Called a one off assembly for Year 8 students on Friday.
On Friday, I am delivering a 1 hour workshop at the Cabot Learning Federation annual teaching and learning conference on ‘Achieving Outstanding Outcomes in PE’.
I have also been invited to sit on a panel of 5 leaders, where we will field questions on behaviour from a group of 57 teachers that have opted to take part in the workshop.
This will defiantly provide me with some healthy professional stretch. A little bit of pressure, no where to hide, alongside esteemed colleagues, with many eyes and ears listening to my responses.
Find out more about the federation at http://www.cabotlearningfederation.net
In 2001, Phil Wylie (Twitter- @inspir_EDPhil ) completed his PGCE in Secondary PE on the same course as me at Bath University. Since then, Phil has worked in both a Secondary and Primary setting.
Here is a fantastic piece written by Phil that describes how his philosophy has transformed his teaching from delivering the traditional physical skill focused schemes of work to using learning journeys that focus on a holistic approach to child development.
Enjoy the read.
A strategy I sometimes use for pupils that are on report:
– ask them what they would like me to write on the report at the end of the lesson (hoping excellent, very good Etc)
-ask them what they need to do to achieve it.
-sometimes I even write an excellent at the start if the lesson, and challenge them to achieve it.
My specialism is behaviour for learning, although I consider it to be heavily linked to teaching and learning.
In my opinion, what allows someone to become a great teacher is the ability to engage their pupils and motivate them to want to learn. You could have the best resources, subject knowledge, learning environment etc, but if you can’t interact with your pupils in a way that inspires them to learn, things will be tricky!
My role will consist of visiting a school that has identified behaviour as an area for development, and supporting staff to make improvements over a period of time.
Watch this space for details of how my first placement goes.
Having become a big fan of ‘whispering’, starting with horses, then dogs, babies and finally toddlers, I then find the teenage whisperer (possibly the most challenging of all!?). Sam Ross comes from a background of education and youth justice settings, which provides an extra dynamic to my experience of being limited to education.
My interpretation of ‘whispering’ involves:
- identifying specific behaviours / language / communication
- understanding the possible causes of behaviours,
- understanding the language / communication being used,
- being able to communicate in their language to build trust and support them (be it by facilitating learning or by other means).
The Teenage Whisperer website is described as:
“a one-stop shop for everything you need to successfully work with teenagers, and particularly the extra tricky disengaged ones! “
It is aimed at social workers, teachers, youth workers, youth justice workers, students, anyone who has an interest in helping challenging young people in their day to day lives.
The overarching aim of this site is to help you all become teenage whisperers: people who can relate to, understand and help teenagers break out of negative behaviour cycles so that they can truly flourish.
There are also a range of resources available, including
Some of the topic areas aren’t specific to teaching and learning. However, I still find them useful as it is gives me an insight into what life might be like as a teenager and some of the challenges that they deal with alongside having attend school to learn.
Is it any wonder that pupils with specific issues outside of school e.g. problems at home / family related find it difficult to engage in lessons? The problem may not be as simple as reviewing the lesson plan, changing seating plans or giving out more rewards. Rather gaining a deeper understanding of the pupils situation, develop an empathy with them, talk to colleagues and other professionals about how best to help them, and implement a specific support programme.
This type of reading around the subject (in this case the subject being teenagers), has really helped me evolove my behaviour for learning strategies and ethos.