Month: February 2019

Managing difficult children

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Provide by Claire Griffiths

The House Leaders and often form tutors will have a lot of additional information on students, the HL’s are fortunate enough to be able to spend more time with students who are displaying challenging behaviour and unpick the reasons for this.

A one size doesn’t fit all and there will always be some children who are past wanting to change or be supported. What we can do is to endeavour to communicate and support you more effectively.

Observation

It may be worth considering asking a member of your department or another teacher who you share a group with to observe your lessons. What do they think of your seating plan? What works in their classroom but isn’t working in yours? Or vice versa. Can you share effective practice?

Myself (Claire) and Anita would also be happy to come and observe lessons and/or track certain individuals over their timetables.

Reflective practice         

How are you feeling about a class or individual? Could the situation have been dealt with differently?

Does behaviour change at certain times of the lesson/day/week?

Are we consistent in our approach with managing difficult children or is it on an individual basis?

SIMs behaviour management

The main way for house leaders to track student behaviour. From this we can produce a detailed log of what the student is doing.

Sims behaviour

Report card on SIMs

An additional behaviour management tool that is on SIMS is the report card. This allows us to set targets for each student and the information is recorded on a centralised system.

Sims report

Mentoring

Mentoring

 

Two approaches to peer assessment

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“How much is it worth?” and “Out of this world” provided by Judith Hunt.

These strategies are used to get students more engaged and focused during peer assessment.

The students are given a written task to complete with guidelines on what to include. When it comes to assessing the work the following slide is shown to the class (this was originally in French but has been translated for ease of understanding):

Whats it worth peer assessment

A value has been assigned to each part of the task that they had to complete. If the student can find evidence of that component in the piece of work they are marking they give it one of the values above. The students are trying to see which piece of work is worth the most (i.e. met the assessment criteria). The discussion that follows is based on how students can increase the value of their piece of work (feedback) by looking at which values they didn’t have.

Another way to approach the same task is to use ‘out of this world’:

Out of this world peer assessment