ABOUT THIS COURSE

Good learner behaviour supports good learning and progress and good learning supports good behaviour; the two are inextricably linked. Yet, in a climate where newly and recently qualified teachers are facing escalating demands to support learners with increasingly challenging behaviours and mental health issues, we need to better understand of the triggers for disruptive behaviours and develop a toolkit that will equip participants to develop a positive behaviour climate for learning in every classroom.

BENEFITS OF ATTENDING

During this course participants will:

  • Understand the current ‘behaviour climate’ the links between behaviour and learning; and the triggers for negative learner behaviour
  • Explore techniques to put the child at the centre of a behaviour for learning culture
  • Build on a toolkit of established and tested strategies to support learners with challenging behaviours and mental health issues
  • Develop child-centred approaches to better support individual learners with specific behavioural or mental health needs
COURSE DATE In-school only
WHO SHOULD ATTEND?
  • Newly and recently qualified teachers
  • Senior and middle leaders with responsibility for NQT mentoring or behaviour
  • HLTAs and TAs with responsibility for learner behaviour
  • Pastoral and support staff with a key behaviour for learning brief
COURSE CODE 7048
IN-SCHOOL You can also book this as an In-School Course
INCLUDED
  • A specially prepared folder of 50+ pages full of detailed notes, practical advice and guidance
  • Notes prepared by the educational experts leading the course
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance
  • Two course restaurant lunch
  • Refreshments throughout the day
  • Guaranteed high quality venues

 

1

10.00 – 10.15am: Introduction: Understanding behaviour

  • What are the links between behaviour and learning?
  • Is learner behaviour really getting more challenging?
  • What does the evidence tell us?
  • Why are national inspectors focusing so much on learner mental health?
  • These questions, along with participants own worries and concerns, are just some of many that we will aim to answer during today’s training
2

10.15 – 11.15am: Effective classroom management

  • Tools and techniques to build more positive relationships in every classroom
  • Strategies to ensure that your classroom supports the behaviour and learning needs of your students
  • Consistency is the key – Whole-school approaches to behaviour for learning
  • What does experience tell us? Well-evaluated behaviour management programmes and why they work
3

11.15 – 11.30am: Discussion: coffee break

4

11.30 – 12.45pm: Getting to know your students’

  • The teacher and the student – establishing a learning relationship for good behaviour
  • Knowing your students’ – what are the triggers that cause them to succeed or fail?
  • Inappropriate behaviour – Defining terms, expectations and engaging with student voice
  • The Foundation Phase – Teaching behaviour for learning. 10 top tips
5

12.45 – 1.30pm: Lunch and informal discussion

6

1.30 – 2.30pm: Dealing with specific classroom difficulties – practical solutions

  • The Antecedent-Behaviour-Consequence (ABC) chart
  • 8 key strategies for Preventing disruptive behaviours before they happen
  • It’s not them, it’s you! – Responding to challenging behaviours and developing our behavioural skills
  • Dealing with the problem of ‘reasonable force’
  • 10 top behaviour management strategies that really work
7

2.30 – 2.45pm: Discussion: afternoon tea

8

2.45 – 3.45pm: Re-engaging individual students’ – some practical ideas

  • Seeking support and when to engage with more formal action
  • 5 key interventions for specific challenging behaviours – The use of nurture groups, small group behaviour interventions and 1:1 support
  • Do sanctions really work? Practical ideas for using rewards and sanctions effectively
  • Teaching social skills and learning behaviours: Games – some practical suggestions
  • How do we know we are making a difference? Monitoring and evaluating behavioural progress

Steve Burnage

Steve’s career spans over 30 years teaching and senior leadership experience in inner city, urban and rural schools. Now a well-respected trainer, consultant and author who is frequently rated ‘outstanding’ by his clients. Steve devotes much of his professional time to coaching and developing senior and middle leaders in schools throughout the UK and internationally. His experience of some of the challenges of school leadership enable him to offer first hand, practical experience in how to handle difficult conversations and support the wellbeing and mental health of staff and students alike. Steve makes regular contributions to education magazines and newspapers and his ‘BiteSized Training’ is now a regular CPD feature in SecEd magazine. Steve brings a wealth of expertise and relevant professional experience of resolving difficult and challenging conversations to this course.

View all courses led by Steve Burnage >