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Behaviour

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Ark Teacher Training

on 30 October 2014

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Transcript of Behaviour

Objectives
Understand that a variety of factors influence pupil behaviour
and the importance of separating the behaviour from the child
Explain the difference between behaviour management and behaviour for learning
Give instructions that are concrete, observable, sequential and specific
Explain the Dweck’s theory of fixed and growth mindsets
Explain why uncovering and addressing errors and misconceptions ensures pupils make progress and identify strategies for doing so

Behaviour
Narrated by Katy Patten
To view this prezi please press the play button
Activity 1
pg:2
"Why do you think I am sometimes off task?"
Pause prezi
Finds the work too easy so is bored
Finds the work too hard so is avoiding it
Is hungry so can't concentrate
Doesn't like the subject because they keep getting bad marks
Is trying to make their friends laugh
Feeling angry about an incident at break time
Has had a row with their mum the night before and so is upset and can't concentrate
Doesn't understand the task instructions
Is worried about getting the answers wrong and feeling stupid

Here are just a few possibilities...
“Whilst most approaches have traditionally dealt with correcting misbehaviour once it occurs, it is obvious that the best way to stop misbehaviour is by trying to prevent it before it starts.”

- Muijs, D. & Reynolds, D. Effective Teaching: evidence and practice, 2011
Theoretical underpinning
The difference between behaviour management
and behaviour for learning
Behaviour Management
Problem focussed
The purpose is to manage behaviour
The indicator for success is that behaviour is managed
Separates learning and behaviour
Behaviour for learning
Solution focussed
It is necessary for teachers to think consciously about how they create opportunities to develop learning behaviour
That there are particular behaviours necessary for learning
Theoretical underpinning
- Powell R. & Tod J. ‘A systematic review of how theories explain learning behaviour in school contexts’, 2004
What do we mean by learning behaviours?
Ability & willingness to:
1) Follow instructions

2) Work hard

3) Share errors
Always assume
the best
Observable, sequential and specific
instructions.
Pay
attention!
Don't get
distracted!
An example of what to do...
Does he tell pupils
"what to do"
or
"what
not
to do"?
How are his instructions...

specific?
observable?
sequential?
Pause the prezi and press play on the video
Choose a case study and script a "what to do"
Student Y -
Screws up his worksheet
and slouches in his chair.
Student X -
Is whispering to another pupil when she should be writing the date and title.
Activity 3
pg:2
Activity 2
pg:3
How do we increase student willingness to work hard?
Information
Self-esteem
Self-efficacy
Inspiration
Inspiration, information, self-esteem and self-efficacy are
all important components of high aspirations
Young people and their parents need appropriate and reliable advice and information to help them make informed choices.
Young people need to feel confident that they have the skills and aptitudes to achieve their goals and to develop the resilience to cope with set backs.
Young people need diverse sources of inspiration - through meeting new
people, trying out new experiences and broadening their horizons.
Young people need to believe they can achieve their goals through working hard and to feel confident that they have a fair chance of success.
“I want to be like my uncle.
He’s a builder and
everyone respects him.”
Young person,
changing suburb.
- Cuthbert, C and Hatch, R
Aspiration and Attainment Amongst Young People in Deprived Communities
, 2008
Improving self-efficacy?
Activity 4a
pg:4
Fixed
Mindset

Intelligence and talent are fixed at birth
Growth
Mindset

Intelligence and talent can go up or down
Let's have a go:
Activity 4b
pg:5
Pupils, as far as possible need to feel confident to "have a go" and understand that making errors is a
positive
part of the learning process, you must "Normalise Error".
How can error be 'normalised' in the classroom?
Pause the prezi and press play on the video
Activity 5
pg:6
Your turn:
Activity 6
pg:6
Key takeaways and reflections
1)

2)

3)


References
• Dweck, C. S. Mindset: How you can fulfil your potential. London: Robinson, 2006
• Muijs, D. & Reynolds, D. Effective Teaching: evidence and practice. London: SAGE, 2011
• Lemov D. Teach like a champion: 49 techniques that put students on the path to college. San Francisco: Jossey-Bass, 2010
• Powell R. & Tod J. ‘A systematic review of how theories explain learning behaviour in school contexts’ In: Research Evidence in Education Library. London: EPPI-Centre, Social Science Research Unit, Institute of Education, 2004
• Cuthbert, C and Hatch, R Aspiration and Attainment Amongst Young People in Deprived Communities London: DCSF, Cabinet Office Social Exclusion Task Force, 2008
Script praise statements to encourage growth mindset
Please pause the prezi to complete the activity
Please pause the prezi to complete the activity
Please pause the prezi to complete the activity
Please pause the prezi to complete the activity
Please pause the prezi to fill in your key takeaways
Once you have watched the video please pause the prezi to complete the activity
Once you have watched the video please pause the prezi to complete the activity
Please pause the prezi to complete the activity
Separate the behaviour from the child
"Any behaviour that will help pupils to learn"

What happens is instructions are unclear?
Hi, I'm George.
Read the extract from Dweck's
Mindsets
in your workbook
Consider how teachers might use her work in the classroom
List all the reasons you can think of into your workbook
Identify growth and fixed mindset praise
Rephrase two of your choice
Watch the great ARK teacher
Use the prompts in your workbook to list the ways he 'normalised' error
Consider the likely impact on pupils
You may wish to watch the clip more than once.
Identify phrases you can use to 'normalise' error
Script some examples of your own
Ability & willingness to:
1) Follow instructions

2) Work hard

3) Share errors
Ability & willingness to:
1) Follow instructions

2) Work hard

3) Share errors

"How can we create an environment within which students feel safe to share their errors?"
* Two Mindsets, Stanford, magazine article, 2007 - Carol Dweck: 'Mindset: The New Psychology of Success', 2006. Design: Nigel Holmes
By the end of this module you will be able to:
“I want to be an
electrician, but I don’t think that’s going to happen.”
Young person
A few ways that error was 'normalised':
The teacher took more than one wrong answer
He explained that the student whose work they analysed was a good mathematician
Through questioning he identified the cause of the error and explained it
He was not happy until a perfect answer was reached
He asked for the whole class to work together to find the solution
Ability & willingness to:
1) Follow instructions

2) Work hard

3) Share errors
Full transcript