CPD Project: Behaviour for Learning

The Behaviour for Learning group met three times to discuss the hot topic of behaviour and how we can have a more consistent approach across the Academy.

In our first session we discussed the importance that “high” quality behaviour for learning is underpinned by relationships, lesson planning and positive reinforcement including rewards. We also explored and discussed our own understanding of behaviour for learning and shared our thoughts and experiences.  And Thus we all completed questionnaires to ascertain what we currently felt about behaviour across the Academy and what our experience of behaviour for learning training/CPD had been in our teaching careers so far.  The key findings were:

  • Behaviour is on the whole improving but there needs to be more consistency
  • A need for ongoing CPD support across the Academy.
  • Reminders and reinforcements to support all staff with their behaviour management skills and expectations of each other e.g. Behaviour Management is a Team Sport!

We also asked what our students thought about behaviour at the Academy!  We asked them three questions:

  1. What is good behaviour?
  2. What is poor behaviour?
  3. Have you been in a lesson where poor behaviour has been ignored by the teacher and how does this impact on you?

You can watch the responses here  in Dropbox or below:

At the end of the first session we agreed that the aim of our group was to develop strategies that would ensure greater consistency across the Academy.

We began by looking at the key messages from Tom Bennett’s independent review of behaviour in schools titled: ‘Creating a Culture: How school leaders can optimise behaviour’.

“A student’s experience in school remains one of the most insightful indicators of later life success in any one of a number of metrics. For many it is the best chance they will ever have to flourish. How they conduct themselves at school is crucial to that experience. Helping them develop good behaviour is therefore one of the most important tasks a school faces…”

“Whatever one believes the aims of education to be, all of [them] are best realised in schools where good behaviour is the norm, and antisocial, selfish, or self-destructive behaviour is minimised.”

(Author: Tom Bennett)

From this, we talked about how behaviour and attitude to learning is and will remain a priority for the Academy going forward.  Here is a quote from the Headteacher’s blog:

“It’s a minimum expectation that students at Churchill will be polite, well-mannered, and tolerant, but we expect not just compliance but active participation in learning and taking responsibility for the choices they make. That’s why we use the Attitude to Learning Scale alongside the Code of Conduct to help our students understand our expectations of them.”

Headteacher’s blog – 30th September 2017

This also lead us to talk about the importance of Rewards in recognising positive behaviour and attitudes:

“Our aim is to use this positive reinforcement to ensure that those students who behave well consistently are recognised for their part in building a culture where exemplary behaviour and attitude to learning is the norm. It is this interplay between behaviour and attitude to learning that ensures the best chance of success in school.”

Our next session involved us delivering a presentation from Chris Moyse (Managing Director – TLC Education Services Ltd) who kindly shared some top tips and ideas which we took to the B4L group as well as incorporating themes presented in ….

when the adults change

 

Following this session, we asked all members of the group to trial out one or two different strategies from the session and be ready to report back their findings/thoughts/ideas to the rest of the group.   We discussed the importance of High expectations, consistency and routines!

Finally, this led us to create/produce the B4L 5 top tips/ideas to ensure consistency of behaviour management across the Academy.  Here they are:

  1. Legendary Line ups – All students to line up appropriately outside the classroom.
  2. Hoodies off – Remove hoodies independently before coming into a classroom
  3. Meet and Greet – Teacher/Teaching Assistant to meet the class at the door and greet/instruct into the room
  4. Prompt to start & equipped to learn – Students to be instructed at the door what is required for lesson, students come in appropriately and prepare themselves ready for the lesson in the given time
  5. End & Send – All teachers to ensure a calm end to lesson and delivery of students to their next lesson. Students to act on instructions given promptly, calmly and quietly.

 

There will be more guidance given to staff on B4L over the coming weeks/months/year as behaviour continues to be a focus for us all as we move into the new academic year.

P.S.  if you haven’t read ‘the book’ yet – please do!  It’s really thought provoking and really emphasises the importance of the relationships between staff and students…..

 

Thank you for reading!

 

Nicky Moon and Sarah Tucker (& B4L team!) June 2018

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