Skip to 0 minutes and 0 secondsJANE WINTER: Hello everyone, and welcome to our first video diary of they're managing behaviour for learning course with Yeasmin and myself, Jane. We're really, really enjoying the course so far and learning lots and really enjoyed reading your comments and looking forward to working with you over the coming weeks. So keep those comments coming. Before I hand you over to Yeasmin with the first slide, I just want to reiterate please, please, please, if we ask you for permission to share your comments, please do give us permission, otherwise we can't make a video diary, because we'd really like to base it on what you've got to say. So we've asked for a lot of permissions and not had that many back.

Skip to 0 minutes and 46 secondsSo please do that. Anyway on to you, Yeasmin.

Skip to 0 minutes and 50 secondsYEASMIN MORTUZA: Thank you very much, Jane. So our first comment is from Ann. And she took about smiling, smile on the world smiles too. How cool is that? Such a simple behaviour management tactic, and one that really as it spreads touches to the core of what behaviour management is all about. So yeah. Great, great observation. It's a small act with big impacts. So you know, to not start all day with a smile is really starting you know, making things less likely to go in the right direction. So that small strategy is so important. We are, as human beings, we are actually pre-programmed to respond to positivity. I mean, just take at these simple little pictures.

Skip to 1 minute and 36 secondsWhich one are we drawn to immediately? It's going to be the smiley face, of course. Yes, it's true. It can be difficult to get into the habit of smiling every day it's not our sort of natural persona. And it can be especially difficult on some days. We might not be in the mood for smiling. So that's when the acting skills comes into it comes in handy. I think though it definitely gets easier, especially because of the positive feedback. Smile and the world smile back. We smile at them. They smile at us. It's a false positive feedback loop. And before you know it, everyone will be smiling. You know, we'll all be basking in the warmth of all of our smiles.

Skip to 2 minutes and 17 secondsAnd I think it was [INAUDIBLE]-- I apologise if I got the name of the [INAUDIBLE] wrong-- he said a pretty [INAUDIBLE]. We smile and the world smiles back. And he was talking from a position of adversity. [INAUDIBLE] he had a really hard upbringing and so on, but he had a happy childhood because of his own positivity. He felt he had a happy childhood because of that positivity. So it's such a simple and effective tool. So thank you very much for highlighting that one for us. So [INAUDIBLE] time we'll go to Jane for Alex's comment. Over to you, Jane. Thank you very much for that, Yeasmin. It's so true about smiling, isn't it? I love your comments Alice.

Skip to 3 minutes and 0 secondsAnd she says how and she finds it really, really hard to accept that sometimes she falls short of the very high standards that she sets herself. And yeah, it's right. We, as teachers, we need to set ourself a really, really high bar. The truth is that we are human, and at times we will fail. And there are times when we don't-- maybe don't smile. We might be a bit more ratty than we really should be. And as I say, we're human. The thing is, when we do that, we've got to show ourselves the same humanity and empathy that we show our students. We've got to be kind to ourselves. So yeah, we've fallen short.

Skip to 3 minutes and 38 secondsSo we need to spend some time reflecting on what we've done. We need to admit that we've fallen short of those high ideals. We need to forgive ourselves and then we need to act and do something about it. And Alice says that it really struck her when we said you can actually face your students and apologise to them. And that might seem like a very weak thing to do. But I promise you it isn't. It's a very strong thing to do. You've got to be very self-confident to be able to actually face the students who you meant to be teaching and say actually, I hold my hand to my heart. I was wrong.

Skip to 4 minutes and 17 secondsYou might say actually, you drove me to it. But don't spend too much time on that. You were a role model for them to be up to own your own stake. I mainly worked with 4, 5, and 6-year-olds. And even with them some days I'd say look, I'm really sorry about yesterday. I know I was-- you know, you were very noisy. But I shouldn't have shouted at you and I'm sorry. Let's move on. And it didn't do me any harm at all. It helped to build strong relationships.

Skip to 4 minutes and 48 secondsSo do it. I thoroughly recommend it. As I say, we're role models for students. And if we can't say sorry, how can we expect them to. Say moving on to Yeasmin again.

Skip to 4 minutes and 58 secondsYEASMIN MORTUZA: Thanks, Jane. This next comment comes from [INAUDIBLE].. Thank you [INAUDIBLE],, and also for your comments all throughout the course. So he's talking about not taking it personally and not blaming them and us even. So students [INAUDIBLE] students do not hate teachers personally. They hate the system of learning, generally, and are forced to learn or achieve grades. Now sometimes that can actually translate into students hating the teachers, because the teacher-- guess what? The teacher is part of the system. OK? So the side of being humane and having our humanity is it works together with a better professional distance as well. So maintaining a professional distance is healthy.

Skip to 5 minutes and 47 secondsNow that doesn't mean we lose our humanity, but rather, it means that we use intelligent strategy to resolve an issue. And in the first place, we understand that part of dealing with student's emotions. It's in the job description. So you know, we can't-- if we take it personally, we'll end up in an early grave. So [INAUDIBLE]. So we need to keep a professional distance for our own health and also to allow that intellectual strategy to flow forward so that we respond in an intelligent way that's more likely to resolve the issue. However, as Alex said, there is a human side. So if we do mess up, apologise, apologise, forgive them, forgive ourselves, and move on.

Skip to 6 minutes and 39 secondsSo thank you very much, [INAUDIBLE] for that comment. Moving on to Samar's comment. Thank you very much for being honest Samar. So Samar talks about feeling guilty. And this was-- as she reflected on some of the learning on the course. She reflected on her own practise. And she felt that she may have been [INAUDIBLE] in some groups. And she wants to now think about the group in a much more positive way. Well, the good news is Samar, and you know, every one in this course as well, really, feeling guilty-- what does it really mean? It means that it's a sign of truly self reflecting. It's really hard to look at yourself and to judge yourself.

Skip to 7 minutes and 24 secondsAnd one of the things about the behaviour management, is ti's much, much more inward looking than a lot of the other courses. And we really have to judge ourselves. And so yeah. Take the feeling guilty as a sign of deep learning and deep reflection, but also, don't beat yourself up about it. We're here to learn. I can't think of a single teacher who was born to be perfect, even the ones who started out really good had room for development. And so this is how we learn and grow and move on. So again, forgiving ourselves, it's OK. It's part of developing and getting better and as a teacher.

Skip to 8 minutes and 6 secondsAnd also, if we feel guilty about something we said to an individual student, be ready to apologise. It shows that we're human. And humanising ourself is more likely to not only mend the issue, but shows the students that we do genuinely care about them and it models good behaviour. So thank you very much for that, Samar. Our next-- for our next comment I'll hand back over to Jane. Over to you, Jane.

Skip to 8 minutes and 36 secondsJANE WINTER: Thank you very much for this Olumide. Really important comment here. I've enjoyed reading all of your comments. And I just love that we can't make a child act better by making them feel bad. As Olumide says, we've got to show empathy to children, not just think for yourself.

Skip to 8 minutes and 56 secondsIf you're feeling guilty, ashamed, tired, you feel that people around you aren't listening to you, are you at your best? No. And yet, how often when we have a child that's behaving badly, do we shame them, tell them off, give them less of ourselves, less of our time? We make them feel bad. They're not going to give of their best when they feel bad, are they? In contrast, think yourself, if you feel confident, proud, you feel in the company of people that are listening to you, that care about you, that even admire you, that's when we're at our best, isn't it?

Skip to 9 minutes and 45 secondsAnd yet, that the children that find it hardest to behave well, are the least likely to have those set of emotions to help them. So as Olumide says, we've got to have empathy and see what we can do to boost the confidence of those children that find it hard. Towards the end of the course, we will talk about-- I've forgotten the word-- reconciliation and building on what's happened. We will talk about this a lot more. | I think it's really worth remembering when we're dealing with children, how are they feeling? Are we making it easy for them to behave well, or are we putting more barriers in their way? Very, very important. Thank you so much for Olumide.

Skip to 10 minutes and 31 secondsAnd over for you to wrap up, Yeasmin.

Skip to 10 minutes and 34 secondsYEASMIN MORTUZA: Indeed. So that was the first of three video diaries for this course. We do have and Q& A session coming up which one of our expert educators will respond to questions-- any questions that will be put up in step 3.1. So if you will have one of your questions addressed by an expert, please take the time to go to step 3.1. There is a deadline. So comments have to be posted by the 14th of October. If you miss that one though, there is a second Q&A session coming out later in the course. So [INAUDIBLE] with your diaries coming up towards the end of week four. So see you all online. Keep the comments coming in.

Skip to 11 minutes and 16 secondsAnd please keep those commissions coming in as well. See you online.

Skip to 11 minutes and 20 secondsJANE WINTER: Bye.

Reflect on your learning with Jane & Yeasmin

Jane and Yeasmin recorded their first video diary for the course on 3 October. Thank you to those who have allowed Jane and Yeasmin to use your comments as part of the diary. We hope you enjoy the selection of comments that have been shared.

A transcript is being processed and should be available by 12 October.

Reflection grid

Take a look at your reflection grid for this week. This week Paul provided guidance on using routines to achieve consistency in behaviour. You looked at how three rules are better than thirty and created some behaviour management resources for your own classroom. Your classroom task this week was to explore the rules you set with your students and to focus on establishing one routine with your students.

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

We encourage you to share what you’ve learnt from this course with your colleagues. On social media, use the hashtag #FLSTEMBehaviour.

Q&A opportunities

Our question and answer opportunities are there for you to ask the educators to elaborate on the course content, particularly relating to your own practice. Look at your outstanding questions for this week and post to the Q&A steps:

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This video is from the free online course:

Managing Behaviour for Learning

National STEM Learning Centre