Skip to 0 minutes and 0 secondsYEASMIN MORTUZA: Hello everybody. I am Yeasmin Mortuza and I'm here with my colleague, Jane Winter, and we are mentors on this course for managing behaviour for learning. So this is our first video diary out of three that are coming up on this course, and this is where Jane and I get to comment on your activities and your comments. So thank you very much for what your comments that are coming in, and keep them coming. So I'll hand over to Jane for our first comment.
Skip to 0 minutes and 27 secondsJANE WINTER: Yep, can I just say how much I'm loving being back? I think this is one of my favourite courses, and it's lovely to see lots of the old faces and new names, so welcome everyone. So, anyway, Peter. I love your comment, Peter, thank you very much this, and I think it makes a really, really good point. Peter describes his absolute persistence with a class, with just a lot of low level behaviour, and he just kept getting them. "Out you go, right, let's come in again."
Skip to 0 minutes and 55 secondsAnd they still didn't get it right, and it carried on for nearly an hour until by the end of that hour, the class was coming in properly and sensibly, and in future lessons it paid off, and that they knew what behaviour he was expecting of them. And I think it's worth highlighting and contrasting this with Paul's story, the Fruit of the Loom story with that stickler who just didn't know when to stop and where to draw the line. There is that fine line between that persistence, not preparing to budge, and the stickler who actually should budge. And I think it's worth exploring.
Skip to 1 minute and 37 secondsSo I think the stickler that Paul describes got very emotional and it stopped seeing reason and wasn't looking at the bigger picture. He picked on something that didn't really matter, as well, so I think that's important. With Peter, it is important. That's how the lesson starts. He knows if he's going to get them to come in, ready to learn, they need to come in quietly and be ready to listen, and he wants all his lessons to be like that, so it is worth putting the time in. He stayed calm, he showed self-control, he didn't lose his temper. He just kept calmly telling them again and again what he wanted. He was explicit about what he was looking for.
Skip to 2 minutes and 19 secondsThe children were left in no doubt about what they had to do to get that boring session over. And I think the other thing I like about this is that he gave behaviour management time. He didn't say, like a lot of us do, and a lot of us make this mistake, I haven't got time, I've got too much curriculum to get through. I would say that Peter understood he didn't have time not to do it, because in the long term he was going to save himself a lot of time by having a class that knew how to come into his lesson and were ready for learning, to hit the ground and get going with the lessons.
Skip to 2 minutes and 58 secondsThank you very much for that Peter. Over to you now, Yeasmin.
Skip to 3 minutes and 3 secondsYEASMIN MORTUZA: OK, I really liked what you said, Jane, I thought they were really, really wise words, and I think one of the themes that will come across a lot all throughout this course is this business of giving it importance, because behaviour management is an important ingredient of teaching and learning. We cannot afford to neglect it. If we crack that one, then all of the other things become far more possible. We can actually access what supposed to be doing, which is the teaching and learning.
Skip to 3 minutes and 38 secondsOK, so Marie here gave us a story and shared her experiences with her class, where the students kept speaking Russian over and over again in a class where they were supposed to speak in English, and she described it as a nightmare. We've all had the nightmare classes, haven't we? So thank you Marie for sharing your story. What I liked about Marie's example is that she cracked it through bringing it back to first principles, and that is giving them clear, consistent, simple rules.
Skip to 4 minutes and 14 secondsAnd what I liked about Marie's story is that she actually went to her colleagues, and it was her colleagues who said, tell your students that there are some rules around when they can speak Russian and when they can speak English, and that's what made a big difference to her. So it goes to show that sometimes really simple things can make a big difference. You'll see on this course that we talk about keeping the rules simple, straightforward, clear, and few in number, and later on, you'll see that we also talk about having perhaps more detailed rules for specific activities. OK, so having the two together is really important. So thank you very much Marie.
Skip to 4 minutes and 54 secondsStaying on the theme of being calm assertive, I hand back over to Jane.
Skip to 5 minutes and 0 secondsJANE WINTER: Thank you for this comment Rebecca, I love it. She comments how she was having an absolutely terrible experience with the children, and her colleagues would say, Rebecca you're being too nice. And you hear this so often, you hear that "don't smile, don't be soft." It really worries me when people say that, because what's the opposite of nice? It is horrible, nasty, mean? We don't want teachers like that. I think the problem is the word "nice." What do we mean by nice?
Skip to 5 minutes and 36 secondsAre you going to be nice? Yes, be nice to students, be nice to self as well. So being nice, I think, perhaps, it's a word we really ought to avoid. Be assertive. Be kind. Just be kind to yourself. So don't let them be rude to you, because that's not kind to yourself. Don't not follow through your expectations, because that's not kind yourself. You still have to be very clear, just like Peter, we were talking about earlier, giving clear instructions, clear expectations, but not doing it by being nasty or horrible or punishing the whole class, but by using the ways that we're going to talk about throughout this course.
Skip to 6 minutes and 27 secondsDo carry on being nice and smiling, being kind, being authentic, all the things that we appreciated in our own teachers in the past. But perhaps we need a different word than nice. So you're being a polite kind of assertive. Thank you so much for bringing this up, Rebecca. Back to you Yeasmin.
Skip to 6 minutes and 52 secondsYEASMIN MORTUZA: My comment by David, by contrast, Jane, is almost the exact opposite issue to the one you raised with the previous participant. So I can't really top David's own words. He said that, "I'd be happier if I didn't have to simply out volume them." So that's something that I can identify with, as an ex shouty teacher.
Skip to 7 minutes and 20 secondsAnd thank heavens, there are other ways. There really are other ways, and they can solve the issues. We don't need to shout. Because otherwise, as David has pointed out, it will just turn into an escalation war as to who can shout loudest, and teaching just shouldn't be that stressful. It honestly shouldn't. But, thankfully, on the course, Paul Dix does explain very, very well the difference between being assertive and being aggressive. And to bring it back to the previous part, also, the difference between being assertive and being too passive. So we want that happy middle ground where it's assertive but it's calm, it's nice, it's fair, but it's not a pushover. So there are solutions.
Skip to 8 minutes and 9 secondsNow I won't state the solutions here, I'll allow you to discover them on the course, but rest assured, there are better ways than shouting, and it's much less stressful once the other alternative solutions are discovered. I found that my stress levels went down, and my behaviour management went up. So I hope those of you who need to discover that discover those and try it out. It does need to some consistent application to find out how the non shouty options work. So well done David, and thank you very much, David, for raising that concern that I'm sure will resonate with many of us. I'm going to hand it back to Jane for our next participant's comment.
Skip to 8 minutes and 59 secondsJANE WINTER: Yes, thank you very much for this, Nivedita. And she had a very tough class. It took nine months to get on top of them, but she didn't give up. She kept on and she showed great patience and fortitude to do it. But what I liked about Nivedita's comments was that she talked about listening to her students. I think that we often say, they won't listen to me, I want my students to listen to me, and I think the thing we need to remember about all human behaviour is that it's reciprocal. That means, if you do something, you get it back. If I want you to smile at me, I smile at you.
Skip to 9 minutes and 39 secondsIf I want you to wave at me, I wave at you. If I want you to frown at me, I frown at you.
Skip to 9 minutes and 48 secondsJust walk down the street and try it. What you have on your face is what you'll get back.
Skip to 9 minutes and 57 secondsWith bigger things as well. If you want your students to listen to you, you need to listen to them, and show them what listening looks like. If you want them to respect you, you need to respect them. If you want them to trust you, you need to be the first one to trust them. That can be difficult when you've got a challenging class like Nivedita had but she did it. So well done to you Nivedita and thank you for bringing this up.
Skip to 10 minutes and 23 secondsYEASMIN MORTUZA: One more comment. From Ellie, and this actually follows on from your thing, Jane, very well about reciprocity.
Skip to 10 minutes and 37 secondsShe points out an insightful truth actually, and that, in her words, "I will be teaching that child again in a few days time." So she realised the importance of relationship building over a longer period of time. And that it's not just about that one hour that they're in the room, for a secondary teachers, obviously, for primary teachers, you guys get them the whole day long. And she realised that, if we don't start building the solutions in, then the problem is just going to keep coming back at the next lesson and the next lesson and so on and so forth. And the good news is that we can win in a way that is a win-win solution.
Skip to 11 minutes and 17 secondsWe need to get out of this idea of I win and they might lose, go for the more sophisticated wins where both sides of the party are winners. And we have those solutions. We want the students to save face. We want the students to feel like they've come out of this not being shamed in front of their friends, and not looking silly or not looking assertive themselves. And so we want to give them back that win-win solution, which is a little bit more sophisticated, takes a little bit more practise and understanding as to how to go about doing them, but it can be done, and it actually gives us the best possible outcomes.
Skip to 11 minutes and 57 secondsAnd the biggest gain is that it builds up long term relationships, which ultimately supports the students in becoming better learners who want to be in our classroom and want to learn, and become good lifelong learners as well. So now we are ready to wrap up, and I'll hand over to you Jane to wrap up.
Skip to 12 minutes and 20 secondsJANE WINTER: Yes, thank you so much for sticking with us. As we said earlier, we really enjoy reading your comments, so keep them coming. And also there's a question and answer session coming up. You need to post that your questions by the 17th of May. It's really well worth doing that, having the experts answer your queries. And we'll be posting another video diary towards the end of May. So keep your comments coming and keep enduring the course, and see you online.
Reflect on your learning with Jane & Yeasmin
Your course mentors, Jane & Yeasmin, recorded their first video diary on 1 May. We’ll be uploading a transcript shortly. Keep an eye out in discussions where we ask if we can use your comments in future video diaries.
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.
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:
- Q&A with Tom Bennett (step 3.1) - post before 28 May 2019.
- Q&A with STEM Learning (step 5.1) - post before 5 June 2019.
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