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