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better learning better practice better behaviour What is being done? What is BB-BL? How do we know it How is the learning is working? shared? How do we check direction? What is BB-BL? Leadership and vision A school community for all children A positive ethos Flexibility Capable staff Integration Support Policies/ procedures Rules and expectations Happy, Safe and Achieving their Potential Ambitious Excellent Schools Safe and Well Additional Support for Learning Curriculum for Excellence What is being done? Whole school approaches • Restorative Practices Fife/Highland/ North Lan • Motivated School Glasgow • Solution-Oriented Schools Moray Supporting teachers • Staged Intervention (FFI) East Ayrshire • Resources for Inclusion East Renfrewshire / Barnardos Relationships between teachers and pupil (and parents) • Developing Empathy Edinburgh Pupils’ skills and competence • Cool in School Fife • Social and Emotional Learning Framework (SELF) Glasgow Fife, Highland and North Lanarkshire Restorative approaches Provides safe Involves participants in environments and thinking and feeling opportunities to discuss problems Encourages appropriate Leads to shared behavioural change understanding Alan Maclean The Motivated School How do motivators, motivate? A set of tools that helps you think about motivation, identifies the key engagement responses and optimal learning climates that get the best out of learners. Solution Oriented Schools Moray Council and Sycol • Agree a core professional purpose • Guided by solution oriented principles – If it works we’ll do more of it, if it doesn’t we’ll do something different – The problem is the problem, not the purpose – People have the resources to make change possible – Endless possibilities – Knowing our strengths, skills and resources • Creating optimal conditions • Building strength-based support East Ayrshire Council Staged Intervention (FFI) • Peer support model for managing low level indiscipline. • Children’s behaviour is central to the teaching & learning process • Behaviour problems are a product of a complex interaction of factors • Importance of moving beyond a ‘within-child’ approach – wider view effective, efficient and just Being Cool in School Skills • Facial expressions • Body language • Repeating skill • Last chance warning • Word shield • Expressing yourself • Compromising, negotiating and accepting • Saying sorry • Forgiving yourself and others A coherent approach For pupils For teachers Progressive Emotional literacy Restorative curriculum Practices Integrate into Integrate into classroom pupil participation management Developing and pupil roles / practices Empathy Cool in School responsibilities Integrate into Staged Integrate into school Intervention Motivated school environment (FFI) School psychological Structures for contract Solution staff involvement Restorative Oriented Structures for in school Practices Schools practice and development challenge Resources Common threads • Building a positive school ethos • Confident school staff • Support for staff when it is needed • Social, emotional, behavioural skill development/ emotional literacy • Relationships and communication • A focus on solutions How do we know it is working? Monitoring implementation • Connect Report – shows authorities progress in meeting recommendations How do we check • HMIE’s A Climate for Learning direction? An informed view • Independent research on school discipline • Regular discipline survey Consistent but dynamic – highlight and promote specific recommendations • Recommendation 12 – ‘out of class’ areas • Recommendation 15 – involving parents • Recommendations 13&14 – pupil involvement and citizenship New areas for investigation • Mental health and behaviour in school – who makes the link? Who responds? • Perceptions of behaviour issues and responses in the early years How is the learning shared? • Regional communications team • National conferences • Teacher magazine • www.betterbehaviourscotland.gov.uk • Round tables • Personal contact!
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