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BEHAVIOUR

Subject Knowledge Focus

Behaviour for Learning and Planning for Progress

Lead School Dave Gilkerson – TLG Bradford (Lead school)
Trainers Shabana Khan (Lapage Primary School
Shameem Akhtar (Lapage Priamry School)
Chris Currie (Dixons Allerton Academy)

 

Objectives of Sessions

 

In the sessions you will learn:

•How ‘behaviour for learning’ is different from classroom management

•The development of a ‘culture for learning’

•The avoidance tactics often employed by children

•How to promote the value of learning for its own sake

•How behavior management fits within the behavior for learning framework

Delivery

1 full day to take place in first block of School Based Training at TLG Bradford.

Preparatory Tasks

Completion of self-audit.

Outline of Sessions

Morning - Focus on Behaviours of Staff and Children (Whole group input)

Session 1 – Understanding of what behaviour for learning is, how we can model this for children and how classroom management feeds into a bigger framework.

Session 2 – How to develop a culture for learning in the classroom and recognizing the tactics children will employ to avoid you and your agenda!

Session 3 – Self assessment of the classroom culture they want to create and action plan towards achieving this.

Afternoon - Focus on practical delivery

Session 1 – The difference between developing behaviours for learning and getting good at behavior management.

Session 2 – The 3 R’s of behaviour management

Session 3 – Bullet proof teaching - how to develop resilience in your career.

Post session task - Observe children in your setting to identify when they may be using any of the tactics identified and list them. Observe staff during lessons to see how they promote certain behaviours for learning and list which ones they are.

Outcomes linked to standards

These sessions will have a specific focus on:

Standard 1a: establish a safe and stimulating environment for pupils rooted in mutual respect

Standard 1c: demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Standard 2c: guide pupils to reflect on the progress they have made and their emerging needs

Standard 2d: demonstrate knowledge and understanding of how pupils learn and how this impacts on teaching

Standard 2e: encourage pupils to take a responsible and conscientious attitude to their own work and study.

Standard 4b: promote a love of learning and children’s intellectual curiosity

Standard 4e: contribute to the design and provision of an engaging curriculum

Standard 5b: have a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these

Standard 7c: manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them

Assessment tasks and feedback

The subject knowledge audit and completed action plan will form part of the assessment for QTS through your e-portfolio. Assessed by SCITT tutor

Suggested reading and other support

How Children Fail – John Holt

How Children Learn – John Holt

Emotional Intelligence, Why it can matter more than IQ – Daniel Goleman

http://educationendowmentfoundation.org.uk/toolkit/meta-cognitive-and-self-regulation-strategies/

www.thinkingclassroom.co.uk