Skip to 0 minutes and 11 secondsWe're so pleased to have you on the course. This behavior management course is going to look not at a thousand strategies that live one moment and die the next, but at the technical aspects of behavior management that are so critical to teachers in our subjects. We're going to look at some simple ways to tweak your existing practice. We're going to look at how to deal with learners who fall off task, who engage in low level disruption, and who disrupt your teaching. But we're also going to focus on the vast majority of students you work with who are dedicated, well-mannered, and diligent in their work.
Skip to 0 minutes and 52 secondsThis is a five week course with video clips, audio files, quizzes, and most importantly, some action research so you can test out some of the ideas I give you with your students in your context. Thanks for finding us. And I really hope you enjoy the course.
Over the next five weeks you’ll be shown how to transform the behaviour of your students. Cutting edge practice from Paul Dix will allow you to take control, build positive relationships and begin teaching your students the self discipline they need in STEM subjects. There are video and audio clips, action research tasks, articles and advice. Support from the National STEM Learning Centre will help you reflect on and improve your classroom practice to enhance student learning.
Course update: Q&A with Tom Bennett
We are delighted that Tom Bennett, Independent Behaviour Adviser to the UK Department for Education, took part in our second Q&A session. Go to step 5.1 to listen to his responses to questions posed by fellow learners.
What will I learn?
This is a practical course. We will not delve deeply into theory of behaviour, but will focus on what you need to know to manage and improve the behaviour of your learners. Each week will focus on a different aspect of behaviour management and to be successful in this course, you should plan to spend approximately 3 hours each week working on the course.
The course is designed for UK teachers of science, technology, engineering and maths (STEM) subjects. STEM teachers in other countries around the world will also find the course useful, but do please bear in mind that there are references to the UK education system. Teachers of non-STEM subjects will also find the course useful, though an emphasis is placed on STEM and on the kinds of physical spaces in which STEM learning and teaching takes place.
In this course we aim to give STEM teachers in many different settings the skills they need to manage behaviour effectively. You may work in a large inner-city comprehensive school, a small independent college, a primary school or in a further education college. We aim to make sure that we are speaking to everyone through this course.
At some points the course will look at working at the sharp end - how to survive and thrive in difficult environments. Even if you are not in this situation at the moment, the emphasis you need to have on calm consistent practice in this environment is good practice in every school.
During the course, you will see mentions of different learning spaces - classrooms, laboratories, workshops… STEM teachers work in a variety of spaces, which we aim to acknowledge throughout the course, but for ease we may refer to these as ‘teaching spaces’.
The course will be led by Paul Dix from Pivotal Education. Paul is a leading expert in Behaviour Management and through this course will help you to begin teaching your students the self discipline they need in STEM subjects.
Paul trained at Homerton College Cambridge and has an exceptional reputation for designing, implementing and sustaining change in behaviour. He has been working with the most difficult behaviours in the most challenging schools and colleges for the last 20 years. Read more about Paul and Pivotal Education.
The course team from the National STEM Learning Centre will be on hand between 18 September - 22 October 2017 to support each of the five weeks from the course start date. After the supported period, please feel free to continue commenting and sharing ideas with other learners. You can also participate in STEM Groups to keep discussions going beyond the course and ask other teachers for ideas and support, find out more in step 5.17.
Access the profiles of the course team and follow them to keep up to date with their comments.
Becca Knowles is the Lead Educator on this course from the National STEM Learning Centre. Becca will be leading the two Q&A sessions we have scheduled for this course, responding to a selection of your questions directly.
Jane Winter and Yeasmin Mortuza will be your Mentors on this course, discussing the course content with you and helping you make the link between the content and your practice. Jane and Yeasmin will record video diaries highlighting key comments you have made during the course.
Manette Carroll and Edith Swinley will be your Peer Mentors. Peer Mentors are experienced Learners who have participated on Managing Behaviour for Learning previously and will share how they’ve used the course in their own practice.
Matt Cornock is the Online CPD Coordinator at the National STEM Learning Centre and supports you and the team to make the most of your learning experience.
If you get stuck, the first place to ask is in the comments for each step. Else, take a look at step 1.15 for further advice.
If you’re new to online learning, or new to FutureLearn, you may find the How it works guide helpful. The Crowdsourced Guide to Learning and Six tips and tools for social learning on FutureLearn may also be of interest.
Tasks and discussions
As you progress through the course you will be asked to undertake several tasks each week. You will have the opportunity to:
- Create resources to use in your classroom.
- Experiment with strategies with your students.
- Share ideas for behaviour technique and approach with others.
Tasks are titled as such and are highlighted with a vertical line in the left-margin - like the one against this paragraph. The first tasks of this course are at the bottom of this page.
We will highlight various resources as we go along but here are two free collections of behaviour management-related resources:
This course is designed to enable support from fellow learners, particularly via the discussions. Feel free to share your thoughts and questions about behaviour management ideas and practices Paul introduces. For certain tasks you’ll be ask to contribute specific answers and, importantly, respond to your fellow learners’ ideas. The course team will also contribute to the discussions.
Question and answer sessions
There will be two Q&A (question and answer) sessions to address questions you would like Becca to respond to in more detail. These will take place in Week 3 and Week 5. Recordings will be made available. More information about how to contribute and where to view the recordings will be shared in later course steps.
If you need any technical support use the Support button that should always visible at the bottom right of your screen to report a problem. If you are accessing the course using a small screen device, the Support button may not be displayed in which case email firstname.lastname@example.org.
What is your motivation for joining this course?
Click on the ‘comments’ icon at the bottom of this page and introduce yourself and your role.
Describe the kind of educational establishment you teach in, the main subject and the age range that you teach and what you hope to get out of the course.
Please remember both here and throughout the course that you should avoid personally identifying your pupils or other individuals in your comments.
When you complete a step on the course, click ‘Mark as Complete’ at the bottom right. This helps you keep track of your progress. Mark over 90% of the course steps complete and you’ll be eligible for a Certificate of Achievement when you Upgrade.
© National STEM Learning Centre