Woodhill Teaching and Learning Expectations

All Adults Must…1. Set high expectations which inspire, motivate and challenge students2. Promote good outcomes and progress by students3. Demonstrate good subject and curriculum knowledge 4. Plan and teach well structured lessons5. Manage behaviour effectively to ensure a good and safe learning environment(Teacher Standards)

“Education is a powerful engine for personal development. It is through education that the daughter of a peasant can become a doctor, that the son of a mine worker can become the manager of the mine, and that the child of farm workers can become president of a proud nation”

(Nelson Mandella)

So what does this mean?

• have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school

• have a clear understanding of the needs of all students, including those with special educational needs; those of high ability; those with English as an additional language; those with disabilities

• demonstrate consistently the positive attitudes, values and behaviour which are expected of students

• be accountable for students’ attainment, progress and outcomes

• guide students to reflect on the progress they have made and their emerging needs

• demonstrate knowledge and understanding of how students learn and how this impacts on teaching

Behaviour Leadership

Our school values give us a sense of shared purpose and a framework for behaviour leadership

We model with each other and with our children the behaviours we expect children to embody

It involves everybody’s behaviour towards everybody

We seek to develop in our children an acceptance of responsibility for their behaviour

We are an inclusive school – all children are entitled to feel safe in school, be happy, be respected, to learn and have their successes celebrated

Good behaviour leadership begins by building positive relationships. These need to be visible and tangible for children

Our learning environment provides the model for our high expectations

Engagement in high quality learning experiences is critical

We all need to be consistent in our approach to behaviour leadership

When poor behaviour is exhibited we remain calm and follow a graduated approach

Consistency of Approach

Fairness

Routines

Rewards

Responsibility

Role Modelling

Values

The Power of Language

Key Principles

Least intrusive

Avoid confrontation

Keep a respectful and positive tone of voice

Keep the language positive

Keep your directions brief

Focus on the behaviour and not the child

“At Woodhill, we walk sensibly and quietly down the stairs, we keep one behind the other and we don’t talk. I notice that…”

“At Woodhill, we keep hands and feet to ourselves and we treat each other kindly. I notice that…”

“At Woodhill, we use our indoor voices in the hall…I notice that…”

At Woodhill, we walk calmly when…I notice that…”

“At Woodhill, we learn calmly and focus our talk on learning….I notice that”

A Graduated Response

Tactical ignoring

Tactical pausing

Non verbal cueing

Move around the room

Positive feedback

Distraction/Diversion

Direct questions

Conditional direction

Behavioural direction

Rule reminder

Take up time

Blocking

Partial agreement

Choice

“Learning is far too important to be left to

chance” Zoe Elder (Full on

Learning)

‘My ambitions are the same. My hopes are the same. My dreams are the same  ... One child, one teacher, one book, and one pen can change the world. Education

is the only solution.‘ Malala Yousafzai 12 July 2013 UN

Key Principles

Learning is learnable

The better the teaching the better the learning

Ability is not fixed

Our moral duty determines that all succeed

Dialogue enriches the mind

Questioning is the fuel for learning

Precision of expectation and outcome structures response

Environment is powerful

What skills has the teaching been

focusing on to enable this writing?

What would be your feedback to further

improve the learning?

How We Learn

“Experiences, when you are forced to slow down, make errors and correct them – as you would if you were walking up an ice covered hill, slipping and stumbling as you go – end up making you swift and graceful without your realising it.”

Daniel Coyle (The Talent Code)

We Need To Encourage Mistakes…

Because…

Myelin is grown and responds to urgent repetition

Myelin is universal meaning we are capable of life-long learning. One size fits all skills

Myelin wraps – it doesn’t unwrap

Age matters – myelin travels in waves and grows most in young children

What Makes Outstanding Learning?

Developing Thinking

Role Modelling

Impact on Progress

Challenging expectations

Engaging in learning

Task

Think of a context where you could be asking any of the linked questions…Share it…