Skip to 0 minutes and 0 secondsJANE WINTER: Hello, everybody. It's Jane here with my colleague Yeasmin to talk about some of your comments again on the managing behaviour for learning call. So you ready to kick off, Yeasmin?
Skip to 0 minutes and 10 secondsYEASMIN MORTUZA: I am indeed. So our first slide is a capture of Katy's lovely simple rules. And her simple rules are based, some of the rules about rules that [INAUDIBLE]. So short in number, fundamental, to the point and then they are key things from which other lesser rules and routines can be drawn from. So if you want to have a look at Katie's rules And other people's rules as well, do you have a look on the Padlet. So I think that the information on Padlet is starting to populate itself nicely. Thanks for those, by the way, and keep them coming in. Thank you, Katy for that.
Skip to 0 minutes and 52 secondsSo, you can see that she's gone for things like listen carefully when someone else is speaking. So that's obviously about respect. Have respectful conversations. Hands up if you want to say something. So that's obviously about people taking turns And the teacher having control. So lovely Katie, thank you for that. Well done. And the next slide shows another example of a good set of basic classroom rules. These ones come from Samar. Again, you can look at these on Padlet. So, again, small in number, fundamental in nature, and also few words, easy to understand. And things like the pictures help to get the basic message across as well. So fantastic examples of rules there.
Skip to 1 minute and 38 secondsSo I think I'm going to hand back over to Jane, For this comment by Peter. Over to you, Jane.
Skip to 1 minute and 44 secondsJANE WINTER: Hello, Peter. I've been enjoying reading your comments so much. Thank you very, very much. And this is another lovely one from Peter. And he makes a great point that sometimes it can backfire if you think that you're showing interest in a student, you're going to make a nice comment to them, if you stereotype them, if you just make assumptions about them because they're a teenager, or because of their gender, or various things. It can massively backfire. So that instead of showing them how interested you are in them, you show how you haven't seen them at all, you haven't seen them as an individual. You've stereotyped them. It can be very patronising.
Skip to 2 minutes and 25 secondsI can remember years ago I broke a fingernail. Now, my fingernails are not-- they never have been beautifully manicured fingernails. And, but I was moaning about it because it really hurt You know when it digs into the nail bed. And I can remember somebody at the time saying, oh, you women and your fingernails. And I can remember being so hurt. Now, it was a broken fingernail. I'd have forgotten about that 20 years ago if it hadn't been for that comment. So do be very wary. Use stereotype at your peril. And if you're going to make a comment to a child, or to another student, make it relevant. Don't just make assumptions because of their age, or anything else.
Skip to 3 minutes and 6 secondsSo lovely comment, Peter. Thank you very much. And, Susan, and her comment is very similar, talking about notes home. And she says it doesn't matter about a fancy note. We can really get a bit caught up in thinking, oh, it's got to be beautiful. It's got to be beautifully illustrated. Quite frankly, a few notes on a Post-it note can go an awfully long way if those words that you put on it are well-chosen. If they show that you've seen the person, that you recognise them, that they're pertinent to what you want to say about them. You know, so make a genuine comment. Be very specific about the behaviour you're commenting on. And make it personal.
Skip to 3 minutes and 49 secondsAnd that will really hit the spot. And I remember my broken fingernail from 20 years ago. You get that Post-it note right, and your students will be remembering that in 20 years time too. So thank you very much. Really, really worthwhile point there, Susan. Thank you. And then going on to Clemence, who in a way, on the face of it is highlighting, well we've said the opposite. And Clemence likes scripts, can see how they can be useful. But saying, what, we're not going to let the students reply? We're not going to listen to them? And I can see what you're saying, Clemence because that seems to fly in the face of what we've just been saying.
Skip to 4 minutes and 27 secondsIt seems to be the complete opposite, doesn't it? This is a different situation. So this isn't a time to listen. This isn't the time to get embroiled in a conversation. And also, if you have got an angry teenager, you don't want to let them control the topic of the conversation or how much time they're taking from you. You're going to stay in charge. So you're going to deliver that micro-script briefly, without emotion. You're not going to bring-- you're not going to be angry. You're not going to be disappointed. You're just going to state the facts. So there's nothing to discuss. You know, if you've got your phone out, that is a fact.
Skip to 5 minutes and 9 secondsIt doesn't matter if there's a really, really good reason for it. So you're going to say what behaviour you want to-- what behaviour you've seen, what behaviour you want to see, and move away. Don't let the emotion and the upset become part of it, which isn't to say you're not going to listen to your student another time. This isn't the moment. And I think on step 4.3, when we got the teacher dealing with Chantel, we see that very well. She's not negating Chantel's problems. She actually does make a comment that she recognises that Chantel is facing a challenging time, but she's not going to get discussing it there. That's not the place.
Skip to 5 minutes and 51 secondsShe's got a lesson to teach, and Chantel's got things she's supposed to be doing as well. So, thank you very much for bringing that up Clemence. Really good point, and I hope that's cleared it up. And I think you've got something else to discuss now, haven't you, Yeasmin?
Skip to 6 minutes and 5 secondsYEASMIN MORTUZA: I have, indeed. I just wanted to say, before I move on to the next comment, that what I really liked, Jane, about your comments, is that it really broadens out what behaviour management is about. So we're balancing that humane personal face, making that connection with all of the individuals with knowing when to maintain a little bit of a professional distance, so as to allow that-- to make sure that something that could otherwise become negative stays neutral. So it is a balancing act. So, thank you, Jane, for that. OK, so our last comment comes from Sonia. And this is about the classroom, the culture in the staff room, actually.
Skip to 6 minutes and 50 secondsAnd so, one, we need to be cautious about that negativity trap. So Sonia talked about how we go in, we talk to a colleague about something. It might be something negative to do with the student. And actually, it may make us feel better at the time, because we're only human. We need to let off steam, and get it off our shoulders, to - better out than in, and those types of things. But actually, we can do all those things, but we should be careful not to fall into the negativity trap. So to be able to express ourselves without dehumanising the students that we're talking about, even though they're not necessarily there.
Skip to 7 minutes and 33 secondsSo that we keep that professional positivity, and we keep that positive view as to what is our collective purpose, and we don't ourselves make it an us and them mentality. So I think that is really important that we safeguard the staff room culture as much as the classroom culture, because all of our positivity has to come from what we think, and believe, and feel inside. So it's not all an act. It's got to be what we actually truly think as well. So thanks, Sonia for that comment. I think that brings us to the end of our slide. So I'll hand back over to you, Jane, for our wrap up. Over to you, Jane.
Skip to 8 minutes and 16 secondsJANE WINTER: Yeah. I'd just like to add to Sonia's comment that I quite agree. I've been in that staff room, where it just feels so good to know that it's not just me that's having difficulty with a particular student. But the trouble is, you stop believing that you can make a difference, if you're blaming the student. You've always got to look on, yes, but what can we do? How can we make a difference? How can we support this student? So as Yeasmin was saying to me earlier, it's a trap we can fall into so easily. So that brings us to the end to this video diary. Thanks for listening this far if you have and putting up with us!
Skip to 8 minutes and 55 secondsIf you've got any specific questions, there's still time to post them in step 5.1. And they'll be answered by our experts on November the 1st. And you can listen out for the responses to the first Q&A session later this month. We've got one more video diary to come, after week five. And in the meantime, keep your comments coming. Keep your permissions coming, if we ask for your permission to include your comments. And, see you online. Bye.
Reflect on your learning with Jane & Yeasmin
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.
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:
- Q&A with Tom Bennett (step 5.1) - post before 1 November 2019.
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