Skip to 0 minutes and 0 seconds[Yeasmin] Good morning, everybody. This is Week 5 of Video Diaries, and it's Jane and Yeasmin again. It's been a lovely two weeks, and it's reaching the end of this lovely course. The first comment, it was made by Rikkie Roozenburg, and Jane is going to explain what he said and how we responded. Over to you, Jane. [Jane] Yes, thank you Yeasmin. It's actually you that responded to this one online, wasn't it? And I loved what you've wrote. I've learned so much working with you on these MOOCs over the last couple of years, Yeasmin. So I think I've benefited certainly as much as the participants.

Skip to 0 minutes and 38 secondsAnyway, Rikkie had a really good question, and it's about when you join a class that's already cohesed and got lots of ideas about how they work together, and then there's lots of unwritten rules and little culture that's established. And it can be really hard to join that sort of class and break in, if you like. I think this is something particularly hard if you're a supply or substitute teacher. And we've all been in that situation, 'but Mrs. Dean lets us'. And Rikkie asks, how do you break in? How do you establish yourself? And as Yeasmin points out, it's really the same as with any other class. If you think back Week 2, we talked about establishing routines, making rules.

Skip to 1 minute and 21 secondsIt's gonna be just the same. That might have to be sped up. If you're just joining a class for one lesson obviously you can't devote the whole of that lesson to establishing some rules. But it's only fair to the students to let them know what your rules are. So do spend five minutes at the beginning just saying, well these are the rules in the class, these are my expectations. And the reason I wanted to talk about this, because it really challenges me, with an experience, when I just finished my teacher training and I was actually helping on a scout camp. And I was a very low status adult, I was just a parent helper.

Skip to 2 minutes and 20 secondsBut I'd been left on the campsite by the scout leader in charge and there was some older teenagers, older than I was used to teaching, older than my own children. And they were doing something I wasn't really happy with. And I was actually a little bit scared because they were taller than me. I know some of you are used to that anyway but I'm not. So I went, I said I'd really like to stop now please. And they just turned around and went, look, the scout leader lets us. And I was terrified, but fortunately, the right words came to me and I said, well, Rain's not here now, I am, and that must need to stop.

Skip to 2 minutes and 49 secondsAnd it worked and I was like, woooohoo. I was really amazed that it had worked. And now, I've done the a few times, and looking back, I think, I refuse get to get drawn into the secondary conversation about whether they would or wouldn't let them because they probably wouldn't. It was like a little micro script, I was quite assertive. I didn't know what I was doing, so when I came to another circumstance, obviously, I didn't always get it right. That question really chimed with me, and it's really a microcosm of everything else that's in the course. But you've just gotta get it right the first time when you join your class in those circumstances, haven't you?

Skip to 3 minutes and 27 secondsSo I think you would like to talk now about something that Nosheen wrote. Now, Nosheen, we've noticed has contributed a lot throughout the course, so thank you for that Nosheen. So how about you, Yeasmin? [Yeasmin] Yeah, thanks Nosheen. I think, also, Nosheen, you've been one of the first ones to comment on every page, so well done for being the early bird on that one. Okay, and by the way, Jane, I've learned a lot from your comments as well, and also from comments coming through. Jane and I always say, we learned from the participants on this course as well.

Skip to 4 minutes and 6 secondsNosheen mentioned that punishment is not to be in the form of revenge rather small steps to gently redraw lines of acceptable behavior. Okay, I think that's a really important point in understanding the purpose of, I was going to say the purpose of revenge!... the purpose of punishment, which is NOT revenge. But we can sort of accidentally go into that territory of thinking it is revenge or think it's some sort of comeuppance because we haven't refined our thinking on what is the purpose of punishment, or because there's a culture of negativity in school, or we could end up slipping into that because it's just something that hasn't been so well thought through in a school.

Skip to 4 minutes and 59 secondsLet's talk about that a little bit. Really, punishment should be considered as something as a remedial action which should have an end positive goal. The end goal should be, that the students be re-entered back into the classroom in a better state of readiness, to learn, than previously. And so it really, there should be a restorative process built in, a restorative discussion. Never end a punishment on a negative, then it just kills the whole point of it. Always use it as an opportunity to have a conversation, one to one dialogue with the student.

Skip to 5 minutes and 40 secondsBecause that's what it's all about, building relationships with those students, so the student actually wants to come back to class, wants to be led by the teacher, and wants to sort of get on with things really and feels humanised. We should always end the punishment on a positive, and with next steps built in and with promises for what the student will try to do better next time. I never end it on a negative. And also see the punishment as an intervention, an intervention, not as a sort of getting a comeuppance. Because at the end of the day, these are children and they're not criminals, they're not adults yet.

Skip to 6 minutes and 19 secondsSo punishment should be actually also part of the learning process as well. So opportunities to dialogue and learning for the student. Okay, so thanks, Nosheen, very much for that. I'm going to pass back over to Jane to comment on something that Ann Bolton discussed around microscripts. Over to you Jane. [Jane] Yeah, really, really good point. You talked about how difficult it can be to remember them. And you talked about perhaps writing a little note, as a maid memoir. And Yeasmin had a suggestion, actually, even better than writing it down is to spend some time rehearsing the script. You need to find a place away from others or else you're gonna sound rather mad.

Skip to 7 minutes and 21 secondsBut it gives you various advantages if you do that, it does help you memorise it. If you say it plenty of times, it's become's second nature. Start thinking about your body language as you present your micro script. And it also allows you to rehearse slightly different forms of words, until you find something that works for you. And I think a fourth thing that I have found, when you first start using micro scripts, you don't have to feel very self-conscious, and it feels very unnatural. Once you've used them a few times, it does become second-nature.

Skip to 7 minutes and 45 secondsIf you can just practice a bit before you first use it in the classroom, you will find it makes it a lot easier that first time. And that first time is a bit of a hurdle because you feel that everyone can tell that you're doing it. I have to say, once you've done it a few times, it becomes second nature. So yeah, thank you very much for the question. And a lovely feature of this course has been the poetry that we've been getting from everyone. And I think, Yeasmin, you found another poem to end with this week? [Yeasmin] Indeed. Yeah, I must say we definitely had more parents this time around than any of the previous runs.

Skip to 8 minutes and 22 secondsSo we've obviously got a very creative crowd right on the course this time, and its been really lovely. We're not saying that you guys wrote these poems for us, although one of you did. You accessed good information maybe out there from the Internet. Really well selected and relevant to what we're talking about throughout this course. So this is a beautiful one from Michelle Gibson. And it says, watch your thoughts, they become words. Watch your words, they become actions. Watch your actions, they become habits. Watch you habits, they become your character. And watch you character, it becomes your destiny. So, how nice is that?

Skip to 9 minutes and 5 secondsReally, it does pull out the point about practising what the things we want to, we've looked at on these calls. Trying to turn theory into practice, so that comes out in the realms of theory, and it becomes things we actually do. And also, that it makes us more positive as teachers, and hopefully, that positivity rubs off from our students as well. So that's it, really. I'm going to mention some upcoming courses, some of which Jane and I are involved in. So we've got the National Science STEM Learning Center putting out three courses on teaching GCSE practical sciences around GCSEs.

Skip to 9 minutes and 47 secondsSo there's one on physics that's starting very shortly, one on chemistry, one on biology that's coming up later on this year. And you may be interested in Assessment for Learning, that's starting on the 29th of January 2018. And Differentiation for Learning starting on the 16th of April. Those courses are run by very prominent people in the field. And Jane and myself will be mentoring. So really hope to see some of you from this course on that course as well so as that we may continue the dialogue, so to say. It's been an absolute pleasure mentoring for this course. I hope you all got the very best out of it.

Skip to 10 minutes and 37 secondsI know that Jane and I have really thoroughly enjoyed mentoring and commenting as well. So any last words Jane? [Jane] Just thanks, it's been, I've really enjoyed working with this cohort of participants. So thanks everyone for everything, all of your contributions. Hope to see you again on a future course, so bye. [Yeasmin] 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. We’ll ask you to think about the whole course in the next steps.

Reflection grid

Take a look at your reflection grid for this week. Paul started off this week with an example of how small hooks can have big changes. You looked at punishments in your school before exploring how restorative practice can transform behaviour and improve working relationships. One of your final tasks this week was to apply your learning to a case study of a Year 6 maths lesson. Your classroom task was to use a restorative meeting approach.

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.

Jane & Yeasmin recorded their final video diary on 20 October. The video is available to view above. A transcript is currently being processed and should be online by 26 October.

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

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Managing Behaviour for Learning

National STEM Learning Centre