Provided by Caroline Bélou.

Very personalised approach due to small numbers. 5 key principles

Build positive relationships

TRUST, effective classroom management clear expectations   pedagogical factors such as effective instruction, teacher passion and autonomy

Teach social and emotional skills

Use active learning, focus on skill development and have explicit learning goals.

The use of collaborative learning strategies is vital to reinforce the skills and provide opportunities for students to practise social skills.

Foster positive emotions

Creating a positive learning environment where students have a voice and choice

A proactive approach will help to reduce anxiety and improve learning outcomes.

Identify students’ strengths

Give your students more opportunities to be successful and build a strong sense of self-worth.

Build a sense of meaning and purpose

Engage your students with the group so they find ways to contribute.

Working towards worthwhile goals increases students’ sense of wellbeing which impacts positively on student achievement.

 

 

 

 

Provided by Jenny Pritchard.

This is an interactive resource that can be used to set work, mark work, or to simply share teaching and learning ideas, post questions, send messages or increase awareness of topics from different sources. It is an opportunity to take learning outside of the classroom.

Used alongside Google Drive it is an opportunity to share large resources.

It can be used just as an information giving tool without students able to comment or with students able to comment which can be an opportunity for interaction away from the classroom.

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.

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.

Mentoring