Skip to 0 minutes and 1 secondBECCA KNOWLES: So welcome to STEM Learning's online behaviour management questions that you sent in for our webinar. I'm Becca Knowles. I'm head of educational support here at STEM Learning.
Skip to 0 minutes and 11 secondsCHRIS CARR: Hi, I'm Chris. I'm the network education lead for STEM Learning.
Skip to 0 minutes and 15 secondsRACHEL JACKSON: I'm Rachel Jackson. I'm a primary subject specialist, one of the primary team here.
Skip to 0 minutes and 21 secondsBECCA KNOWLES: So we've got plenty of questions from our participants. And we're going to really kick off with a couple of questions around the support a school can give you. Abigail's got a very challenging bottom set year 11 class. And Chrislyn’s got some students in her class who've got a history of inappropriate behaviour. Both of those colleagues are really thinking about how they can gain further support. There doesn't seem to be very much support from the school, and it seems to be not really helping.
Skip to 1 minute and 2 secondsCHRIS CARR: I think, for both of these individuals, I think the key really, first of all, is consistency in what you're delivering in the classroom. First and foremost, you need to change the things that are in your power to control. So that means positive reinforcement of good behaviour, following the behaviour policy, and so on. It's also, perhaps, a look at all the angles that you can, perhaps, approach. For example, making contact with parents. That's usually within the power of most teachers.
Skip to 1 minute and 31 secondsAnd then, maybe having that discussion with other colleagues that, perhaps, teach the same students, and look at how they're handling the issue, and whether or not there's any sort of common issues that you can maybe work together on across the whole school. Beyond that, there's this suggestion that you're not getting the support that you need. I think that's probably a separate conversation to have in some detail with your head of department or maybe with the senior leader if you feel that is a significant area.
Skip to 2 minutes and 0 secondsBECCA KNOWLES: Also thinking myself that it's much more at the fore now of the new Ofsted framework that is a separate judgement around behaviour. And this might be really important to have a whole school conversation about what the behaviour curriculum is in the school and how the senior leadership team are going to support you with that. So I think it's something definitely to raise with the leadership team. So we're onto our second group of questions. Olusola and Greg both were talking very much more about young people not following classroom rules. And Greg's really feeling that, even though he's trying to frame it positively, all of the rules that he has in his classroom were punitive.
Skip to 2 minutes and 50 secondsAnd he wanted to try and think about some more positive ways of framing those. Rachel, have you got some thoughts here?
Skip to 2 minutes and 58 secondsRACHEL JACKSON: Ideas?
Skip to 2 minutes and 59 secondsBECCA KNOWLES: Yes.
Skip to 3 minutes and 0 secondsRACHEL JACKSON: Yeah. I mean, what I would do at the start of each year is actually have a session where the children come up together with their classroom, we called it a code of conduct, a way of behaving so that we could all learn together. And often, you come up with things that children want, like listening to each other or not shouting out. And the general things that you want them to do but they're then coming up with it themselves. They're highlighting the rules. And then, you get them all to sign it. And so then, you can just refer them to that.
Skip to 3 minutes and 31 secondsAnd this is how we behave and be more positive about it rather than saying, don't talk in class. You're saying, well, look at our code of conduct. This is what we agreed together.
Skip to 3 minutes and 41 secondsBECCA KNOWLES: Yep, I agree. I think the ownership of the rules with the young people is really, really important. You got any other thoughts, Chris?
Skip to 3 minutes and 48 secondsCHRIS CARR: No. I would absolutely agree with that. I think getting the students themselves to buy into that is really important. The other thing I might just add here is that sometimes it's helpful to use the classic self, to police itself. So an example might be that you don't release the class until everybody is quiet. And if you've still got one or two people that are persistently making noises, you'd be surprised at how the other students may then actually tell them to be quiet themselves. So you don't need to be the person who's always enforcing that. You can structure things in such a way that the rest of the class enforces those rules.
Skip to 4 minutes and 23 secondsBECCA KNOWLES: Yeah, really good point there. OK, Chris, so Olusola asks about the meet and greet activity that Paul discusses when you arrive in the morning. What do you do as the classes are coming into the room and you're greeting them, so that the rest of the classes don't disrupt as they sit down?
Skip to 4 minutes and 48 secondsCHRIS CARR: Well, that is an arrival task, I think. I think you've already planned the start of the session to begin with so that you have some sort of task. Might be an A5 sheet of questions or something on the desk as the students enter. You're in a routine where they're expected to go straight to their places and immediately crack on with whatever that task might be. And that frees you all, then, to do your handshaking and your greeting, and tidy up any other issues as you see them coming through the door.
Skip to 5 minutes and 13 secondsBECCA KNOWLES: Olusola and Greg go on to talk a little bit about managing noise within the classroom. And Greg comes up with an idea about a noise chart. We've also had Mohammed, Ruth, and Nicolette talking about how do you manage talkative students. Sometimes I think it's really important that the classes talk to each other. But it needs to be managed in such a way that you can gain their attention, particularly in the laboratory situation. You need to be able to gain their attention. So what would you do to help with that situation?
Skip to 5 minutes and 53 secondsCHRIS CARR: OK. So from my point of view, I think, it’s again, it's being clear as to what you want to happen and communicating that really well with the students. So for example, if there is a period of time where you want them to be absolutely silent, then you ask for that. And then, you really enforce it really rigorously. You know? There are some times when you might require that. Equally, there might be times when you want them to be in discussion with each other in small groups. In that case, you give them a time, a time frame to do that. So you've got five minutes. I want you to discuss x, y, and z.
Skip to 6 minutes and 27 secondsAnd then, there's a call to order and the expectation that you want their full, undivided attention when you are calling them to order and whenever you are talking. I think that's, probably, how I would tackle that.
Skip to 6 minutes and 39 secondsBECCA KNOWLES: Yeah, I think again, as I've mentioned before within the laboratory situation, if something untoward happens and you need to-- there might be a health and safety issue, for example-- you want to have a very clear understanding of your group of students that actually, when I say this, all eyes on me because that's a very important point. So there's particular situations where you might need that. Rachel, have you got anything to add?
Skip to 7 minutes and 10 secondsRACHEL JACKSON: I completely agree with what you're both saying. It's about setting up those expectations at the start. And so children are really clear, and then being really consistent with your approach to monitoring that. And I mean, Greg's idea of a chart, we use something similar with traffic lights. So children knew if it was a red task, an amber task, or a green task, and they knew the level of noise, so they became very used to that. And you moved your little arrow to where you wanted it to be, and that always worked really well.
Skip to 7 minutes and 39 secondsBECCA KNOWLES: Yep. Great. Thank you. So we've got another question, another series of questions around constant low-level disruption as the bane of the teachers' lives. So Bagharvi, Ruji have both been asking about low-level disruption. And Mary talks about an individual who distracts the class, and how do you manage to improve those. I particularly like Mary's question about, I love and respect my students but never want to label them. So I think that's a really good point that she makes. And Polina is asking for practical tips. What do you do during the lesson if the students don't follow the routines and classroom rules. This is very common, and linked to the previous question really.
Skip to 8 minutes and 35 secondsAnd I think it's very important to, one, have very clear expectations that actually, low level disruption is one of the biggest causes of lack of learning within the classroom. And your low-level disruption is disrupting other people around you and interrupting their learning. So it's very clear, I think, that you need to make sure that the young people who are involved in this are very clear that there will be consequences for that type of behaviour, in the usual following the sanctions at the school or within your classroom.
Skip to 9 minutes and 13 secondsSometimes it's quite good to exclude them from doing a particular activity that they might want to do or giving them an additional task to do that's after school, or in break time to support you. Those are a couple of really useful strategies that I've used. I don't know what other strategies we have around the table. Chris, you've got some.
Skip to 9 minutes and 37 secondsCHRIS CARR: Yeah. I mean, for me, I think pace of the lesson is key. I always try and deliver my lessons with a certain amount of urgency to each bit. I think where things can start to go wrong is sometimes where there's a bit of a slack period, or tasks meander on for too long. And then, that's when you tend to get the low level disruption because the students have either completed the task or they never engaged with it in the first place. And it's all, kind of, unravelling. The other thing I would say is consider seating plans.
Skip to 10 minutes and 9 secondsIf you've got certain problem students, then you can eliminate a lot of the issues that they can cause by positioning them well away from each other at certain points in the classroom and sometimes your position in the classroom. If you stand near to some people, that will silence them, without you having to explicitly command them to be quiet. So it's little things like that, quite subtle things, that you can try doing that might improve.
Skip to 10 minutes and 37 secondsBECCA KNOWLES: Yeah, I agree with the seating plan thing. Quite often, if you've got a number of disruptive pupils, putting them so that they're not in each other's eyeline is very good, if you, possibly, can do that so that they can't actually make eye contact with other pupils around the classrooms. So it's knowing your classes well, really, and knowing how to arrange them, and position yourself.
Skip to 10 minutes and 59 secondsRACHEL JACKSON: Good point. I was going to say exactly the same thing. I've got my seating plan written down. I think it's, again, going back to the basics. Isn't it? If there's a lot of lower level noise, then, yes, look at who's sitting next to each other and who can be moved out. Also, where they are when they're coming to sit on the carpet, you know. Do you want them at the front if they're gonna talk? Or do you want them at the back so nobody can see them. Just because otherwise, they might want that attention. So if you're placing them at the back, then it might be a better place for them to be.
Skip to 11 minutes and 27 secondsThen, they're less likely to distract themselves and other people. Totally agree with carrying out schools behaving policy. If there's a set of punishments for certain behaviours, and there's a scale, and the children really know where they are with it. Also, as well, sometimes if children are given exclusions for things-- say, playing football at break time, which they want to do-- they might then just give up for the rest of the lesson and say, well, I'm just going to give up and talk now because I've already lost it. So another strategy is to actually try and get them to win time back with good behaviour, so they can go in with a more positive view.
Skip to 12 minutes and 7 secondsRather than trying to lose it, they're trying to keep something or win it back.
Skip to 12 minutes and 11 secondsBECCA KNOWLES: Yeah, great. Some great suggestions there. Thank you. The next question we’ve got is a real interesting one. It's one that I don't think I've seen before on this. It's from Jessica around language barriers where she's at a school where not many of the children speak English. And the children's levels of English mean that quite a lot of non-verbal gestures, and support, and pictures are needed to help them to manage their behaviour. This must be a really difficult situation to be in. She's also quite worried about and concerned about the tone of voice and the facial features that she uses to be able to help with getting her message across to the young people.
Skip to 13 minutes and 7 secondsSo she's asking about if there are other nonverbal strategies that we can use for those non-English speakers. Really interesting question, and I know that Rachel's thought of quite a few strategies here. So I'll pass over to her first.
Skip to 13 minutes and 28 secondsRACHEL JACKSON: It's being firm but kind. So your firm with the children, and you maybe a little smile to the ones who you're not talking to after so you know that they can tell that you're not talking to them, you're talking to the others. A strategy that I've used before, when language wasn't such a barrier was to tell the class that what I'm saying is only to the children who are not following the behaviour. So the ones who are doing the right thing, I'm not talking to them. So they know that, if I'm doing this, I'm not actually talking to everyone.
Skip to 14 minutes and 4 secondsI'm talking to those children who are misbehaving, so they don't feel threatened and they are able to learn, in that way. I think by being really consistent and using, if you have, nonverbal cues or pictures, along with the vocabulary that you're using, eventually, the children will understand that meaning, even through the language as long as you keep on with that.
Skip to 14 minutes and 31 secondsBECCA KNOWLES: Yeah, I think consistency, I would say, is the key. And also, I would suggest that you're quite overt about your facial features, and whether you're smiling or not at them, and using your gestures really consistently with the young people. I'm sure that if you are consistent, over a period of time, they will be able to understand exactly what your expectations are.
Skip to 14 minutes and 59 secondsRACHEL JACKSON: As well, I mean, what I've done before, if you've had a very timid child who might be quite nervous about things like a stone face, just talking to them individually and just getting to know them so they know you, and they're confident and happy with you that they know that, when you are talking, you're not really talking to them.
Skip to 15 minutes and 21 secondsBECCA KNOWLES: Yeah.
Skip to 15 minutes and 23 secondsRACHEL JACKSON: Again, it's really knowing those children and knowing how to manage them all.
Skip to 15 minutes and 28 secondsBECCA KNOWLES: Yeah. You've got anything to add here, Chris?
Skip to 15 minutes and 31 secondsCHRIS CARR: No, not really. I think, just on that last point, I think that your relationships with your students is, probably, key. And you can often develop that outside of the classroom. So there's maybe opportunities to mix with the students in other settings. Maybe that's in the lunch hall, just sitting down having your dinner with them, or maybe participating in some sort of sports club or something like that where they can get to know you a little bit. And they know what your verbal cues are and what your body language cues are and that they can see you as more of a person rather than just the disciplinarian in the classroom.
Skip to 16 minutes and 6 secondsBECCA KNOWLES: Yes, so a really interesting question there. And I'd also be interested in anybody out there who's got some answers to this, and to put those as a comment on the discussion board for us to have a look at. So thank you for that. So we've got Sofia who's asking us about some punishments for young people who repeatedly misbehave. And she asks one of the young people to stand in the corner and face the wall for the rest of the hour. And then, talk to them, maybe, two days later. She doesn't feel that this is working particularly well. And Olumide is also worried about this lack of progress, I would say, when correcting students over a series of times.
Skip to 17 minutes and 5 secondsParticularly to Sofia, I would say that leaving a young person to stand in the corner for a period of time, I can understand that they might feel that this is not very productive. And so maybe it would be useful to think of other strategies to support their correction of their behaviour. And I also think that, really, if you have done that type of activity, you really need to be talking to the young person as soon as you possibly can and not leaving it for a couple of days before you have that discussion on a one to one basis.
Skip to 17 minutes and 44 secondsI can understand, to a certain extent, that we need to have something that's swift and consistent and that you can back up with that conversation with them to understand why you imposed the sanction that you did, what behaviour you expect from the young person next time, and give them the opportunity to talk to you about why they were behaving in that way. So I think that, with both of them, I think that it's really about having a conversation relatively quickly after the event.
Skip to 18 minutes and 28 secondsAnd with Olumide, if there's no improvement when you are doing that, then I think you need to escalate to the next person, your head of department or senior team, to talk to them about that you've been trying to be discreet and private and correct the behaviour in that way, but, actually, this isn't having the impact that you wanted to have, and how can they support you with that particular individual. I don't know if anybody's got anything to add here.
Skip to 18 minutes and 59 secondsRACHEL JACKSON: I would totally agree with that. I mean, speaking to children privately is way more effective than--
Skip to 19 minutes and 5 secondsBECCA KNOWLES: Absolutely.
Skip to 19 minutes and 6 secondsRACHEL JACKSON: --than addressing it in front of the whole class where they may feel slightly humiliated or embarrassed. I mean, I don't know how old these children are, but if their primary children, do they have empathy? Can they understand how the teacher is feeling when she or he is trying to talk to the class and they're giggling?
Skip to 19 minutes and 28 secondsIs this something that could be done with the teacher with the whole class in terms of building up empathy and understanding other people's points of view and feelings so that you can, then, just talk in general to the class about how would you feel if you were trying to talk to me and I was just ignoring you and talking to a friend so the child could then try and understand it from their point of view. As well, does she even understand what she's done wrong? And I think that whole empathy thing and building that up would help them. Maybe she thinks it's OK because it's just talking and giggling, and that's what you do with your friends.
Skip to 20 minutes and 4 secondsMaybe, again, it comes back to the classroom rules that you set up at the start and what is acceptable. So yeah, lots of things that you could look at, but I pretty much agree with what Becca said.
Skip to 20 minutes and 17 secondsBECCA KNOWLES: Yep.
Skip to 20 minutes and 19 secondsCHRIS CARR: Yeah, I think I agree with all of that. And the other thing I would really add, there, is that I think it's probably time to do something different if you are repeatedly in the situation where you're doing the same thing again and again, and it's really having no effect, then there should be a different strategy. And that's what the behaviour policy should, probably, help with. If you're running into the same sticky problems again and again, then let's have a look at the next step, or look at some alternative options.
Skip to 20 minutes and 48 secondsBECCA KNOWLES: So we've got another question about Rima asking about, why is it important to have a classroom reward system? And O says, do you think it's a good idea to start rewarding them, and then reduce the rewards little by little?
Skip to 21 minutes and 5 secondsRACHEL JACKSON: Detox programme. [LAUGHING]
Skip to 21 minutes and 7 secondsBECCA KNOWLES: Yeah. I think this is quite a curious question because, actually, I think that young people and indeed adults are really keen to be rewarded and recognised for the things that they do. And actually, I think we should take the opportunity to reward as much as we possibly can. It's not necessarily a privilege to be rewarded. I think one of the things that might be an issue is, sometimes, young people feel that there's not a consistent level of reward. There's some people getting rewarded more, or they have the bar set lower for them to get a reward. And that might be an issue, and I can sometimes see that.
Skip to 21 minutes and 59 secondsI think sometimes with young people when I’ve -— particularly vulnerable young people-- it's worthwhile explaining that sometimes they find it harder to behave in an appropriate manner because of their background, or their ability, or their special need. And so I think that sometimes it's an understanding that some people need more rewards than others. And that's just the way individuals are. I don't know what any other thoughts we've got here.
Skip to 22 minutes and 39 secondsRACHEL JACKSON: I think, I agree with what you're saying. I think O makes the point though about recognition versus reward. And I think here, they've almost made a distinction between a physical thing that you get a sticker, or points, or a prize or something, and also just praise, for example, or recognition for good work. And really, a reward is something that sets up in your brain. It's, kind of, the reward system. So somebody's ready to learn. And so it doesn't have to be a physical thing. So, in this case, I think the recognition is the reward in itself.
Skip to 23 minutes and 15 secondsBECCA KNOWLES: In itself.
Skip to 23 minutes and 16 secondsRACHEL JACKSON: And I do agree that sometimes children have too many stickers, too many points, and they become so meaningless. But I think it's so much more effective to praise a child in front of peers, or to get a child to praise another child in front of peers, or a note home to your parents is way more effective, and then will just increase the want and the need for that child to learn and enjoy learning. And because they get the feeling of reward from their own achievements. So I agree with what O is saying. But, yeah, I think it's that distinction. It is a reward, even though you're calling it recognition.
Skip to 23 minutes and 55 secondsBECCA KNOWLES: Yes, I absolutely agree. And actually, I think that it's like when you're tidying the lab after the practical work and you reward the groups that are-- you don't say hurry up to the ones that are being slow about tidying up. You reward, oh, what a fantastically tidy table you have over there. And then, that motivates the others to also be in that position as well. So you recognising behaviours that you want to see around the classroom.
Skip to 24 minutes and 27 secondsCHRIS CARR: I think, yeah, that's absolutely spot on. I think the key bits there is praise in public. You know, the public recognition is a big thing there. And I think also, the praise itself, being genuinely heartfelt. I think there's an area there of how genuine the praise actually is. Whether —- if the pupil's perceived that you are just simply doing this as a classroom management tool, and now we're in the phase of the lesson where you're going to give out praise or whatever it might be, then that feels a bit artificial.
Skip to 24 minutes and 56 secondsBECCA KNOWLES: Yeah.
Skip to 24 minutes and 57 secondsCHRIS CARR: So I think a genuine praising of the students in public. You know, it doesn't have to be a big deal that's made of it. Just a thank you or a well done that's well-placed can be worth 100 credits, 100 stickers, or whatever other systems there might be for rewards.
Skip to 25 minutes and 13 secondsBECCA KNOWLES: Moving on now, we're looking at special educational needs in this next question from Nina. She's got a lot of special educational needs students in her class who, unfortunately, have lost their motivation and self-confidence. And I was wondering if there are any positive ways you can think of to help in those cases beyond positive reinforcement of good behaviour. I think this is, quite unfortunate if they've lost their motivation and self-confidence. I think that there's quite a lot that we can advise Nina in this question. Rachel, would you like to give some advice here?
Skip to 25 minutes and 56 secondsRACHEL JACKSON: Yeah. I mean, building up a child's self-esteem is something that every teacher wants to do. And I think, often, in a case where a child is misbehaving for whatever reason, it's often to do with a lack of self-esteem.
Skip to 26 minutes and 13 secondsBECCA KNOWLES: Yeah.
Skip to 26 minutes and 14 secondsRACHEL JACKSON: They don't feel that they're good enough, so they will mess about and get attention for that instead. I mean, I'd say the key thing is get to know what drives each child and how you can then build up their self-esteem. It could be something outside of school. It could be something in school. I mean, one example is a child who I taught who was on an individual education plan. He struggled with a lot in school. But he loved learning his times tables, and he went out there and learned those times tables. And whenever we played games in the class, he was top of the class at them.
Skip to 26 minutes and 49 secondsAnd his face would just glow because that's the thing that really, really gave him peer recognition and appreciation, and built up his self-esteem. So it's, kind of, building on the things that you know drive individual children. And it goes back to just getting to know your children really well.
Skip to 27 minutes and 7 secondsBECCA KNOWLES: Yeah.
Skip to 27 minutes and 8 secondsCHRIS CARR: I thinks it's as well about giving them small victories, like you just heard. I think if you're faced with a group of students that are in that position, it's about how you construct your lessons to make sure that the lessons are accessible and that there are some elements of challenge still there, but it's challenges that can be won so the students can get that feeling of satisfaction that they're actually able to access the curriculum and do a really good job.
Skip to 27 minutes and 33 secondsBECCA KNOWLES: Yeah. And I think that what Rachel says is really important is about contextualising the curriculum into things that are motivating and interesting to them. And that will help them to feel special and important. So for example, if they're particularly interested in modes of transport or space or, that you can actually build some of those into your learning to help them to really access the curriculum with something that interests them. and that will build their self-esteem because they'll feel as though they are a bit of an expert in that.
Skip to 28 minutes and 13 secondsRACHEL JACKSON: Yeah. It's little things, as well, just in general. Giving them a responsibility for something in the class, whether it's taking the register back, or just handing books out. You know, just something that is their responsibility that they then feel that they've been given that because they've earned it and just to help raise their confidence again.
Skip to 28 minutes and 35 secondsBECCA KNOWLES: Yeah, that's great. So we hope that those answers will help you, Nina. OK, we've got a number of questions. One, for example, from Janet and Samar and Karem, where students have been put in classes that they haven't actually picked or opted to do to fill up their timetable. It happens less, I think, within the STEM subjects because science and maths are quite usually quite compulsory. And so, they have to do that, but we've got some students from overseas, I think, where they have been put into some classes-- for example, health and medical science or other classes-- where it's actually not their choice to be in those classes.
Skip to 29 minutes and 35 secondsAnd I think this can not only disrupt the learning of the ones that do want to be in those classes, but also, it might be that they're just not motivated. They might have not got something that they wanted to do in the place. I think this is probably, in the UK, more a problem in higher education and further education than it is in 11 to 18 and primary education. So I was wondering if Chris has got some thoughts, being our resident FE expert on that.
Skip to 30 minutes and 12 secondsCHRIS CARR: Yeah. I mean, this gets my sympathy. It's a difficult one to give a single answer to. The honest truth, really, is that I think the way I would tackle it really is by maybe taking those students to one side and really having a conversation with them and helping them to understand what the relevance of the subject is. Even if they don't see the relevance of the actual content and they're maybe not that interested in the content, you can flip that around and look at what the end result will be.
Skip to 30 minutes and 43 secondsAt the end of the day, it will be some sort of qualification that they will, probably, gain as a result of being on this course, and what can that ultimately lead to? So having that discussion with them about what they want to do ultimately and how this can actually help them on their journey towards accessing that career, or that job, or whatever they want to do when they move on. I think there's an element there, in terms of a relationship with the students. And again, to go back to what I was saying earlier, how well do you know the students?
Skip to 31 minutes and 13 secondsIf they're only seeing you as a person at the front of the class teaching the subject, then they may not relate to you in quite the same way then they would if they knew you more personally. And that doesn't need to be a massively onerous thing on your part. You can engage with the students in the lunch time, or in the canteen, or when you're in the queue for something. You know, just having that general conversation with them. And I suppose showing them that you're interested in them, as well, sometimes helps you to engage with them in a way that you wouldn't otherwise be able to. But that is a tricky area. There's no one quick remedy to that.
Skip to 31 minutes and 53 secondsI think it is a more lengthy relationship-building exercise. But certainly helping them to see what the relevance of the subject is, and helping them to see that they are actually making positive steps and progressing well when they go through the relevant assessments.
Skip to 32 minutes and 8 secondsBECCA KNOWLES: Yeah I think that's really good advice. And actually, I suppose to a certain extent, we do get that in compulsory education as to why should I study maths, or why should I study English? Less so why should I study science up to the age of 16. But I think that's the same thing. It's contextualising it, making them understand how it's going to be supportive of them as an individual going into their workplace or into their adult life. And I think that really helps to sell the subject to a certain extent and build your relationship with them.
The Q&A sessions on courses from the National STEM Learning Centre provide you with the opportunity to ask more about the course content and issues from your own classroom practice.
Becca Knowles (Course Educator; Head of Educational Support), Chris Carr (Secondary and FE) and Rachel Jackson (Primary Specialist) recorded their responses to your questions on 14 October 2019. The video recording was uploaded on 25 October, a transcript will be available soon.
- School support
- Classroom rules
- Managing noise
- Dealing with low-level interruptions
- Language barriers
- Reward system
- Disability and special educational needs
- Attitudes to learning
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