Skip to 0 minutes and 1 secondYEASMIN MORTUZA: Hello, colleagues. This is Yeasmin Mortuza here with Jane Winter. And this is the second of our video diaries for managing behaviour for learning-- second half of three, that is. And this is where we get to comment on your comments. So I'll hand over to Jane for our first comment, which is from Dave.

Skip to 0 minutes and 23 secondsJANE WINTER: Yes, thank you very much for Dave. He makes a great point about the amygdala response which Paul talks about in the first week of the course. And he highlights That it’s something that can affect teachers just as much as it can affect pupils. The sort of things that can bring it on in a teacher is feeling challenged by a pupil. Or suddenly, have you ever been there, you suddenly realise that the lesson that you have prepared is actually not up to scratch and it's not going to do the job for the next hour. Or perhaps you're being observed by a colleague. All of these things can help kick our amygdala in.

Skip to 0 minutes and 59 secondsAnd for students, it can be something obvious, like actually reprimanding them or telling them off. Or it could be something as simple as being asked a question, even if they know the answer to it-- that feeling of being put on the spot. And if they don't-- if they do feel not competent with the subject matter-- that's another way that can get that old amygdala going. Or just your tone of voice can be enough. And it can be quite imagined on their part. You know, they are immature human beings. And we can perhaps remember that from our own younger ages, how easy it is to be upset.

Skip to 1 minute and 33 secondsSo it's really important to realise how easily, on both sides, we know that that amygdala become in control. And at that point, you're not thinking straight. And it can never have a good response, can it? So you really do need to think about that and make sure that whatever happens, you keep thinking with your rational brain. Esther on the next slide has a lovely, lovely way of putting this. You know, if there's a competition between amygdalas, it's never going to end well. You're going to either end up with the situation just escalating and escalating, as you both are in that fight mode.

Skip to 2 minutes and 16 secondsAnd the only way that's going to end is with fear and humiliation on one side, which is just not the way to build up positive relationships, is it? So fortunately, the course is full of ideas of ways to not have our amygdala kick in and ways to help calm the student down and get their rational brain thinking again. So, thank you very much for that, Dave and Esther. So I think you've got something from Mina, now haven't you, Yeasmin?

Skip to 2 minutes and 47 secondsYEASMIN MORTUZA: Indeed. So this is just an extract of Mina's much longer comment, which I'll show in the next slide. So Mina's question is all about how far do our responsibilities go? And I think her question really cuts back to that whole point of why we have this course at all. So Mina asks a really deep question which many of us have been thinking about. And that is can a teacher alone change a kid's negative behaviour? Or do we need more specialised people on board as well, like psychologists? So I think it is worth pausing the video to read Mina's full comment, because she sort of explains why she has that question there as well.

Skip to 3 minutes and 35 secondsSo the important thing to remember is that as teachers, we can only do so much. We can do quite a lot in our arena at work. But nevertheless, it's not our role or our job to compensate for everything that's gone wrong in a student's life, because we can't. That's just not possible. That student is being influenced from-- is receiving influence from all different directions. We are only one of the profile of influences that will shape them as learners. However, we can have a positive influence within the area that we influence. So we can think about our rooms as a bubble, our classroom as a bubble environment. So within that environment, we can do a lot right.

Skip to 4 minutes and 18 secondsAnd we can replicate all of the things that may be missing in the student's life. So we can be fair. We can be equitable. We can be consistent. We can create a safe environment-- all the things that give the students a safe environment in which to learn and in which to work towards becoming an ideal student. And how far they get just depends on how well they're working with you in building themselves up. And if we're really lucky, we'll end up with a model pupil-- at least for the short time that they’re with us. And if we're really lucky, that positivity may rub off on to other areas of our lives.

Skip to 4 minutes and 58 secondsAnd for all we know, we might be the most positive influence in their lives. So it's something to really consider, you know, how are we impacting on these young people's lives and how will they remember us? Will they remember us in the way that we remember some of our bad teachers from our experiences? Or will we be one of the good guys? So that's another way to think about it. And actually, it links into some comments that others have made about whether, you know, why does this course look at our behaviours and not students' behaviours? Well, at the end of the day, we may try to influence the student's behaviours. We can never actually control it.

Skip to 5 minutes and 45 secondsThe only thing we can control is our behaviours. And so that's the only thing we can look at, really. So thank you very much, Mina, for raising that really important question. The next comment is from Paul. So Paul has pointed out that pretty much every class he's come across, whatever age they are, has thrown up one, or two, or three, or four misbehaving students. And so, you know, I think it's fair to say-- it's safe to say pretty much every class is going to have a group of students who are going to misbehave. And that's just an inevitability of teaching. So one way of looking at it is that we're dealing with people who are not yet adults.

Skip to 6 minutes and 27 secondsTheir brains are developing. They are part of that development is about learning about us-- learning about teachers, learning about systems, learning about boundaries and where the boundaries are. And not just learning about boundaries meaning learning about the rules that we've given them, but learning where the real boundaries are. Meaning, how far do they have to push us before they get a reaction? And it could be that the naughty ones are actually doing this in a way that influences the whole class. So everyone, even the ones who are not pushing the boundaries, are learning from what they observe going on in the classroom. So we're being tested.

Skip to 7 minutes and 7 secondsAnd we will continue to be tested every time a new class walks through our door. So we need to gear ourselves up to pass that test. So how do you pass the test? It's all the things that the course has covered-- reacting calmly, being consistent and fair the whole time, being constructive, praising them legitimately-- and when they deserve it, not undeserved praise. And when it comes to reprimanding them, being fair and stay emotionally neutral. So keeping those things consistent allows the students to test us, test the boundaries. And then when we pass that test, bingo, hopefully they will pass their test as well.

Skip to 7 minutes and 53 secondsSo thank you very much, Paul, for that comment which was actually commented on, counter commented on, by others as well. So I'll hand back over to Jane for our next comment from Pippa.

Skip to 8 minutes and 8 secondsJANE WINTER: Yes, thank you very much for this, Pippa. Pippa points out that supply teachers can have a particularly hard job. And she's actually been reading a book about it, which she recommends. And one of the things she's learned through her own experience and through reading the book is that you've got to put just as much effort into building relationships as if it was your permanent class. And it is possible, up to an extent. I mean, if you think about if you go for an interview, how much effort you put then into making connections just with the other interviewees in the room, while you're waiting to go in for your interview. You'll be asking questions. You'll be interested. You'll care.

Skip to 8 minutes and 48 secondsAnd it will be obvious that you care. I travel on public transport a lot, and quite often, I manage to strike up relationships with the people in my part of the train or you're queueing up for the bus. It's about showing that you value the people that you're working with, respecting them, caring about them and their lives. And that does come over, even in a very short time. And that will go a long way to ameliorating some of the difficulties that supply teachers can face. So thank you very much for raising that issue, Pippa.

Skip to 9 minutes and 25 secondsAnd I think it's you now, again, Yeasmin, isn't it?

Skip to 9 minutes and 29 secondsYEASMIN MORTUZA: Yes. So Sally, thank you very much for raising your query about our Fruit of the Loom video, which was towards the beginning of week one. So Sally was concerned about rule following and, you know, to what extent might we break the rules? And is it correct to break the rules was her main concern. And she was also concerned that about interpretation of the rules with regards to logos. So what do we do when the rules can be ambiguous? Do you interpret it one way one day and then another, another day? I think here, it's worth mentioning that there's a difference between doing what's technically correct and doing what is right.

Skip to 10 minutes and 23 secondsSo we have rules and then we all follow the rules. But the thing with rules is they're not always absolutely the right thing to do in every single scenario. And this is where behaviour management can fall down if the rules are not quite working in a given scenario where it can backfire on us. So we need to be wise enough to adjust the rules so that the perception of fairness is maintained. And it's important not to be ruled by rules-- to see rules as a means to an end. They serve the higher purpose, a greater goal. And rules are sometimes made to be broken.

Skip to 11 minutes and 5 secondsSo if there is a section of unfairness created by a rule, we may adjust them a little bit to show that fairness is really what we're actually aiming for. So it's the difference between being technically correct versus being wise. And hopefully, it's all these subtle things that we've looking at the course that all work towards those. So thank you very much, Sally, for your comment. And I think the next comment, Jane, you're going to talk about Hannah's comment?

Skip to 11 minutes and 37 secondsJANE WINTER: Yes. Thank you very much for this, Hannah. She talks about those lessons, we've all had them, where you just fall apart. And it's just a horrible, horrible feeling, isn't it? We're back to that amygdala kicking in again, aren't we? When you just, you have all those physical symptoms, and you feel hot and cold, and everything just seems to be falling apart, and you can't think clearly. And one of the things that Hannah says around this is she wished she hadn't let it affect her so personally. And then Diarmuid on the next slide goes on to talk about this taking it personally a bit more.

Skip to 12 minutes and 14 secondsThat feeling, if behaviour is not right in your class, you don't just feel like, oh, I haven't learned how to deal with behaviour that well, yet. You, tend to think oh, my goodness, I'm a rubbish teacher. I'm the worst teacher in the world or even worse than that, and I think this is another thing we feel with behaviour, I'm a bad person. There's something about difficulties with dealing with behaviour that affect us very, very personally. Yeasmin and I also work on some assessment courses. And when teachers are struggling with formative assessment, they'll just go, oh, I'd really like to learn some new assessment for learning techniques. I've come on this course to learn them.

Skip to 12 minutes and 56 secondsThey never say, and it makes me feel so rubbish. I'm such a bad teacher. I'm such a bad person. There's something about behaviour that really, really gets us here, isn't there? And with things we have to train ourselves not to take it personally-- to remind ourselves we're dealing with human beings. When you deal with human beings, you are going to get some rubbish, especially when you're dealing with immature human beings who are still learning how to control themselves and exactly where the boundaries are. However, we do have to take responsibility for what we can do. And of course, everyone that's listening to this video diary now have done that.

Skip to 13 minutes and 35 secondsYou're trying to either learn those skills, or improve those skills, or find out more about those skills so you can pass what skills you've got onto others. So we do need to take responsibility for learning the skills that we need, and for our own behaviour and controlling our own emotions. But it take-- like any of us feel, it takes time. It doesn't happen overnight. So try not to beat yourself up. And I hope you stop having that feeling of falling apart, Hannah. Been there, done that. It's absolutely horrible. I'm sure it will happen to me again in the future. I'm certainly not the finished article. And just for everyone, you know, this is such a difficult subject.

Skip to 14 minutes and 14 secondsLet's all just keep working together to make it easier for each other. And I really enjoy reading your comments. And I'm handing back over to Yeasmin.

Skip to 14 minutes and 24 secondsYEASMIN MORTUZA: So that brings us to the end of video diary for this week. And our next one is coming up towards the end of May. Prior to that-- I beg your pardon, towards the 5th of June or around about then. We do have a quick Q&A session coming up with Tom Bennett. So Tom Bennett is actually a government advisor for managing behaviour for learning. So if you want to post a question for him to answer through the Q&A video, you need to have it posted up back on Step 3.1 by the 28th of May. So keep on adding your comments. We'll keep on reading them. And fantastic discussions. Let's keep the discussions rolling.

Skip to 15 minutes and 9 secondsSo look forward to reading everything online. So take care and see you soon.

Skip to 15 minutes and 15 secondsJANE WINTER: Bye.

Reflect on your learning with Jane & Yeasmin

Jane and Yeasmin recorded their second video diary on 24 May. A transcript will be available soon.

Reflection grid

Take a look at your reflection grid for this week. This week Paul provided techniques for diverting and diffusing difficult behaviour. You looked at the way micro-scripts can help structure deescalation approaches. Your classroom task this week was to practice and use scripted approaches.

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 opportunity

We have our second question and answer session next week and now is the time to think about what you would like to ask. Look back at what you’ve learnt and reflect on what you might want to improve or develop.

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 step:

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This video is from the free online course:

Managing Behaviour for Learning

National STEM Learning Centre