MENTOR SESSION MATERIALS lock 1: Establishing a positive … · 2020. 8. 28. · MENTOR SESSION...

1 MENTOR SESSION MATERIALS – Block 1: Establishing a positive climate for learning

MENTOR SESSION MATERIALS Block 1: Establishing a positive climate for learning

Overview • The ECF statements covered by the mentor sessions in this Block are shown in the table. These sessions are complemented by and draw on the self-

directed study materials and ECT training programme.

• In this Block there are six one-hour mentor sessions.

Preparing for this Block • The mentor should familiarise themselves with the self-directed study materials for this Block.

• Prepare materials as described in the session outlines.

• Identify appropriate times for lesson observations during the Block. Observations may only take place for a short part of a lesson and will be

focused on aspects of classroom practice the ECT is developing. An adaptable handout is available for recording observations, and ECTs should be

prompted to reflect on their observations.


Session summary

Session Content ECF statements Materials

1.1 Setting the scene and understanding your role in establishing positive behaviour

1.4, 7.1, 7c, 7d, 7e, 7f Video in the self-directed study materials

1.2 Establishing and reinforcing routines 7.1, 7h, 7j Video in the self-directed study materials Handout 1.2

1.3 Establishing consistently high behavioural expectations

1.4, 7.1, 1f, 7l Video in the self-directed study materials School/department behaviour policy

1.4 Reinforcing routines and positive behaviour in the classroom

1.1, 7.1, 1d, 7c, 7d, 7e, 7f, 7k Handout 1.4

1.5 Establishing and maintaining a supportive, inclusive environment

7.2, 7.5, 1h Adaptable pupil voice handout

1.6 Review and looking forward 1.1, 1.4, 7.1, 7.2, 7a, 7c, 7d,

7e, 7f, 7g, 7h, 7j Adaptable observation handout


Session 1.1: Understanding your role in establishing positive behaviour

The intended outcomes of this session are for Early Career Teachers to:

Learn that:

• 1.4 Setting clear expectations can help communicate shared values that improve classroom and school culture

• 7.1 Establishing and reinforcing routines, including through positive reinforcement, can help create an effective learning environment Learn how to: Develop a positive, predictable and safe environment for pupils, by:

• 7c Giving manageable, specific and sequential instructions

• 7d Checking pupils’ understanding of instructions before a task begins

• 7e Using consistent language and non-verbal signals for common classroom directions

• 7f Using early and least-intrusive interventions as an initial response to low level disruption

Activities ECF statement(s) Materials

Reflecting on learning (20 minutes)

Guidance to mentors

• The ECT should have read the ‘Understanding the evidence’ section of the self-directed study materials ahead of the session.

• The mentor should also read them to familiarise themselves with the content.

• When discussing the importance of building an effective climate for learning, the ECT might

present the following misconceptions that new teachers can hold about the professional

relationship they have with pupils:

o As a teacher I should strive to be liked by all pupils or be the pupils’ friend

o If I am ‘strict’ I cannot be caring

It is important that these are addressed and clarified. Use the materials from the subject study

materials to support with this.

1.4 Self-directed study materials: Activity 1.1


• In this portion of the mentor session, the mentor will ask questions to check the ECT’s understanding of what they have read. The guidance below provides a full range of responses that show understanding. However, the mentor should not treat this as a ‘test’ of the ECT’s knowledge; use the prompts to elicit fuller answers or clarify if they have misunderstood any aspect.

In this first session, the mentor should explain to the ECT the importance of beginning the mentor sessions with a shared understanding of this Block. Go through the questions with the ECT: 1. Why is it important to create a predictable learning environment?

• A predictable environment is a safe one

• Pupils know what to expect

• Reduces pupil anxiety

• Pupils understand expectations

• Especially important for SEND pupils – gives them routine and stability

• Reduces pupils’ cognitive load and frees space for learning

• Maximises learning time.

2. How can the climate for learning support good pupil behaviour?

• A positive climate for learning is vital so that pupils can learn

• The teacher is in control of the climate for learning

• A good climate for learning means that poor behaviour is less likely to happen

• Pupils know what is expected of them

• Clear rules and routines are habitual

• Pupils know the rules and routines and are more likely to follow these.

3. What would you expect to see in a classroom where behaviour management is working well?

• Calm, purposeful learning environment

• Pupils are able to learn

• Pupils following routines


• Rewards and sanctions are issued consistently, and pupils are familiar with these

• Teacher positively reinforcing routines with verbal and non-verbal interactions

• Instructions are manageable and sequential

• Teacher uses consistent language to support routines

• Low-level disruption is dealt with quickly in the least-intrusive way possible

• Teacher responds quickly to any behaviour or bullying that threatens emotional safety.

4. What can you do to build positive relationships with your pupils?

• It is important to build positive relationship with pupils from the outset

• To do this you should learn names quickly, get to know pupils as individuals and show pupils that you listen and respect them

• Talk to colleagues, parents and carers to get a better understanding of the pupil

5. How would you define a culture of respect and trust in your classroom? What does a classroom that

has this culture look like?

• The environment is positive and calm

• Pupils feel like the teacher treats them fairly

• Pupils feel supported

• Pupils trust the teacher to listen to them, show them what to do and help them learn

• The teacher trusts pupils to behave well

• Pupils follow the rules and routines

• The teacher shows the pupils that they can achieve success.


Using positive reinforcement (5 minutes)

Pose the question: How can you use positive reinforcement to support behaviour?

• Narrate the positive things you see happening to make your expectations clear

• Praise pupils who are doing the right thing

• Keeps the environment positive because you are focusing on what you want to see. Mentor and ECT to have a go at re-writing the following sentences to make them focus on the behaviour you want to see. The first one is an example to discuss together.

1. I can’t hear silence – I want to hear silence in 3, 2, 1.

2. Stop talking

3. I can’t see you doing your work

7.1

Making our instructions clear (20 minutes)

If we do not make our instructions clear, pupils can become confused, are more likely to engage in off-task chatter or unwanted behaviour and will make much less effective use of learning time. Discuss with the ECT when they have experienced this, and what caused it. What could they have done to improve the clarity of their instructions?

Whether a simple direction (such as what to do with their homework) or a more complex instruction (such as how to complete a task), teachers always need to ensure that: 1 Instructions are short, clear and sequential 2 Pupils are clear about what to do and understand the instructions before they begin 3 All pupils follow/comply with the instruction and are challenged if they do not do this 4 When undertaking the instruction, it is done so at the standard you expect 5 They use the least intrusive interventions to deal with low-level disruptions.

7c, 7d, 7e, 7f Video in self-directed study materials


Watch the video in the self-directed study materials together and consider:

• What does the teacher say?

• What does the teacher do?

• How do they use their voice?

• How do they use non-verbal cues?

Title Giving instructions and checking understanding

Video type Classroom footage Short description

In the classroom, a teacher gives pupils short and clear instructions to complete a task, then in various ways checks that pupils have understood the instructions.

Guidance Note down anything you notice about the instructions, the way the teacher gives these and the following questions the teacher asks.

Filming brief for teacher

• Provide clear instructions to complete a task as well as clear expectations for behaviour, for example in silence). Once you have given instructions:

o Visibly scan the room to check who is following your instructions o Praise pupils who have begun the task o Verbally remind anyone who is speaking that the task is to be completed

in silence o Use nonverbal signals to encourage slow starters to begin.

Script NARRATION Making sure that you are very clear in your instructions and about your expectations when it comes to behavior is essential. Part of that is checking that pupils have understood your instructions. You can do this by praising those who follow your instructions. And you can offer polite but firm reminders to pupils who do not follow your instructions.


Remember that in addition to what you say, non-verbal communication can be very effective. Holding a finger to your lips may be just as effective as telling people to be quiet. CLASSROOM INTERACTION We are going to look back at the persuasive leaflets we wrote in the last lesson and check that we have used all of the key features of persuasive texts. Make a note of any features you have not used. Select one feature that you have used effectively and write a sentence or two explaining why you think it is effective. I want you to open your books and spend five minutes doing this in silence. [Teacher scans the room to check who is following instructions] Amar, I can see you have started already and so have several others – well done. Holly, we are working in silence, thank you. Tom… [Tom is standing up and teacher gestures with her arm for him to sit down and begin, which he does]

Remind the ECT of the importance of responding quickly and decisively if behaviour or bullying threatens emotional safety. Remind the ECT that in this situation they should follow the school behaviour policy.


Mentors should share their experiences of times when they have given clear instructions (in their opinion) and pupils did not do as expected. How does the mentor respond in these situations? The ECT should share a similar experience, and together explore:

• How they could use non-verbal cues to get pupils on task

• Why it is important to use less intrusive techniques first before moving on to other approaches. Answers could include:

• Standing by pupils who are not on task

• Indicating pen and work to show pupils that they should pick their pen up

• It is important to use less intrusive techniques because these keep our environment positive and purposeful and protects learning time – we don’t want lots of interruptions. We want to focus on the positive and what we expect to see.

Practice (10 minutes)

With an upcoming lesson in mind, the ECT and mentor should script and practise a clear ‘What to do’, which supports clarity of expectations and instructions. The ECT should try this twice:

• First time imagining that the pupils do what they are supposed to.

• Do it again but dealing quickly and early with two pupils who are whispering to each other instead of starting their work.

Example script: When I say go, you are going to have seven minutes to solve the equation to find the value for X in pairs. Use your help sheet from last lesson to help you with this. Economy of language makes it clear for pupils to follow. Clear time limit. Sam, remind me, are you working on your own? Good, you are going to be working in pairs. Checking for understanding.

7c, 7d, 7e


Rachel, what do you need to do in pairs? Excellent, you are going to solve the equation to find the value for X. Checking for understanding and reiterating instructions. Raul, how long do you have? Seven minutes, correct. Checking for understanding from a variety of pupils. Ok go! Well done this table who are making a great start. Praising on task pupils. I can see Daniel and Shaunna are putting in a lot of effort here. Well done this table who all have their help sheets out to support them. Encouraging pupils to use the support and making support available to everyone.

Planning for action (5 minutes)

The ECT should decide on two or three main things they have established in this session that they will use in their practice. When and how will they put this into place?


Session 1.2: Establishing and reinforcing routines


Learn that:

• 7.1 Establishing and reinforcing routines, including through positive reinforcement, can help create an effective learning environment Learn how to: Establish effective routines and expectations by:

• 7h Creating and explicitly teaching routines in line with the school ethos that maximise time for learning (e.g. setting and reinforcing expectations about key transition points)

• 7j Reinforcing routines (e.g. by articulating the link between time on task and success)


Using routines (15 minutes)

Pupils need to be taught what is expected of them in the classroom, and it is the teacher’s responsibility to do this. Discuss the implications for this for the ECT. Have they been able to do this up to now? What has worked well? What have been the challenges?

Together, compile a list of the key moments in a lesson when a routine is useful in teaching pupils how to behave. These may include:

• Entering the classroom

• Starts and ends of lessons

• Starting and finishing work

• Transitions between activities or places in the learning environment

• Taking out and putting away resources

• Whole class teaching and discussion

7h


• Undertaking common classroom activities Mentors should choose one of these, explain the routine they use in their teaching, and describe how they establish, reinforce and remind pupils of the routine.

Establishing a routine (10 minutes)

Watch the video together of a teacher delivering their entry routine and identify the different ways in which the teacher has established the routine and how they make their expectations clear.

Title Reteaching routines

Video type Classroom footage Short description

Entry routine

Guidance We can use our routines as a way of demonstrating our high expectations. Look at what the teacher says and does when the class are entering the classroom.

Script NARRATION With routines, consistency is key. We should expect pupils to complete the routines we ask of them the same way, every lesson. We need to demonstrate our high expectations through routines, we should show pupils that we expect them to be completed in a certain way, if they are not then they will need to be redone. CLASSROOM INTERACTION When you entered the classroom just now, I saw half the class doing what was asked of them which was:

• Entering the room quietly and calmly

• Taking a seat

• Starting the task on the board.

7.1, 7h Video in the self-directed study materials


We are going to go outside and come back in and this time I want to see the whole class following instructions. Back outside in 5, 4, 3, 2 and 1. Ok let’s try that again. Well done Lydia that is a much better start, excellent Callum, I can see you are really focused on beginning the task which is great.

Use the questions to unpick the teacher’s actions:

• What does the teacher do?

• How do they use body language?

• What non-verbal signals can you spot?

• What can you notice about their interactions with pupils?

• What does the teacher say?

• How do they use their tone of voice? Discuss the importance of reinforcing instructions with non-verbal cues, ensuring compliance is visible and praised, and individual corrections are used to embed the routine.

Establishing effective routines (30 minutes)

Handout 1.2 is about praising positive behaviour. Use this to work through what the ECT can do in their own teaching to establish effective routines. It will be helpful for mentors to describe the types of things they do in their classrooms. To support the ECT in choosing an appropriate routine to focus on use the following questions as prompts:

1. What’s the purpose of this routine? 2. Why does this routine matter to you and to your pupils?

7.1, 7h, 7j Handout 1.2


3. How will this routine lead to improved learning? Together, write and practise a script for establishing this routine in the classroom.


Agree with the ECT:

• When they will teach the routine scripted in this session.

• Who they will observe with a focus on ‘Establishing routines’. Decide when this will happen and what they will look for.


Session 1.3: Establishing consistently high behavioural expectations

The intended outcomes of this session are for Early Career Teachers to: Learn that:

• 1.4 Setting clear expectations can help communicate shared values that improve classroom and school culture

• 7.1 Establishing and reinforcing routines, including through positive reinforcement, can help create an effective learning environment Learn how to: Demonstrate consistently high behavioural expectations, by:

• 1f Teaching and rigorously maintaining clear behavioural expectations (e.g. for contributions, volume level and concentration) Build trusting relationships, by:

• 7l Responding consistently to pupil behaviour



In the previous session the ECT planned and scripted a routine. Ask the ECT:

• Did teaching the routine go well? What went well in particular?

• What other routines could you apply the principles to?

• What did not go so well?

• What would you improve or adapt for next time/other routines?

Demonstrating high expectations of behaviour (20 minutes)

Pose the question: How can you use positive reinforcement to demonstrate high expectations for behaviour? Answers might include:

• Narrate the positive things you see happening to show that is what you want to see

• Praise pupils who are doing the right thing

1.4, 7.1, 1f Video in the self-directed study materials


• Keeps the environment positive

• Encourage pupils to do the right thing. Watch the video of a teacher narrating the positive:

Title Praising positive behavior

Video type Classroom footage

Short description

In the classroom, a class get started on a task

Guidance Listen to the teacher using positive reinforcement to support their behaviour management. As you watch, note down a good example of positive reinforcement.

Filming brief for teachers

• Give clear instructions for a task

• Visibly scan the room to see how pupils are getting started

• Give praise to those pupils who are following instructions “well done……I can see you are opening your book and getting started”

• Praise individuals and tables as appropriate

• Focus on the pupils who are doing the correct thing

Script NARRATION Instead of correcting negative behaviour, I want to demonstrate and model positive behaviour. One way of doing this is through praise and verbalising the positive things going on in the room. CLASSROOM INTERACTION Mariah, what am I asking you to do in this task? Exactly right, you are going to be working in pairs to answer question 3. Off you go. I can see that Josh and Harry have made a really great start. Good to see you both on task so quickly.


Who else can I see showing great focus? Thank you Bettie, thank you Catherine. Really focused in this corner here, well done. Sacha, I see you’re getting started already, that’s excellent. Sophie has settled quickly to work, thank you Sophie, I like what you’ve done with that first sentence. Jon and Karl are getting books and pens out of their bags. Nice and quickly now thank you. Maria and Ryan have made an excellent start, well done you two. NARRATION By narrating and modelling the positives, everyone will be encouraged to follow the good examples. My high expectations will be evident and I am more likely to have full co-operation and participation from the class.

Ask the ECT to identify:

• What the teacher says

• What the teacher does

• What impact this has on pupils. Mentors should share how they do this with their classes, perhaps with a written example script, such as:

“I can see the table there all have great focus, well done for getting started so quickly...excellent work at this table here, I can see you are all tackling the first task….I am looking around the room and I can see that this table (indicate table), this table (indicate) and this table (indicate) are all showing brilliant focus, thank you….” The ECT should agree with their mentor a particular aspect of a lesson where they want to improve how they identify positive behaviours, this could be:

• The start of the lesson


• At the beginning of a task

• During a task

• Getting pupil attention following a task. Together, write and practise a script for this.

Maintaining high behavioural expectations (20 minutes)

Use each of these scenarios in turn to identify how the school/department behaviour policy expects teachers to respond:

• A pupil is persistently talking.

• A pupil is refusing to remove their coat.

• A pupil has their phone out. Discuss the actions that should be taken in these scenarios, based on the policy. However, all teachers find themselves challenged to know what to say in these situations, and so this activity is an opportunity to practise what to say and not say. The ECT should think of three things that they find themselves saying, which may be unhelpful in behaviour management. Mentors may need to prompt with some examples of their own. For example, using negative statements:

• Don’t be rude

• Stop talking

• You shouldn’t be doing that.

Together, turn these into positive statements, which clearly state the expectations of how pupils should behave, telling the pupil what they should be doing rather than what they shouldn’t. For example: “You shouldn’t be doing that” could become “I’d like to see you picking your pen up and getting started with the task”; “don’t be rude” could become “in this school we speak to each other with respect and kindness”; “stop talking” could become “everyone is quiet now and listening”.

1.4, 7l School/department behaviour policy


Discuss the impact this could have on the class and on the ECT’s ability to manage the learning environment.


Work together to draft the ECT’s top five behavioural expectations. Pose the questions:

• How do you want your classroom to feel as a learning environment?

• What will you say to pupils to help them learn this? When the ECT has decided on their top five expectations, agree:

• How they will communicate them

• How they will practise them

• How they will reinforce them. In addition, agree who they will observe with a focus on ‘Establishing a supportive and inclusive environment – giving pupils clear instructions’.


Session 1.4: Reinforcing routines and positive behaviour in the classroom


Learn that:

• 1.1 Teachers have the ability to affect and improve the wellbeing, motivation and behaviour of their pupils

• 7.1 Establishing and reinforcing routines, including through positive reinforcement, can help create an effective learning environment.

Learn how to: Communicate a belief in the academic potential of all pupils, by:

• 1d Seeking opportunities to engage parents and carers in the education of their children (e.g. proactively highlighting successes). Develop a positive, predictable and safe environment for pupils, by

• 7c Giving manageable, specific and sequential instructions.

• 7d Checking pupils’ understanding of instructions before a task begins.

• 7e Using consistent language and non-verbal signals for common classroom directions.

• 7f Using early and least-intrusive interventions as an initial response to low level disruption. Build trusting relationships by:

• 7k Liaising with parents, carers and colleagues to better understand pupils’ individual circumstances and how they can be supported to meet high academic and behavioural expectations.



Revisit the ECT’s top five behavioural expectations from the previous session. Ask them:

• How have you communicated them?

• How have you practised them?

• How have you reinforced them?

7.1


Are these behavioural expectations being met in all of their lessons? If the ECT says yes, ask them to talk through the evidence of this. If no (which is probably more likely at this stage) ask them which ones are the key issues. Pose the question: What actions are you taking to influence these behaviours? Go over the impact a positive climate for learning can have on behaviour and explain that this session is all about thinking about establishing some of the things that make up the climate for learning in the classroom. In particular focus on the class/es that the ECT is finding the trickiest. The mentor may want to cover:

• Building, maintaining and fixing relationships with pupils

• Developing effective routines

• Maintaining high expectations of pupils’ behaviour and learning.

Identifying problem areas (10 minutes)

Ask the ECT to pick a class or a lesson in the week they are finding challenging and with the mentor go through the following list of questions: Behaviour: Are all pupils following the behaviour policy? Are all pupils meeting your expectations? When they are not, what behaviours do you observe? Routines: Are your routines being carried out to a high standard? Are routines habitual to pupils? What is your best routine? Which is your worst? Why?

1.1


Instructions Do pupils always follow your instructions? When they don’t, why do you think that is? How does this impact on pupil learning? From the answers to the above questions, identify one area the ECT would like to improve. This will become the focus of the rest of this session.

Improving behaviour (30 minutes)

Take a look at the example action plan on Handout 1.4. The teacher has identified a key issue and then used the table below to plan out action steps. From the area identified in the last activity, use the table to select an action step. Together, use the template to write an action plan to help the ECT’s class.

Issue Action to take How to do it How it can help

Problems with specific pupils

Speak to colleagues about pupils in the class

• Identify a colleague who can support you with this specific pupil or class and find an appropriate time to ask for their support.

• This could be the pupil’s tutor, a class teacher, a TA or another member of support staff.

• Can help solve issues with individual pupils.

• Gain information about the pupil from their tutor or another teacher.

• Gain information from a more experienced teacher on how they deal with specific pupils/situations.

My pupils are not always following my instructions

Ask a colleague to observe part of a lesson

• With your mentor identify a specific thing that needs addressing such as pupils not understanding expectations.


1.1, 1d, 7c, 7d, 7e, 7f, 7k

Handout 1.4


• Ask the colleague observing to focus just on this thing and provide feedback to support you with this.

• Can help identify a lack of clarity in instructions/explanations

• Isolate a specific area to focus on

• Gain specific feedback to develop your practice.

Problems with individual pupils/ ineffective relationships with pupils

Contact parents/carers with positive news

• Make a list of pupils that you are struggling with.

• For each one, with your mentor, identify one positive thing you could contact home about. This could be a specific piece of work they worked hard on, an improved grade, improved attitude to learning or something they are able to do now that they previously couldn’t.

• Decide the best way to contact home: postcard, phone call etc.


• Can help improve relationships with pupils.

• Proactively highlighting successes to parents/carers can support your relationship with the pupil.

• Pupils will see that you care about them.

• Pupils will feel supported.

Problems with specific pupils

Contact parents/carers to find out more information about a pupil’s

• Make a list of pupils that you are struggling with

• Contact parents/carers to explain your concerns and ask for their support.

• Can help solve issues with individual pupils

• Can help identify differences in pupils’ learning needs

• Can help identify outside influences


individual circumstances

• Finding out more information about individual pupils can help you understand their situation better

• You will be able to support that pupil behaviourally and academically.

Pupils do not always follow routines

Re-establish routines, especially for beginning the lesson and transition points

• With your mentor take a look at your current routines.

• Look back at Activity 1.3 of the self-directed study materials and together work out whether you need to re-teach the routine or just reinforce it through practice and positive praise.

• Write a script if necessary and practise this with your mentor.

• Can help solve a lack of clarity over expectations

• Routines need positive reinforcement and practice

• This will demonstrate your high expectations of pupils.

Disruptive behaviour

Reminders of school policies

• Together with your mentor look at the school policy and work out whether you need to refresh your routine or remind pupils of school policy through reinforcing behavior expectations or rules


• Can help address behavioural expectations

• It is important to adhere to school policy

• School policy is there to support you so draw on it when it is needed.


• Decide how you will do this – you may want to revise a routine and teach this to your pupils or you may need to reinforce a specific rule.


Using least intrusive interventions

• Together with your mentor, go back to the self-directed study materials and read through the section on escalating behaviour incidents as appropriate.

• Identify a strategy to try out and decide how you will do this.

• Can help deal with low-level disruption

• Helps keep the environment positive

• Can help address behavioural expectations.


Seating plans • Identify when it might be useful to move a seating plan around.

• Are there pupils who are struggling who it might be useful to move nearer to the teacher?

• Are there pupils who are disengaged that you can move to the front?

• Are there groups of pupils it would be useful to split up for a bit?

• How can you make sure all pupils’ learning needs are taken into account?


• Can help with disengaged pupils

• Adjusting seating plans can be a useful way to reset a class

• Tailoring a seating plan to suit individual pupils learning needs is important

• Maximize learning time through preventing poor behaviour.


Remind the ECT that, even if they are struggling at the moment, this is something all teachers go through, and they can always rebuild their relationship with a class and with individual pupils. They have to model respectful behaviour so that pupils can learn how to do this themselves.

Planning for action (10 mins) Decide together what success will look like for this class.

• How will you know if things have improved?

• What are you hoping to see? The mentor and ECT should decide together three specific dates when they will ‘check in’ on the progress made and decide how they will make this check:

• Schedule a mini observation

• Take brief notes during the lesson about what is happening

• Schedule reflection time following the lesson

• Use pupil voice to gather feedback from pupils.


Session 1.5: Establishing and maintaining an inclusive environment


Learn that:

• 7.2 A predictable and secure environment benefits all pupils, but is particularly valuable for pupils with special educational needs

• 7.5 Building effective relationships is easier when pupils believe their feelings will be considered and understood Learn how to: Demonstrate consistently high behavioural expectations, by:

• 1h Acknowledging and praising pupil effort and emphasising progress being made



Ask ECTs to reflect on the impact of their action plan for a specific class last week:

• Who did they speak to?

• What advice/information did they give them?

• How has this influenced their practice?

• What are their next steps going to be?

• What can the mentor do to help with this?

A culture of trust and respect (15 minutes)

Building positive relationships with pupils and creating a culture of mutual trust and respect benefits both the pupils’ and the teacher’s wellbeing and also has an impact on pupil outcomes.

7.5


Pose the question: What steps do you take to build a culture of trust and respect? Discussion could include:

• Learning names quickly

• Treating pupils as individuals

• Getting to know pupils

• Listening to pupils

• Responding consistently to pupil behavior. What steps could they take to further this? Together look at the two things below. How might these support a culture of trust and respect?

• Ensure you follow up on anything you say you will do.

• Contact at least one parent/carer a day with some positive news (this could be a postcard, email or phone call).

Together, come up with two more suggestions for ways of developing this culture further. Select one, either from the suggestions above or from the ideas generated by the mentor and the ECT and plan how the ECT will implement this.

A predictable and secure environment (30 minutes)

Discuss what steps the ECT takes to build a supportive and predictable learning environment. For example:

• How can they show that they have faith in all pupils’ ability to achieve? (e.g. speaking to pupils about their learning goals and giving them clear steps/praising the progress they have made)

• How can they demonstrate that they value pupils as individuals? (e.g. getting to know pupils’ names)

• How do they ensure a positive environment? (e.g. using least intrusive interventions)

• How do they ensure all pupils can access the lesson? (e.g. sitting visually impaired pupils near the front of the class)

Answers might include:

7.2, 7.5, 1h


• Conveying authority through behaviour (body language, tone of voice etc)

• Developing pupils’ positive self-belief by encouraging and ensuring success

• Drawing attention to evidence of pupils’ progress and recognising their achievements

• Communicating clearly and accurately in spoken and written language

• Adjusting to the communication competencies of all students, using available technology if appropriate

• Focusing on managing learning rather than managing behaviour

• Making reasonable adjustments for those with special educational needs. Together read the following point: A predictable and secure environment benefits all pupils but is particularly valuable for pupils with special educational needs. Ask the ECT what this means for their classes. All the strategies the ECTs work on in this Block will help them establish a predictable and secure environment for learning. It is this that will allow all pupils to learn, including those with special educational needs. It is important to remember that there is no one size fits all strategy that will be guaranteed to work. The ECTs should find out more about each individual child’s needs, using the SENCO’s support to implement the right strategies where this is appropriate.

The ECT should select one or two pupils they could support through the actions and strategies discussed in this activity and decide:

• What will they put into place to make their classroom predicable and secure for those pupils?

• If the pupil has special educational needs, what reasonable adjustments will they make?

• Can you make an opportunity to have a discussion with parents/carers (this could be at parents evening) about the individual needs of the pupil and the reasonable adjustments you have made?

Together set out the steps the ECT will take to support those pupils.



Ask the ECT when they will be putting these strategies into place. If possible, set up a time for the mentor

to observe the ECT with a focus on establishing a predictable and secure environment. The mentor may

want to focus on the two pupils identified in the previous activity and take notes to provide the ECT with

feedback.

In the next session the ECT will be reflecting on observations they have carried out with the time assigned

in self-study materials Activity 1.6. If they have yet to carry out the observations, agree now who they will

observe and with which focus before the next session.


Session 1.6: Looking back, looking ahead – observations of others

The intended outcomes of this session are for Early Career Teachers to review their learning across the range of statements in this

Block:

Learn that: 1.1 Teachers have the ability to affect and improve the wellbeing, motivation and behaviour of their pupils 1.4 Setting clear expectations can help communicate shared values that improve classroom and school culture 7.1 Establishing and reinforcing routines, including through positive reinforcement, can help create an effective learning environment 7.2 A predictable and secure environment benefits all pupils but is particularly valuable for pupils with special educational needs Learn how to: Develop a positive, predictable and safe environment for pupils, by: 7a Establishing a supportive and inclusive environment with a predictable system of reward and sanction in the classroom 7c Giving manageable, specific and sequential instructions 7d Checking pupils’ understanding of instructions before a task begins 7e Using consistent language and non-verbal signals for common classroom directions 7f Using early and least-intrusive interventions as an initial response to low level disruption 7g Responding quickly to any behaviour or bullying that threatens emotional safety Establish effective routines and expectations, by: 7h Creating and explicitly teaching routines in line with the school ethos that maximise time for learning (e.g. setting and reinforcing expectations about key transition points) 7j Reinforcing routines (e.g. by articulating the link between time on task and success)



Welcome the ECT to the final mentor session in this Block. Offer praise where appropriate for the hard work undertaken in the Block.

Adaptable observation handout


The purpose of this session is to review what the ECT has learned throughout this Block through the lens of observations. They should come to the session having carried out one or more observations of colleagues based on Activity 1.6 in the self-directed study materials. Ask the ECT who they observed, and with which focus. They may have completed multiple observations. Pose the question: Who did you choose to observe and why? What was the focus of the observation?

Question for reflection (25 minutes)

Ask the ECT to reflect on the following questions related to their focus area of the observation(s):

• What did you notice?

• What surprised you?

• What did you learn?

• How did X affect the pupil's learning?

Review of the Block (25 minutes)

Use Activity 1.7 in the self-directed study materials to look through all the statements that have been covered by Block 1. The ECT will have considered two key questions as part of this activity:

1. What have you learned in this Block? 2. What do you need to learn more about?

Ask the ECT to share their responses. Support the ECT to come up with an action for how they can address the areas they identify in Question 2. Some prompts to support:

• Which colleagues could the ECT go to learn about X?

• What might be the focus of further reading?

What might the ECT need to work on in terms of their classroom practice moving forward? How could they be supported to do this?

Date post:	05-Mar-2021
Category:	Documents
Upload:	others
View:	2 times
Download:	0 times

MENTOR SESSION MATERIALS lock 1: Establishing a positive … · 2020. 8. 28. · MENTOR SESSION...

Documents