didn’t let her go to the toilet

∗ A parent refuses to support his child to complete

homework – ‘It’s a pointless activity’

∗ Plan for your TA during whole class work.

∗ Share the Learning Objective and the

outcome that you are hoping to achieve

with the TA.

∗ Discuss your TA’s own subject knowledge.

∗ Discuss how you want the TA to support

learning.

∗ Set clear expectations of pupil behaviour

management.

∗ Communicate expectations of the TA during

whole class teaching eg. Where to stand,

sit, when to talk, raise questions,

Top Tips continued…

Circle Time

Behaviour for Learning – 22nd

September

∗ Bring Behaviour Policy

∗ Bring resources (or photos of

resources) that you use to

support behaviour.

∗ Write a reflection on the

effectiveness of using such

resources to support

behaviour.

Next time…

Any Questions?