Challenge. Progress. Differentiation. #3 January 2014
JUST BEHAVE........will you?
What works for some doesn't work for others. What works in Science may not work in Music. So what is the key to establishing effective behaviour for learning? Too many factors contribute to pupils arriving to our lessons with poor attitudes. Not all these factors are within our control but it is our job to get the best out of them and there are obviously a number of things that we can do to try and help. Whilst every pupil is different there are some common approaches to improving behaviour. Below are 3 phases that are important to getting the right results in our classrooms. At the end of this terms CPD focus hopefully we will all have found some positive solutions for that particular individual or that dreaded class Period 8 on a Friday. Please share what has worked for you!
Phase 1. Behaviour Management.................
Our pupils themselves have commented in the past that they like teachers to be consistent and fair. Reinforcing basic behaviour expectations is key to establishing a safe positive environment. These situations usually involve identifying strategies that are often focussed on dealing with unwanted behaviour and trying to get students to conform to a set of common ground rules. A collective approach is needed for this to be successful and should be enforced by all throughout school. Establishing clear routines avoids students 'trying it on' in one subject when they know they would/wouldn't get away with it elsewhere. However, whilst establishing these ground rules is important, is this ultimately what we want from our inquisitive 21st century learners?
Phase 2. Maintain Motivation......
Getting to know your class as individuals is half the battle but is probably the most over looked with hectic busy timetables. Whilst ensuring we are being consistent in enforcing Phase 1 we have to be skilled in knowing what works for which students. Finding individual hooks and establishing motivation helps students to maintain positive behaviour because.......they want to. As adults we are more motivated when something is personal to us and more likely to work harder. Pupils are more likely to take ownership within the classroom and display positive attitudes to learning when they are motivated and have good relationships within the class.
Open the questions below. How many of these behaviours do you display in your class already and how many are feasable? Would your students say the same as you? Download a copy.
Phase 3. Behaviour for Learning...........
So what about those classes where routines have been established and low level disruption is not an issue......much! In these situations we can really begin to establish true behaviour for learning. A student in ik1 who sits there and doesn't make a peep is not displaying good behaviour for learning but will often get an 'A' for effort. After we have won the battle to get them to sit in their chairs, be quiet and follow a list of behaviour expectations we then want them to be active, engaged and question their own learning- no wonder some are left confused! Through enquiry based tasks we want students to take charge of their own learning and become independent. Whilst some of the list below may be a step too far for some students ultimately these are the types of behaviour we should be promoting and challenging them to take on board.
Project for Enhancing Effective Learning (PEEL).