BEHAVIOUR FOR

LEARNING

May 2013

Behaviour for Learning

•Increase awareness of the nature of behaviour for learning

• Improve the level of behaviour for learning in your classroom by incorporating shared good practice • Reflect on the changes you intend to make to your current practice

Intended outcomes

Behaviour for LearningStructureTo consider:

1. The lesson 25 minutes2. The relationship 25 minutes

Behaviour for Learning

The Lesson: What makes a lesson work?

Task In Pairs: feedback your ideas and then choose four key points In Groups: pairs feed back their ideas and group selects five key

thoughts

Behaviour for Learning

The Lesson: What makes a lesson work?

Group Feedback

Behaviour for LearningThe Lesson: What makes a lesson work?

Teacher Groups’ feedback

Behaviour for Learning

The Lesson: What makes a lesson work?

Ormskirk School Pupils

1. Interesting and Exciting2. Group and paired work3. Variety of Approaches4. Support and help

Ofsted

1. Active Learning2. Up to date knowledge3. Differentiation4. Formative feedback

Behaviour for LearningThe Lesson: What makes a lesson work?

Ofsted on outstanding lessons: Grade 1 edge

‘well judged and imaginative teaching strategies’

‘teachers motivate learners to participate in a wide range of learning activities’

‘high levels of engagement and interest’

Behaviour for LearningTeaching Skill Hierarchy

Inspire

Engage

Plan

Knowledge

Encourages independent learning

Behaviour for LearningThe Relationship: What makes the

pupil/teacher relationship work ?

Task In Pairs: sort the cards into positive and

negative , then prioritise In Groups: pairs feed back their ideas and

group decides on version

Behaviour for Learning

The Relationship: What makes the pupil/teacher relationship work ?

Group Feedback

Behaviour for LearningThe Relationship: What makes the pupil/teacher

relationship work ?

Teacher Group FeedbackGood Practice Bad Practice

Interesting and exciting Lack of control

Variety of approach Lack of fairness

Challenge Lack of respect

Offering support Tone[shouting]

Control of behaviour Failure to listen

Relevance Boring

Group organisation Poor use of stages

Behaviour for LearningThe Relationship: What makes the pupil/teacher relationship work ?

OS Pupils – Positive

• Positive, calm atmosphere

• Effective control• Mutual respect• Use of rewards• Support

OS Pupils – Negative

• Lack of Control• Shouting[tone of

lesson]• Boring• Extreme use of

stages• Failure to listen

Ofsted: Outstanding

• Humour• Inspiring• Passion• Enthusiasm• Praise and reward• Expectations

Behaviour for Learning

The Relationship: What makes the pupil/teacher relationship work ?

Ofsted on outstanding lessons: Grade 1 edge

‘generate high levels of enthusiasm for participation and commitment to learning’

‘inspire and challenges all learners’

• learning takes place

• the tasks are varied and challenging.

• There is a good balance between challenge and support

• control is offered

Behaviour for LearningResearch suggests behaviour is good when

• When good relationships with pupils are established

• A positive, calm climate for learning is created

• authority is gained by being reasonable, keeping calm and being assertive

• procedures and routines are set up and reinforced

Behaviour for LearningResearch suggests behaviour is good when

Behaviour for LearningResearch suggests behaviour deteriorates when

• relationships have not been created

• establishing a learning environment is linked to shouting or nagging the class

• when accepted routines are not adhered to

• pupils have a right to learn without disruption.

• remember that pupils often regard a reprimand or a request to move as a personal affront and public

humiliation

• orderly behaviour has to be learned

• always be a role model for the behaviour you want to see (even when you are annoyed!)

Behaviour for LearningSome thoughts

Behaviour for Learning

BELIEF Three Thoughts

• You must have belief in your subject• You must have belief in the pupils• The pupils must believe in you [you are

on their side]