climate for learning · top top tips: tips: ∗job book ∗planning ∗timetable ∗always have a...
TRANSCRIPT
Climate for Learning Climate for Learning Climate for Learning Climate for Learning
Your challenge! Your challenge! Your challenge! Your challenge!
Your team has two newspapers.
Using only the two newspapers and
no other materials, make a
construction that meets the
following criteria:
∗ Stands on the floor
∗ Is over 5 feet high
∗ Is self supporting
∗ Is stable
∗ Will hold a marble at the top
Ice Breaker
∗ The factors that constitute a climate for learning
∗ How to establish a positive learning environment in your classroom and identify the ‘key ingredients’ for a stimulating environment
∗ How to organise a classroom to promote effective learning
We will consider…
Standard 1 Standard 1 Standard 1 Standard 1
∗ Set high expectations which inspire, motivate and challenge pupils.
∗ Establish a safe and stimulating environment for pupils, which is rooted in mutual respect.
Standard 2Standard 2Standard 2Standard 2
∗ Encourage pupils to take a responsible and conscientious attitude towards their work and study.
Teaching Standards
Standard 7Standard 7Standard 7Standard 7
∗ Manage behaviour effectively to ensure a good and safe learning environment
∗ 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, in accordance with the school’s behaviour policy
∗ Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently
∗ Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
∗ Maintain good relationships with pupils, exercise appropriate authority.
Teaching Standards
‘Y’ Chart
∗ What does this feel like?
∗ What does it look like?
∗ What does it sound like?
A Positive Learning
Environment
∗ By having a strong school ethos, where values,
beliefs and principles underlies policy
∗ By ensuring the emotional well-being of the
learning community where everyone feels safe,
secure and valued
∗ Staff have high academic expectations of
pupils and the curriculum is engaging
∗ Systems are in place to promote good behaviour
– positive language and reinforcement are used
by all
∗ An organised, aesthetically pleasing
environment that is child centred
∗ Through nurturing relationships: within the
community, between children, between adults
How is a positive
learning environment
established?
‘Children
need to
feel safe
and
secure, it
is
essential
that
teachers
develop a
positive
classroom
Emotional Well-
being – Safe,
Secure and
Valued
How adults use language (both
written and spoken) can have a
significant effect on creating a
supportive learning environment.
Small comments can destroy learners’
self-esteem or boost it.
Respectful language between adults
and learners signals respectful
relationships.
The Use of Language
The Language of SuccessThe Language of SuccessThe Language of SuccessThe Language of Success
Signals confidence to children of their ability to
succeed with phrases such as ‘I know you can…’
The Language of Hope The Language of Hope The Language of Hope The Language of Hope
Creates an ethos where it is acceptable for children
to say ‘I’ll try but I need some help’ rather than
‘I cannot do it’. Support this by using phrases such
as ‘You can do it…’ and ‘What helps you do it?’
The Language of Possibility The Language of Possibility The Language of Possibility The Language of Possibility
Learners may express limits to their achievements
with phrases such as ‘I’m no good at…’ and ‘I always
get X wrong’. Support a climate of greater
possibility by the language you use in response,
such as ‘Yes, you did get it mixed up but let’s see
which bit is causing you the problem.’
The Use of LanguageHughes and Vass (2001) have identified three
types of language that are helpful in
supporting learning and motivation.
∗ What resources could you provide on your pupil’s tables
to promote independence and
enhance learning?
Table-Top Prompts
Take a Break
Displays can:
∗ Celebrate children’s achievements
∗ Create a lively, colourful,
interesting environment
∗ Show examples of the expectation
∗ Develop interaction
∗ Show class, group or individual
targets
∗ Scaffold and support learning
∗ Show the progression of the learning
and the bigger picture
Displays
High quality
displays for
learning enable
children to access
support
independently when
they are ‘stuck’.
Displays for Learning
They should be eye
catching, interactive
and use child friendly
language.
∗ Scaffolds learning which evolves
daily
∗ Public display of the learning
process
∗ Clearly displays the long term
aims of the learning as well as
the short term objectives
∗ Key Vocabulary is also displayed.
∗ Mind mapping, modelled examples,
re-drafting and pupils’ examples
are regular features of a working
wall
Working Walls and
Washing Lines
Working Walls and
Washing Lines
The
classroom
environmen
t may
suddenly
change to
fit a
theme.
This will
engage,
motivate
Stimulating and
Inspiring Displays
You may
use your
classroo
m
environm
ent to
create a
‘Wow’ to
launch a
Learning
Journey.
Stimulating and
Inspiring Displays
Stimulating and
Inspiring Displays
Ensure that every
child has the
opportunity to have
their work
displayed and
valued.
Displays Celebrating
Achievements
An Engaging Curriculum
Learning in the
outside environment
can be just as
effective and also
be intrinsically
motivating for
pupils
What ways could you
use this outdoor
environment to
facilitate learning?
The Outdoor
Environment
∗ Desks in groups can facilitate
discussion.
∗ Desks in ‘U-shaped bays’ can facilitate
high quality guided group work.
∗ Work stations can support children with
attention and listening difficulties or
children who need a calm space to enable
them to work.
∗ Labelled resources allow children to
access them independently to support
themselves when they are ‘stuck’
Organising the
Classroom
∗ Consider the following:
∗ Classroom layout
∗ Interaction displays
∗ Displays to scaffold learning
∗ Engaging environment
Walk Around
∗ Bounce Back Ability
∗ Mood Hoovers
∗ Pass the Smile
Art of Being Brilliant
The Art of Being Brilliant
1.1.1.1. Explain the sausage machine to the Explain the sausage machine to the Explain the sausage machine to the Explain the sausage machine to the
person next to youperson next to youperson next to youperson next to you
2.2.2.2. List at least 6 values you will be List at least 6 values you will be List at least 6 values you will be List at least 6 values you will be
putting in from now on.putting in from now on.putting in from now on.putting in from now on.
Positivity
Lunch – Time to Refuel!
Working with Others
Circle Time
∗ To understand the factors that determine TA effectiveness
∗ To develop effective strategies for working with others to enhance learning
∗ To understand how to develop support staff’s skills in key areas to ensure maximum impact on learning
Aims and Objectives
Standard 5Standard 5Standard 5Standard 5
∗ Adapt teaching to respond to the
strengths and needs of all pupils
Standard 8 Standard 8 Standard 8 Standard 8
∗ Fulfil wider professional
responsibilities
∗ Deploy support staff effectively
Teaching Standards
What gets in the way of you or
your class teacher working
effectively with your teaching
assistant?
What gets in the way of your
teaching assistant working
effectively with you or your
class teacher?
Barriers to Effective
Working
Arrange
the
statement
s into a
Diamond
Nine to
show
their
importanc
e!
Diamond Nine!
1.1.1.1. DeploymentDeploymentDeploymentDeployment
∗ At school level
∗ At classroom level
2.2.2.2. Preparedness Preparedness Preparedness Preparedness
∗ CPD and training
∗ Day to day preparedness and
communication
3.3.3.3. PracticePracticePracticePractice
∗ TA’s interactions with pupils, their
skills
Factors that
determine the
effectiveness of TAs
∗ How is Teaching Assistant time
allocated in your class?
∗ How do you and the class teacher
then use this time?
∗ Who do you and your teaching
assistant work with?
Deployment
How does your current class teacher ensure
that the TA is prepared to support the
children’s learning?
∗ Communication
∗ Time
∗ Subject Knowledge
∗ Pedagogical Knowledge
∗ Planning
∗ Feedback
Preparedness
Two dimensions to TA talk emerged
from research:
∗ Ineffective questioning skills
∗ Inability to support and develop
pupils’ independent learning skills
∗ How do you support your TA to
develop their questioning skills?
∗ How can TAs help pupils to develop
the children’s independent learning
skills?
Practice
Questioning
Building a relationship
with your TATop Top Top Top tips:tips:tips:tips:
∗ Job Book
∗ Planning
∗ Timetable
∗ Always have a role
∗ Use to model positive relationships
∗ Used effectively, your TA is a massive resource
Standard 8 - Fulfil wider professional responsibilities
∗ Where to go for help
∗ SBT
∗ Link Tutor
∗ Curriculum Leads
∗ Go to the right person for the right
thing
∗ Staffroom conversation – remain
professional at all times
∗ Don’t be a mood hoover – think positive.
∗ Task: Map out staff structure and share.
Where are your gaps?
Building relationship with
wider staff
Building relationships
with parents and carers∗ Homework
∗ Spelling
∗ Reading
∗ Be positive
∗ Greet in morning – discuss after school
∗ Smile
∗ Be approachable
∗ Know your pupils and their families
∗ Task: Drama scenario. A parents find
out you’re an student teacher…
∗ A child comes in to class with incorrect uniform
∗ You have concerns about a pupil’s hygiene
∗ A pupil in your class is often late for school
∗ You have made a mistake with the weekly spellings
and the parent is unhappy
∗ A child is your class has had an accident - she tells her
mum you didn’t let her go to the toilet
∗ A parent refuses to support his child to complete
homework – ‘It’s a pointless activity’
∗ Plan for your TA during whole class work.
∗ Share the Learning Objective and the
outcome that you are hoping to achieve
with the TA.
∗ Discuss your TA’s own subject knowledge.
∗ Discuss how you want the TA to support
learning.
∗ Set clear expectations of pupil behaviour
management.
∗ Communicate expectations of the TA during
whole class teaching eg. Where to stand,
sit, when to talk, raise questions,
Top Tips continued…
Circle Time
Behaviour for Learning – 22nd
September
∗ Bring Behaviour Policy
∗ Bring resources (or photos of
resources) that you use to
support behaviour.
∗ Write a reflection on the
effectiveness of using such
resources to support
behaviour.
Next time…
Any Questions?