Skip to 0 minutes and 0 secondsYEASMIN MORTUZA: Hello, STEM teachers. This is the third of our three-part series on our video diaries. And my name is Yeasmin Mortuza, and I'm here with my colleague Jane Winter. This is our opportunity to highlight and comment on some of your comments. So our first comment is by Gabriela. I'll hand over to Jane for that comment. Over to you, Jane.

Skip to 0 minutes and 24 secondsJANE WINTER: Thank you very much for this point, Gabriela. I think it's something a lot of teachers have been thinking as they've gone through the course. And it really highlights a key part of the course. Gabriela says that the course seems to concentrate on teacher behaviour, rather than student behaviour. Absolutely. Got it in one, Gabriela, because at the end of the day, we can't control our students, can we? There's only one person in the whole world that we've got control of, and it's ourselves. However, once we start to think about our own behaviour and how we react to those around us, that is incredibly powerful. And then that does have a knock-on effect. And it does affect our students' behaviour.

Skip to 1 minute and 2 secondsAnd it does help them to learn to behave better. So it's not that we don't think they should take responsibility for their behaviour. If you control your behaviour in the long run, you're going to help your students control theirs. So thank you so much for bringing up that really important point. And now, Julie, quite similar in a way, she's talking about how she's taking ownership of her own behaviour and what a powerful impact that has on her students. And she's realising that she's reflected on how she could behave differently, and what a difference that makes. She's also realising that punishment is part of children's learning. So it's not something you do just to exact revenge.

Skip to 1 minute and 49 secondsIt's something you do to help children to progress. And I would also say, thinking about ourselves, a lot of teachers, reading comments, they feel really guilty when they do things that are wrong or make mistakes. Come on. We've all shouted at children. We've all lost it and done things that we regret. The thing is, you need to be kind to yourself, admit what you've done, and move forward. And that's what we do with children as well, isn't it? We don't want to punish them just so they feel bad, because that is not a good place to grow. You're going to help them admit what they've done, acknowledge what effect they've had on others, but to grow and move forward.

Skip to 2 minutes and 31 secondsSo we're giving the same kindness to our students and the same kindness to ourselves, and using mistakes as a chance to grow rather than a chance to be beaten up and punished. I think you've got something to say about Lindsay now, haven't you, Yeasmin?

Skip to 2 minutes and 47 secondsYEASMIN MORTUZA: Yeah, on a related time, I mean, this is, I suppose, is about being human-- humanising students and actually humanising ourselves as well. So Lindsay makes a point about working with her students, who are a bit older. Older students may be a little bit more perceptive about our moods as teachers, and how we come in, and whether we're knocked slightly off our game. I mean, I personally think that younger students pick it up as well. But maybe they're picking it up in a different way. So Lindsay mentioned about being honest, being honest and actually sharing her feelings. And we think that's OK, within moderation. But it is OK because it does humanise us.

Skip to 3 minutes and 29 secondsAnd it's actually a great opportunity, as well, to build up trust. It's showing the students that we take ownership of our feelings, and that it's something we can control, to an extent. And it's modelling being honest as well. And actually, on a related note, it opens the door to being honest, also, when we make a mistake. I mean, we're only human. We're going to make mistakes sometimes. I think that's why a lot of us are on this course, because we may be making some mistakes with behaviour management. So if you make a mistake, just own up. It's actually fine to own up. It shows the students what to do, how to put things right when things go wrong.

Skip to 4 minutes and 12 secondsSo being honest, and modelling being honest, and modelling authenticity, and modelling how to put things right when they get wrong, or when they get something wrong-- so thanks very much for that, Lindsay. By the way, we can-- it means that we can forgive ourselves, as well, when we makes a mistake. And that actually links nicely to the next comment by Denise. I think you're going to say something about that one, aren't you?

Skip to 4 minutes and 42 secondsJANE WINTER: I am, yes. First of all, I just want to pick up, Denise has used the initials PSE. And not everyone might be familiar with that. And that stands for Personal and Social Education-- Personal Social and Emotional Education. So that's a really important part of what we're helping children to develop, isn't it? And Denise points out that when mistakes happen, when children make mistakes with their behaviour, it's a great opportunity for an on-the-spot, in-the-moment lesson, a real assessment for learning as far as behaviour goes. And when you make mistakes, as Yeasmin was just saying, you can use that in the same way. You know, either of you's made a mistake.

Skip to 5 minutes and 28 secondsHopefully, you're going to be making less, and less dramatic ones than the children. But you can still use that as a chance for everyone to move on. Now, I really love that Denise has highlighted the "forgiven and forgotten." And I think that is so important. You've got to start fresh. You've got to give children a clean sheet. We've all had those children in the class that everyone blames for everything, and no one expects anything but bad behaviour from. How-- how are they supposed to behave well when they've got that round their neck?

Skip to 6 minutes and 2 secondsWhen I was a little girl, when I was naughty and I'd get sent to bed early, my mum, before she put the lights out, she'd always say, but tomorrow, Jane, is a whole new day that we haven't even started. And it's a fresh start. It was such a powerful message that I'm really grateful that my mum used to do for me. And we should do that for our children. And they need to know that we're not holding grudges, that we're starting again, and setting the table right back to the bar. And I think it's a comment from Charlotte now, who she made a really detailed commentary on the treatment of Chantelle. And I love everything that this teacher did.

Skip to 6 minutes and 47 secondsAnd Charlotte's really brought it out. I think the key to it is, again, it's controlling our own behaviour. That teacher, she was aware of everything that was going on in the room. But she didn't feel the need to react to it. She did what she wanted to do in her own time. And going back to Gabriela's comment at the beginning, we were focusing on the teacher's behaviour. That's all she could control. But look what an impact it had on the whole class when she got that right. So thank you so much for really bringing that out, Charlotte. So have you got something from Victoria, now, Yeasmin?

Skip to 7 minutes and 23 secondsYEASMIN MORTUZA: Yeah, Victoria also comments on the Chantelle video. And she's highlighted some of the good things, the good practise that the teacher makes in that video. So I think the key thing there is the teacher was discrete and subtle. So, you know, it's so easy to call out across the room to the student. But the teacher didn't do that. She walked over to the child. And she kept a very neutral, calm, low tone. That's so much better, being discreet and being subtle as well. So there was the nonverbal signalling. Giving the micro instructions as well, so the student knew exactly what to do and very specific. So there's no ambiguity.

Skip to 8 minutes and 4 secondsAnd the benefits of having that subtle, discrete approach is that students, they're far less likely to have a public meltdown. It doesn't become a competitive sort of ping-pong between the student and the teacher. Or at least the likelihood of that goes down. And it's less humiliating for the child as well. So I think all throughout the course, we've gone for discreet, gentle approaches. Nevertheless, while it doesn't come out in this comment here, it doesn't involve losing our assertiveness. So it's having that good balance between being assertive, while still using subtle, discreet, gentle approaches as well. So thank very much, Victoria, for highlighting that one. So the next comment comes from Kate.

Skip to 8 minutes and 54 secondsAnd Kate was speaking about a young student who, despite having performed their personal best in one of their lessons, because of an unjust reward system, they were not recognised. And unfortunately, this is a very common thing in a lot of UK schools, where attainment is rewarded over recognition, or over progress, really. And that's not one of the things we advocate here. On our course, we have extensively discussed the slight difference between reward and recognition, which is, actually, a really important difference, and also what sorts of things to recognise and what sorts things to be very cautious about how we praise those things. So it's really important to understand that recognition is better than reward.

Skip to 9 minutes and 50 secondsAs Jane pointed out earlier, in a discussion we had earlier, we need to be careful about our fallibility in recognising what to praise. So it's much better to try to be really fair, and to be quite specific in what we recognise. So one way to do this is to recognise progress that the student has made against themselves, their own performance, rather than turning it into a competitive process, where the students are pitched against each other, because it's just more fair. And there's a greater likelihood of the student making progress against themselves than, you know, not everyone can be the class best. That's not possible. It's not fair. It's not feasible.

Skip to 10 minutes and 35 secondsIt can be demoralising if that mantle can only go to a small few. So it's much better to go for things that are attainable by all. So things like good attitude, good effort, good application. And if that leads to good attainment as well, fantastic, but we don't worry about that. It will lead to good attainment. But what we really want is a student to get their best attainment, which can only be unleashed through good effort. And this links to some of the works of Carol Dweck, which we do refer to within the course, and actually also links to good assessment for learning practise.

Skip to 11 minutes and 19 secondsSo do have a look at our other course on planning for learning and assessment for learning, because those things do link in with behaviour management as well. And also, let's not forget to recognise the students who are always good. When it comes to behaviour management, sometimes those students get just forgotten about, because we're so busy just focusing our energies on the misbehaviors. So if we turn our attention to them, as well, and reward them for their consistency-- not reward, recognise them for their consistency, then that would be-- that actually helps to create that climate of learning that all students would benefit from. So thanks very much, Kate, for that comment. Our next comment is by Andrea.

Skip to 12 minutes and 6 secondsAnd her comment is actually part of quite a fairly long thread, where a few people spoke about the difference between personality and skills. We've all met the teacher who maybe they're quite charismatic. Maybe they might be using humour, or joking, or they may have a way with the students that's more personality driven. And that may lead to a positive climate for learning. However, it's something that's not replicable. And so we don't rely on that in behaviour management. So the good news is behaviour management, it comes down to a set of skills that can be developed by anyone.

Skip to 12 minutes and 48 secondsAnd so we try to, on this course, try to be specific about what those skills are to break it down so that they're skills that anyone can have a go. It does take dedicated practise. It does take us looking at our behaviour. But these are things that can be developed and are not really linked to personality. So it's OK. It's OK for us to retain our different personalities, be it someone's funny, someone's charismatic, maybe even extremely serious. Serious are not the same as the video that we had at the beginning of the course about the stickler, so that's a difference between being extremely strict and extremely serious. All those things are OK.

Skip to 13 minutes and 31 secondsBut we can still have that portfolio of fair, consistent, assertive, calm traits, which are very much skill driven and not personality driven. So thank you very much for that. And it all comes down to having knowledge. And you're all on this course, so that's how we get the knowledge. And actually, converting it to dedicated practise, so being brave enough to try those things out for real. So thank you very much, Andrea, for that one. So, yeah, that was our last comment. So I'm just going to hand it over to Jane for a wrap-up.

Skip to 14 minutes and 7 secondsJANE WINTER: Yeah, well, thank you very much for sticking with us. And we will be round on the course for another couple of weeks. So we'll still be reading your comments, so if you haven't finished yet, no worries. Keep ploughing on. We'll be there. And as Yeasmin's already said, this is the last of the video diaries. But there is the question-and-answer sessions. One of them's going to be posted up quite soon on step 3.1. And you've got until the 5th of June to load up any questions for a second question-and-answer session that will be a little bit later on. As Yeasmin mentioned, we have got the Planning for Learning course currently running. There are quite a lot of overlaps.

Skip to 14 minutes and 42 secondsIf you're struggling with behaviour, you might find some tips there, as well, that will help. As in one of the questions Yeasmin was discussing just now, there really is quite a lot of overlap. But anyway, see you online. And thank you for sticking with us. Bye.

Reflecting on your learning with Jane & Yeasmin

Now is the time to take a moment to reflect on what you’ve learnt this week. We’ll ask you to think about the whole course in the next steps.

Reflection grid

Take a look at your reflection grid for this week. Paul started off this week with an example of how small hooks can have big changes. You looked at punishments in your school before exploring how restorative practice can transform behaviour and improve working relationships. One of your final tasks this week was to apply your learning to a case study of a Year 6 maths lesson. Your classroom task was to use a restorative meeting approach.

Fill in this week’s reflection grid now if you haven’t already done so.

Mentors’ video diary

Your mentors will reflect back on this week’s key themes and your comments. This final video diary will be recorded on 5 June and we’ll upload shortly afterwards.

Use the comments below to share your thoughts on this week.

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This video is from the free online course:

Managing Behaviour for Learning

National STEM Learning Centre