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Small steps in Sanctions
My father he tried to beat the sin out of me but he only beat it further in Mr Smiley'
Paul Dix responds to a teacher's concerns about whether negative behaviour in his class is a clever cover up by his year 12 to override assessments they don’t agree with
22 September 2010 - 14:46
40 Tips for NQTs
40 Tips for NQTS: As published on Twitter by @PivotalEllie
#behaviour #nqttips #ukedchat
Behaviour on one sheet of A4
Schools and colleges that ripple with consistency have simple agreements in place not flashy 'behaviour systems. Lengthy behaviour policies that cover every eventuality are well intended but do not translate into effective practice. Too much is left to individual interpretation. Too little refers to daily practice.
New Behaviour Standards for Teachers
I was asked a few weeks ago to contribute to the Behaviour Standards for Teachers as part of the new Standards for Teachers published by the DfE (full document here )
Reasonable force ?
The restraint techniques that are demonstrated and practised by adults in training sessions look entirely sensible, proportionate and safe. Tick 'fully restraint trained' box. The problem is that we are not being asked to restrain adults (unless you count the scrum for coffee in the staffroom at break). Restraining children means that there's a huge disparity in size, strength, weight and height. Techniques that worked in rehearsal play out very differently in practice. Feet leave the floor, children struggle and get into awkward positions, the noise level increases and crowds can gather. Restraining children of primary school age is a gamble with their safety and your career. But before you roll the dice there are opportunities to mitigate your risk.
Meet the Parent
'Jason, you are just like an elephant, you never forget'. As the words fell from my mouth I knew that what I was saying was being misinterpreted.
Inconsistent or Just Differentiated
Inconsistent or Just Differentiated
10 Ways for Teaching Assistants to encourage the Class Teacher to address Behaviour
Working in a classroom with a teacher who is failing to meet the needs of the students presents a range of challenges and frustrations for the LSA. Even when the status and authority of the class teacher is challenged and the balance of power shifts, there are strategies you can employ to protect yourself and the students working with you and to improve the situation. If you want to engage teachers in a productive discussion about classroom management skills, the principles we use to encourage positive responses and appropriate behaviour from the students can be applied. With your language, attitude and approach tailored to the recipient and your 'egg shell walking' skills honed you can make progress with even the most awkward of characters!