Teaching Behaviour
Steve Baker
B&A Education Ltd
‘Are You ready for Ofsted?’ 26.4.12
bandaeducation@btinternet.com
Questions
• Why should we teach
behaviour?
• What should we teach?
• How should we teach it?
• How should we assess it?
Why should a
school look like
a cauliflower?
Splat the rat
Is compassion ‘outsourced’?
The member of staff responsible for
behaviour
“I expect you all to be independent, innovative,
critical thinkers, who will do exactly as I say”
Are empathy, dignity, respect
and other values modelled by
SLT?
Why should we teach behaviour?
Child
Pupils learn throughout the school day
Are all staff clear what that learning is?
We need to take charge of that learning
If we don’t teach behaviour..
Why should we teach behaviour?
• Because we cannot avoid doing it
• Because pupils need certain skills in order to
learn independently, or at all
• How does successful is group work for staff
who don’t teach behaviour?
• Because the structures, boundaries and
routines though which we teach behaviour
demonstrate the love that some pupils lack
What should we teach?
What behaviour
should we teach?
Fold your blank piece
of paper....
SEAL
BLP
BFL
PLTS
What behaviours for
learning have we
identified?
When are they taught?
Staff Modelling:
• Self awareness
• Managing feelings
• Empathy
• Motivation to learn
• Social skills
Do
transition
processes
capture
this?
Group work
How do primary
schools teach these
skills?
Do SOW identify
these skills and
do lesson
objectives
promote them?
Are the skills named,
rehearsed and
reviewed in
plenaries?
How should we teach it?
We don’t need to become:
• Psychiatrists
We do need to:
Give unconditional positive
regard
Set boundaries
Provide engaging activities
Use the language of SEAL
SEATING
PLANS
Signals
for
attention
Consistency
Meet and greet
Every lesson – modelling courtesy.
Pupils without equipment
Lend it, note it. Consultation the
second time.
Shouting out
Never answer a shouted out answer.
Settling latecomers
Indicate a chair. Speak one-to-one
later. Make up the minutes lost.
Seating plans
Your plan; non-negotiable.
Chewing
Check on entry. Remove on sight.
5 minute consultation.
Red
Amber
Green
The corridor/department are is
unsupervised between lessons
Supervision is inconsistent.
The corridor is supervised during
break times.
There is usually litter on the
corridor
Some litter appears but is tidied There is no litter.
away reasonably quickly.
Most staff do not meet and greet
classes
Most staff meet and greet
classes.
All staff meet and greet
consistently.
There are frequently pupils on the
corridor during lessons
There are sometimes pupils on
the corridor during lessons
There are no pupils on the corridor
during lessons.
Raised voices are frequently heard
in lesson
Raised voices are sometimes
heard in lessons
Behaviour is calm at all times.
Display is lacking. Where it exists it
is poorly maintained and does not
support learning.
There is some attractive display Display is planned, attractive, well
but it lacks coordination.
cared for and supports learning
effectively..
What Should Assessment Look Like?
My effort
My cooperation
My
concentration
My conduct
My attitude
My reactions
Big Change Needed
My behaviour distracts
others from learning
sometimes
I sometimes disrespect
other learners and/or the
teacher
Getting There
I do not distract other
learners. My behaviour
helps me learn.
I work cooperatively with
others.
I attend well and I am
punctual.
I do not always
I can work on my own or in
concentrate. Sometimes I a group without getting
talk or mess about when I distracted
should be working in a
group
I am boisterous around
I am calm and orderly as I
school and sometimes I move about the school
take physical risks
I am polite most of the time
I sometimes disrespect
other learners and/or the
teacher
I respond badly to
I usually respond calmly to
sanctions
sanctions
Focusing
Developing
Expectations
Some learners are unclear
what is expected of them.
Most reminders focus on
inappropriate behaviour
Learners are reminded of the
positive behaviours required for
effective learning.
Routines
There are some routine
elements in place.
There are clear routines e.g. for
gaining attention, for transition
between activities, for registration.
Relationships
Whole school rewards
Pupils are greeted appropriately
systems are used to motivate and praise is used to reward
learners.
positive contributions. Staff and
pupils show respect for one
another.
Modelling
Teacher behaviour is in line
Teacher behaviour consistently
with the school’s expectations models calm, focused, positive
of learners.
behaviour.
Who Should Teach
Behaviour?