Behaviour

Attendance

Classroom Management

Sir Alan Steer looks at improving practices in behaviour

This video was filmed before the May 2010 general election, and may not reflect the policies of the current government.The Government's behaviour advisor, Sir Alan Steer, talks to Mike Baker about strategies to improve behaviour in schools. Sir Alan Steer explains that there is no single key to good behaviour but fluid practice, shared between primary and secondary schools. Using seating plans, diagnosing children with special needs and a good support system for pupils and staff, is very important. He also talks about the necessity of a teaching and learning policy.Sir Alan published a series of reports on pupil behaviour, culminating in "Learning Behaviour: Lessons Learned in April 2009".

Alan Steer's Keys to Better Behaviour

Techniques for teaching assistants to manage pupils' anger

Valerie Vassell and Jackie Roberts are teaching assistants (TAs) who want to learn techniques to help them manage their pupils' anger. They work one-to-one with learning mentor Sarah Harris. Together they examine strategies that can be adapted for TAs to use in large-group situations. Three areas of anger management are discussed - recognising physical symptoms, establishing boundaries and developing coping strategies. Sarah works with an individual pupil, focussing on the physical aspects of anger. Valerie and Jackie next work with a small group of pupils to recognise their anger and draw out their feelings. The TAs next watch Sarah working with a boy on establishing rules to govern anger. Valerie and Jackie then discuss the rules they would like him to follow. Finally, Sarah coaches a boy on strategies for being angry without breaking the rules. Valerie and Jackie's group use roleplay to investigate potentially troublesome situations and discuss appropriate responses. This programme explores: <ul> <li>Using learning mentors to manage pupil anger</li> <li>Implementing a collaborative process between pupils and teaching staff to draw behaviour boundaries</li> </ul>

Anger Management

A headteacher talks about improving anti-bullying methods

A headteacher, who faced the challenge of taking in pupils from a nearby closed school, talks about how new pupils were welcomed in and anti-bullying methods were improved to create a smooth transition for all. In 2006, headteacher Deborah Tague decided to review the overall ethos of the school, as staff prepared to integrate existing pupils with the new influx of students. Working together, the staff and pupils chose six core words to form the foundations of how pupils should behave: equality, respect, happiness, opportunity, courage and honesty. A number of methods have since been adopted to prevent bullying, including restorative practices in the nurture room, a buddy bus stop outside, a post box where pupils post their concerns and circle time, where pupils can share their thoughts and ideas. Behavioural Support Worker, Lisa Williamson, plays confidante to the pupils who wish to resolve any issues that are troubling them and talks about how the children have learned to get along.

Beat Bullying Throughout the School

Jonathan Dimbleby chairs a debate examining the key behaviour issues, with an audience of teachers, parents, educationalists and pupils

Jonathan Dimbleby chairs a timely debate about behaviour in our schools. The programme is part of Teachers TV's Behaviour Matters week. Disrespect among children and young people may always have been part of our social fabric, but this debate examines whether the behavioural problems that are being witnessed in schools today are any different than they used to be. It investigates what might have affected children's behaviour and how to deal with such behaviour. The panel of experts discuss if it's feasible to have a national programme for dealing with discipline problems and what needs to change in the educational culture to ensure, in the words of schools ministers Jacqui Smith, that "a culture of respect, good behaviour and firm discipline [be] the norm in all schools all of the time". In anticipation of a government review into classroom discipline The Big Debate examines the key issues regarding pupil behaviour. A panel of experts will face a contributing audience of teachers, parents, sociologists, educationalists and pupils.

Using body language to engage pupils in a lesson

The short video for teachers looks how body language or non-verbal communication can go a long way in motivating pupils. A drama class at Myton School in Warwick is observed and reviewed by assistant headteacher Chris Caswell, who has studied and written about body language. He highlights performance enhancing gestures, including touching the head to encourage thinking and moving an arm to 'conduct' the lesson and retain pupils' attention.

Body Language for Engaging and Motivating

Advice on body language techniques for teachers

How body language or non-verbal communication can improve teaching, from starting and finishing a lesson to engaging, motivating and managing them during one. Expert advice comes from Chris Caswell, an assistant headteacher at Myton School in Warwick, who's studied and written about the use of body language in the classroom. Chris, who's also a teacher trainer, observes and reviews the actions of five teachers at different stages of their lessons. The techniques he highlights include touching your head and face to encourage concentration, using hand gestures to invite participation and moving around the class to gain attention.

Body Language Techniques

Mick sees how a school uses its two sites to its advantage

Mick Waters visits Bowling Park Primary school in Bradford to see how the school is improving attendance and learning. Bowling Park Primary in Bradford is an amalgamation of two schools, one of which was formerly in special measures.New head Stuart Herrington, has worked hard to improve on attendance and has worked closely with staff to ensure that pupils work in an inspirational learning environment. Year 6 pupils Ibby and Scarletta show Mick round the New Cross Site, dropping in on a Year 5 class before their visit to Whitby, where Mick gets to play the drums in an African drumming class, and visits the school garden club. Mick is also interviewed by the school's media team. In the afternoon pupils Chelsia and Qaveem take Mick to the Usher Street site, where they explain the rewards system for attendance, see the garden and finish off Mick's visit by watching pupils perform African dancing.

Bowling Park Primary School, Bradford

Strategies to avoid raising your voice

Use rhythmic hand claps and gestures that students can learn and copy, to create clear signals when you want their attention. An effective and fun way to bring the class to order.

Call Signs

Successful behaviour-management schemes, with five headteachers

The state of school behaviour in Britain is the focus of this whole-school video for primary and secondary headteachers and teaching staff. Hear from five headteachers about their approaches to tackling the problem. Changing social attitudes have blurred the distinction between childhood and adolescence, says Geoff Moss, an Assertive Discipline trainer, adding that schools are increasingly called upon to teach responsible behaviour. The case studies explored in this behaviour-management resource include: a sports project that helps to raise self-esteem; and Behaviour for Learning, a whole-school system of consequences starting with a verbal warning and culminating in the isolation room. Also learn about restorative justice, where students are encouraged to accept responsibility for their behaviour; an infant nurture group that tries to nip behavioural problems in the bud; and getting the curriculum right by introducing more personalised learning. Assertive Discipline is under copyright in the UK to Behaviour and Learning Management, which has been granted the sole licence within the UK to distribute Assertive Discipline materials and to train others in the programme.

Challenging Behaviour

Assertive discipline in a tough inner-city school

Challenging Children examines how Herbert Morrison Primary School in Vauxhall, south London, continually adapts and refines its system of assertive discipline in line with the particular demands of individual classes. Herbert Morrison is located on a council estate. It serves a challenging inner-city community with a large number of social and economic problems, yet the school is a remarkable oasis of calm. This is mainly due to the work of headteacher Eileen Ross and her staff, who over the past five years have developed a behaviour management system that permeates the culture of the school. The policy is rigorous in that pupils clearly understand the rewards and sanctions that will result from their behaviour, whether it be "smiley" faces which can lead to a certificate or "sad" faces which can add up to a visit to the headteacher. Key points: A behaviour management philosophy must permeate all aspects of school life Implement the policy consistently and rigorously The pupils must clearly understand the rewards and consequences of their behaviour

Professional Development for Quality Teaching

Whole school

> Primary Behaviour