This afternoon the 15 Minute Forum concept was launched at TLA. For those not familiar with the concept, a 15 minute forum is an informal gathering of colleagues to talk around a teaching and learning idea. It lasts 15 minutes and therefore usually focuses on a single aspect.
Today, I shared some low level behaviour interventions. This is work that links in to our focus on relationships building and the work of Robert Marzano that I encountered thanks to Behaviour Buddy. The work builds upon the basic routines shared in an earlier post. The idea of ‘withitness’ was also revisited with staff: the idea that we should react cognitively to behaviour events rather than emotionally.
Marzano thought about how to share and achieve high expectations of behaviour and learning. The process centres around planning for behaviour. Remember, this is not the same as stating that if you plan engaging, fun or brilliant lessons, students will choose to behave. What it means is that we must plan for behaviour and learning. Quite often, I will find that I have run out of words or make the behaviour situation worse by either:
- Inadvertently saying the wrong thing, or
- Reacting to secondary behaviour, rather than addressing the initial incident.
I shared a wide number of low level interventions, which are embedded below. I must stress, that they aren’t mine. i will commend them to all colleagues however and that you spend time looking at them and planning to use them. I certainly have benefited from scripting and practising responses over and over. Some will work for you, others won’t. Some will work with some students and not work with others.
My top 5 are as follows:
- Belief. Communicate genuine belief and care for young people. ‘Yes, I may be giving you a had time about your behaviour David, but that’s because I know that you can do well in Geography.’
- Own the Room. Meet and Greet students, walk around the room ( I am rarely sat at a desk when teaching). Stand by those who may decide to do the wrong thing.
- Say thank you. Rather than please. It’s more assertive and communicates the expectation that your request will be followed.
- Tell. Explicitly teach the behaviour. ‘We have out TLA 5 out on the desk so that we can access them quickly to keep learning flowing.’
- Maybe, and. This is a recent addition to my strategies. For that young person who says ‘But Miss, Mr Rogers doesn’t make us do that.’ The reply ‘Maybe he does, and you’re in my lesson now and that means we need to tuck shirts in before coming in.’ Remember, although there may be inconsistency between colleagues, students also try their luck!
I’ve left the other examples blank and I would reconmend trying some out and writing mini scripts to use.