Sharon Williams Educational

  • Home
    • About
    • Testimonials - training
  • Blog
    • Overview
    • So you want to be a teacher
    • Behaviour for Learning
    • Learning and Progress
    • Questioning and Collaborative Learning activities
    • Assessment
    • Lesson planning
  • Training
    • Behaviour Management strategies for the non-specialist drama teacher
    • Primary >
      • Drama teaching in the primary classroom
    • Secondary >
      • An Eye on Learning - video
  • Contact
  • Home
    • About
    • Testimonials - training
  • Blog
    • Overview
    • So you want to be a teacher
    • Behaviour for Learning
    • Learning and Progress
    • Questioning and Collaborative Learning activities
    • Assessment
    • Lesson planning
  • Training
    • Behaviour Management strategies for the non-specialist drama teacher
    • Primary >
      • Drama teaching in the primary classroom
    • Secondary >
      • An Eye on Learning - video
  • Contact
Click here for the Blog Overview
SCROLL DOWN for the blog post or
FILTER BY TOPIC by clicking on one of the following buttons
So you want to be a teacher
Behaviour for learning
Learning and Progress
Questioning & Collaborative Learning
Lesson Planning
Assessment

Planning for positive behaviour for learning

9/13/2016

0 Comments

 
Picture
This is part of a series of posts about behaviour management. The previous two posts – ‘Behaviour Management – some tips to help you’ and ‘There are two ways of looking at Behaviour Management’ gave you some information about ways of dealing with unacceptable behaviour in your classroom. In the Observation posts we looked at what to look for when observing behaviour management in the classroom.
​
This post examines the idea that if you plan well, the students won’t misbehave in the first place!
We need to be realistic. There will often be students who will not follow rules - and the processes in your school will deal with them.

In 
these posts we are looking at working with the majority of students in your classes.
Picture
The job you have is to ensure the bulk of students is on your side.
Something you need to remember if faced with behaviour issues – it is rarely the whole class who are messing around - even though it may seem so at the time! 
Picture
​An objective eye will point out that only one or two students are off task. The rest of the class is made up of:

 - a small group of students who will always do what you tell them

 - the vast majority of students who could move either way - they are either going to behave well or not ... and it is all down to how you manage the situation.  

They will not be naughty in themselves - but you could briefly lose them if they start laughing or encouraging the poor behaviour of the one or two miscreants!

These tips will help you to plan for positive behaviour – ‘behaviour for learning’

There are many explanations why students may not behave properly, but one of the main reasons will be that the students are not engaged in the work.

Why?

Let’s look at the possible causes and what you can do to avoid them becoming problems!
 
The problems arise when:
  • Students don't know what to do to achieve / succeed
    • Share the success criteria with them at the start of the lesson.
  • They aren't praised when they do achieve
    • Celebrate them moving forward in their learning. This doesn’t always have to be with balloons! Think about how you like to be acknowledged when you achieve something new.
  • The work is too hard or too easy
    • Plan for all the students to achieve. (Future posts on differentiation)
  • The instructions are unclear
    • Obvious solution!
  • The tasks are too long or not varied enough
    • Break tasks into bite-size, manageable chunks. Check learning at regular points (Future post on Assessment for Learning – AfL)
  • We don't appeal to the individual's type of learning
    • Consider how some of us like to learn visually, others by doing etc… (Future posts on learning styles)
  • The tasks are not relevant and would not grab interest
    • Find a way of linking the new knowledge to their existing spheres of reference - make it relevant!
  • There is more teacher talk than student talk (look out for a later post about this!)
    • We learn through talking about the learning. This is a complex study – and one covered in later posts – and includes collaborative group work, discussion tasks, paired learning….
Consider what this means in terms of your planning and your delivery.
Remember:
most children want to learn and enjoy learning
Want more tips? ...

Children retain...


10% of what they read
Picture

Picture


​20% of what they hear


30% of what they see
Picture


​50% of what they see and hear

Picture


​70% of what they say

Picture
​

​90% of what they say and do

​This has huge implications for how we plan our lessons. There is only an hour (or two for some of you) – fill it carefully!
Remember - most children want to learn and enjoy learning
 
TIP: You need to have clear learning intentions, which are outlined to the students - at regular intervals.
 
TIP: Set short, varied tasks, which are achievable – but which stretch the students.  Set students up to achieve, not to fail!
 
TIP: If you know what you want, you will be able to communicate this to the students.
 
TIP: Ensure you break the instructions down - unpack it for them and reinforce what you need in different ways.

Remember - effective lesson planning leads to fewer behavioural problems!

Picture
0 Comments

Your comment will be posted after it is approved.


Leave a Reply.

    Dr Sharon Williams
     
    Sharon has spent many of her 33 years in secondary education working with trainee teachers.

    She has mentored trainees, trained mentors ... and has developed and delivered mentoring and coaching programmes in schools.
     
    Countless trainee teachers have benefited directly from working alongside Sharon, or the mentors she has trained  -  and all have successfully passed their training year!

    Archives

    December 2016
    November 2016
    October 2016
    September 2016

    Recent posts

    So, you want to be a teacher?

    ​How to make the most of observing.

    Behaviour management - there are two ways of looking at it...

    Behaviour management - some tips to help you.

    It's all firsts!

    Planning for positive behaviour for learning.

    Where the real learning takes place.

    How to observe - questioning.

    How to observe - collaborative learning.

    ​Using video to increase the power of your mentor meetings.

    Assessment - what does it mean to you? What does it mean to your students?

    Lesson planning 1: Learning outcomes and success criteria

    Lesson planning 2: Starters and plenaries and why they are so important to the learning process

    Lesson planning 3: Differentiation - what is it and how do I do it?

    ​Establish routines for you and the students - and have a calm week

    Student routines - another step towards becoming a good teacher
    ​

    What is learning and how can I plan for it?

    Categories

    All
    Assessment
    Behaviour Management
    Collaborative Group Work
    Differentiation
    Keeping On Top
    Learning
    Learning Talk
    Lesson Planning
    Progress
    Questioning
    Routines
    Starters And Plenaries
    Time Management
    Video Observations: An Eye On Learning

    View Sharon Williams's LinkedIn profile View Sharon Williams's profile
    CLICK HERE for updates of new blog posts and CPD information
    Picture
Contact: [email protected] 
Home
Blog
Training