General Introduction Improving the behaviour of pupils to maximise learning is one of the most difficult challenges facing student teachers. It is the topic they most frequently request yet at times little time is allocated for it in most ITT programmes. In order to help students to develop the skills required, 26 scenarios have been created for subject tutors to use with groups of trainee teachers as a part of their training programme. The materials are equally suitable for use as the basis for short courses on behaviour improvement and for use by mentors in schools.
Whilst tutors and mentors may already be familiar with much of the content of the scenarios, the resource draws together information for those who wish to:
- be reminded about the key concepts in behaviour for learning
- see further explanation of the learning methodology
- receive assistance with planning a session
- be provided with links to resources and further information.
The scenarios are designed to slot into an existing ITT programme and to be flexible and adaptable. Although they present one or more answers in each case, they do not cover every aspect of each problem; moreover, the scenarios represent a selection from some of those which might be encountered by trainees and early-career teachers. There will obviously be different solutions to different situations and tutors and mentors will be able to elaborate on these and discuss them as appropriate. The suggested approaches do follow current good practice guidelines about improving behaviour for learning but are not intended to be exhaustive or prescriptive.
The opportunity for reflection, trying out different approaches, discussion, further reflection and the development of good practice are important features of these resources.
Scenario: Outline
This scenario is particularly concerned with planning, anticipation, sequencing and creating a positive atmosphere in the classroom.
Improving the organization of lesson transition should change the behaviour patterns and, to a large extent, avoid the necessity of dealing with the disturbance.
It is important to identify the reason why some pupils misbehave and disrupt transition and for the teacher to respond accordingly so that the cause, and not the symptom, is being addressed. If these problems continue, differentiated action within the class is usually needed.
Managing transitions within lessons in the Improving Behaviour for Learning (Secondary Schools) video resource deals with transition in a lesson and you will find it an excellent resource for showing the modelling of successful and unsuccessful ways of managing transition.
Each scenario is supported by PowerPoint slides
These resources have been developed in association with Centre for Learning Behaviour Ltd. (CfLB)
