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Behaviour 4 Learning
Transcript of Behaviour 4 Learning
Why do children misbehave?
Boredom - a lesson was not well prepared or is not interesting
Disaffection – feeling alienated or ostracised
Distraction technique - attempts to avoid challenging work
Desire to gain power - Children may want to be in charge of their own lives and have problems with others telling them what to do
Attention - A child wants the teacher or specific peers to pay attention to him or her often achieved by challenging or defiant behaviour
Testing boundaries - Children want to know what a teacher will do when a rule is not followed (as with a parent) or to impress/shock peers
Retaliation A child is angry about something unrelated and looks for an outlet for his/her anger
Gaining peer acceptance
Low Level Disruption
“While many of the incidents of disruption may not appear in themselves to be of undue seriousness, taken cumulatively and on a recurring basis, they undermine the climate for teaching and learning in ways that are corrosive for the school community.”
School Matters 2006 p 52
‘A consistent feature throughout the school is the behaviour management demonstrated by staff which, together with excellent pupil/teacher relationships, is the major reason why pupils are focused on their work and, consequently, make such good progress…’Chris Keeler HMI 2007
We got grade 1 for Behaviour
How did we do it in challenging circumstances?
Listen to what the experts said:
Our Context is like yours: Not an excuse but an explanation
ACORN* is a geodemographic segmentation of the UK’s population which segments neighbourhoods, postcodes, or consumer households into 5 categories, 17 groups and 56 types.
* A Classification of Residential Neighbourhoods
Task: 1 & 2 (15 minutes)
A)Please work in groups and discuss and complete the ‘Attitudes to Learning’ booklet, first of all ranking the behavioural issues in terms their negative impact on learning and the frustration they cause
B)Then discuss about which approaches would be effective in changing these behaviours – please write
your thoughts in the grids in the booklet
New Framework 2013
‘Behaviour in lessons and around the school is excellent. Students have a sense of belonging to the Wakefield City Academy ‘family’. They watch out for each other and respect each others’ differences and beliefs.’
‘All staff have extremely high expectations of students and what they can achieve. Lessons are challenging, make the students think and allow them to make outstanding progress.’
Tanya Harber Stuart HMI 2013
‘Students’ behaviour is extremely positive. They self-manage their behaviour, and in some lessons, peer manage it. Attendance is high and punctuality excellent.’
‘In lessons students are keen to learn. They work well together and enable interesting activities to take place.’
Tanya Harber Stuart HMI 2013
11-16 multi ethnic inner city academy (34% EAL)
672 pupils, 50 teachers , 40 support staff
Area of high deprivation(FSM 27.6% nat avg 16%)
Few parents with qualifications/low aspirations and self esteem
Increasingly, high unemployment/benefits and dependency culture becoming a social norm in parts of our catchment
Often a shortage of positive role models in our more vulnerable young people’s lives
Bottom 8% nationally on intake
Build relationships – vitally important
Plan for behaviour – proactive and less reactive
A sense of humour is essential
Children won’t learn from someone they don’t respect
Monitor Rewards v sanctions
Catch them being good!
Be consistent and scrupulously fair
Follow up rewards
Fresh starts – restorative practice
Best Practice? Support each other across departments– the answers WILL be in this room
Answering pointless questions
Beginning to argue
Trying to persuade
Justifying your requests
Explaining things over and over
Changing your voice markedly
Changing your requests
Making exceptions unless reasonable adjustments, e.g. ADHD
- The HMI who awarded the Inclusion Quality Mark states in his June 2012 report,
‘Student behaviour throughout the Academy is exemplary – this is as a direct result of the quality of relationships that exist between staff and children and between the children themselves.’
Our outstanding results, and the exceptional progress made by our pupils, are testimony to
the hard work and dedication of our staff but more fundamentally they are due to the excellent relationships that are forged with those pupils and their parents
Wakefield City Academy
Attitudes to Learning
Some current methods that work with creating a ‘can do culture’
Please read through the accompanying document on 10 Approaches to tackle low level disruption
Choose one of the three scenarios on your table that involve inappropriate behaviour that is undermining the teacher’s authority and/or is a barrier to learning
On your A1 sheet, as a group, create a spider diagram around your chosen scenario highlighting strategies or actions that would help to resolve or improve the situation
Two nominated staff stay at each table to explain chosen strategies and the remainder visit other tables to take notes on ideas from other groups
Creating the ethos and culture
Thank you for listening
Hard Pressed = inner City adversity, high rise hardship and struggling families.
You are in an esalating situation if ..