Skip to 0 minutes and 0 secondsJane Winter: Hello, everybody, and welcome to Jane and Yeasmin's video diary at the end of week three of the Behaviour for Learning MOOC. In week two, we were thinking about rules and routines and the importance of consistency to really establish those parameters of good behavior. And this week, we've been thinking about recognition and rewards. And I know to start off, Yeasmin, you would like to start talking about some routines that we were thinking about in week two, wouldn't you say?

Skip to 0 minutes and 28 secondsYeasmin Mortuza: Yeah. Ken Murray mentioned a really good point about what happens when we get latecomers, a very common phenomenon, especially in secondary schools. He pointed out that if they're challenged in public, they could be defensive, evasive, or embarrassed. And he's absolutely right. That's common so it's much better to deal with integrating them straight away than to challenge them publicly. That doesn't mean not to challenge them at all. It means that the challenge is a private challenge done more discreetly. So I think that Ken made a very good point there, and this actually links to a video that's on the STEM e-library on the next slide,.. and so please do check out the link here..

Skip to 1 minute and 14 secondsShowing up on the screen here. It's a Bill Rogers link. He talks about.. It's a short video talking about dealing with arrogant latecomers. I know that Jane's got a few points to make as well about other rules. Do you want to go through it, Jane?

Skip to 1 minute and 37 secondsJane Winter: Yes, yes. Clive Wallis, I think you made a really good point, but I think one of the points I wanted to make about Clive's comment, which is honestly that self-reflection, which I think is a really important part of engaging with this course... I know Yeasmin and I often talk about all the mistakes that we.. I was going to say made.. Continue to make, if we are going to be completely honest. And teachers always will make mistakes, won't they? And it's facing those mistakes and learning from them, which helps us to develop as professionals.. And Clive makes that point, and I think it's something that we've all..

Skip to 2 minutes and 22 secondsA position we've all been in, whereas we start off with gusto, don't we? Have these brilliant routines that we set up at the beginning of the year, and definitely by the end of the year, sometimes within a few weeks, we've lost that energy and the momentum's gone. And so it's about establishing routines that you can really stick to, and I love that, that you've said, Clive. "Repeat, model, repeat, model." Just keep going, and it really does pay dividends. But as I say, I think a lot of us have made that mistake. Yeasmin, I think you would like to talk about something from week three now, wouldn't you?

Skip to 2 minutes and 54 secondsYeasmin Mortuza: Yeah. Just to pick up, well, Clive was very honest, and I think that was definitely one of the things that Jane and I noted the whole way through, that parties I suppose were really honest, really engaging well. and really being open about their learning as well, which is lovely, lovely to see. Sona Dobiasova... I hope I've pronounced that correctly.. Made some really good comments about explicit micro-instructions, so she pulled out some of the key learning in a very succinct way that she made there. Actually, she compared to some of her work with animals as a learning for her, and I think that that comparison is a good one.

Skip to 3 minutes and 35 secondsThose of us, or those of you, who have animals may be able to relate to that, and actually, I think it is a fair comparison because the micro-instructions are actually about teaching children the little things that we want to see them do. So, being clear, being detailed, giving them these instructions one at a time, giving recognition to the students who follow them, and also giving them a chance to let it sink in, recognizing them when they've done a good job as well. Sona made another comment about workload, at the bottom there as well.

Skip to 4 minutes and 11 secondsIt was a very fair comment, and she raises an important point about whether all of this hard work is, you know, a good investment of time and energy, and I think that is something that we all worry about as teachers. I think Jane and I, as people who have worked so long in behavior management, recognize that it comes down to seeing it as an investment of time. So, just like putting money in the bank, you put the time in and you actually get that time back in the form of time saved due to increased compliance, shall we say. I'm going to pass over to Jane.

Skip to 4 minutes and 47 secondsI know you've got one or two comments you'd like to make that are close to your heart. Is that right, Jane?

Skip to 4 minutes and 54 secondsJane Winter: Yes, yes. Thank you so much for this comment, Sandy. It really, really chimes with me, and I've always said smiling is my secret weapon because I'm not always very good at thinking of sensible things to say,. but.. and I often do make lots of mistakes and I can paper over the cracks and change everything just by genuinely smiling at either a child or a colleague, or somebody in the street. And the thing about smiling is it really does pay dividends both ways 'round because if you smile, it makes you feel better inside, and it makes the person that you smile at feel better, too.

Skip to 5 minutes and 33 secondsSo, it really can make a huge difference, and if you say sorry with a genuine smile or you can use that bit of humor in a smile or you can show sympathy with a smile. It can do so much. So, thank you very much, Sandy, for making that point. As I say, very close to my heart. And we're gonna finish this week with a poem that Eleanor shared with us. I did look on the internet, Eleanor, and you say you didn't know who wrote it. It seems to be well-known but unattributed, but thank you ever so much for sharing it with us 'cause it's very appropriate. And I'll just read it to you know to finish.

Skip to 6 minutes and 6 secondsSmiling is infectious, you catch it like the flu. When someone smiled at me today, I started smiling too. I walked around the corner and someone saw me grin. When he smiled, I realized I had passed it on to him. I thought about that smile and then realized its worth. A single smile like mine could travel round the earth. So if you feel a smile begin, don't leave it undetected. Let's start an epidemic and get the world infected. I think that would be a great thing to share with your class, and get your children just to experiment in seeing how much they can pass that smile around and see it bouncing back.

Skip to 6 minutes and 48 secondsLet's all keep smiling for the next two weeks and we'll be back at the end of week five with our last video diary for this course. Bye for now!

Skip to 7 minutes and 0 secondsYeasmin Mortuza: Bye.

Reflecting on your learning with Jane & Yeasmin

Now is the time to take a moment to reflect on what you’ve learnt this week.

Reflection grid

Take a look at your reflection grid for this week. This week we explored the debate over rewards and introduced techniques for positive recognition in your classroom. You’ve created a recognition board and a template for positive notes home and shared these on the course Padlets, hopefully learning from your fellow participants ideas too. Your classroom task this week was to send three positive notes and make a phone call home.

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

Mentors’ video diary

Your mentors will reflect back on this week’s key themes and your comments.

Use the comments below to share your thoughts on this week.

Yeasmin highlights this video from STEM Resources with insights from Bill Rogers to help deal with ‘arrogant lateness’.

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This video is from the free online course:

Managing Behaviour for Learning

National STEM Learning Centre