BEHAVIOUR AND MANAGEMENT THREAD:
Within our current work visiting classes to support in reaffirming school standards, the Code of Conduct and assessing classroom management and routines, I thought I would share some of the key observations made 👇🏻
✅ The power of knowing and using student names.
✅ De-personalising 'bad' behaviour and consistently referencing the school systems and expectations. 'The agreed school expectation and policy is... therefore...' This ensures understanding and consistency across all classrooms.
✅ Explicitly using the language of 'choice' and 'consequence'. The use of repetition is very helpful here. 'You've chosen to act in this way and have... therefore the consequence is...' 'If you choose to... then...' 'Don't make a bad choice...'
✅ Pausing (and even taking a breath) before interacting with behaviour that falls short of the required standards. Taking your time is not a weakness. Clarity in speaking and remaining calm in expression and tone.
✅ Removing the need for a discussion when reprimanding 'bad' behaviour. Ensuring only one voice is heard (yours).
✅ Looking for sources of agreement in negative behaviour. Break down the behaviour into small steps. 'We agree this happened... therefore...'
✅ The value of ensuring your body position projects strength when reprimanding a student. Think about where you have positioned yourself.
✅ Speaking to students in isolation rather than a group.
✅ Ensuring and demanding eye contact when talking. This also aids in modelling positive behaviours and expectations which is vitally important also.
✅ A stern and firm tone as opposed to escalating to shouting.
✅ If a consequence is issued and a warning given, ensure consistency and that this is followed up upon if the student still exhibits 'bad' behaviour.

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More from @MrAWGordon_

24 May
Another round of NQT observations started today. Here's a few T&L reflections that I thought about centred on six key words 👇🏻
1️⃣✅ Presence - difference between sitting down and standing up when explaining and firing questions. Removing the barrier between you and the class.
2️⃣✅ Voice - identifying areas and phrases for exaggeration and explicit enthusiasm as opposed to a single tone throughout.
3️⃣✅ Signposting - explicitly explaining transitions. 'Now that we've established...' 'You've had two minutes to discuss, now let's...'
4️⃣✅ Attention - potential to explain the split attention effect to pupils - do they understand the dangers attached?
5️⃣✅ Projection - ensuring answers can be heard by all. Pupils answering questions shouldn't be a two way street between them and you, everyone is involved.
Read 4 tweets
31 Mar
THREAD:
Spent the last few days observing fellow teachers and it's really strengthened my position on a number of different areas of classroom practice 👇🏻
✅ Demanding absolute silence and ensuring all eyes are on the teacher for any instruction, explanation or modelling. Holding students to a high standard here.
✅ Ensure the purpose/focus of the lesson is explained explicitly and linked to the SoW. Had some brilliant discussions with staff around a clear title slide, thinking about cognitive load and not having a title, series of objectives, criteria and starter task all together. Why?
Read 21 tweets

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