Key take-aways from Bill Roger SDD:
- rephrasing how we frame our behaviour expectations
-TuT follwing an instruction
- drawing attention to the behaviour (behvaiour awareness)
- acknowledging the public domain / audience of every social interaction
- building a sense of community, a sense of belonging within the group setting
- 1:1 time is crucial when making changes in behaviour (concrete changes)
- behaviour mirroring as a form of explicit teaching
- photos and visuals to teach explicit behaviours - developing these from the beginning of term
- 'remember' as a term to be used
- BRIEF - avoiding dialogue
- constant phrases with non-verbal cues
- the equality and fairness - the reasons why we use expectations
- consistency across the school
- praise vs encouragement - the importance of quality feedback, detailed encouragement
- our role is to address the behaviours
- shared practices across the school 'remember your plan'
- 'cool off' time / thinking time
- repetition is key
- don't hesitate to call for support from leaders
- our role is to be a calm, leader in the school
- the importance of getting the 70/80% of the class on board with the expectations
Next steps:
- behaviour expectations with drawings / photographs of the children
- template for behaviour awareness / behaviour recovery - with drawings
- template for behaviour awareness / behaviour recovery - with drawings