 Hello, welcome to the five-minute behavior fix or the five-minute behavior plan. My name is Ross McGill This is a webinar designed for further education Teachers in working with 16 year old plus students So I'm an experienced school leader I've been working in North London comprehensive schools for the past 20 plus years Some of you may know me as teacher talk it on Twitter or at the website teacher toolkit dot code UK I've been blogging for about 10 years now So that's led me to be an author to speak at schools all over the UK And also to lead teacher training as well as my online presence through social media that has influenced government policy in different places and Influence and help support teachers around the world. So that's a little bit about me If you'd like to get in touch you can do it two ways you can do it through Twitter at this hashtag TT webinar or You can drop me an email at support at teacher talk it dot code at UK Okay, so the brief for this presentation It's to support your behavior management to explain reasons for poor behavior and to hopefully offer some classroom solutions 17 hours apologies before I start I want to Make sure that you understand that context is king and these Suggestions won't work in every setting Bear in mind my experience past 20 plus years has been in secondary education in schools in North London So this will vary significantly Depending on what institution you work in what age group what subject etc etc So the lesson plan just general welcome now. I'm going to get a bit of theory Reasons for behavior a bit of psychology and a practical and then finish up with some reflection and then offer you some suggestions for what next to do So before I start I like to pause the next slide maybe think about a student in your class Or sit with a colleague Who's watching this presentation with you and think of a student that you have because we all have them that makes you feel anxious Or a student that makes your teaching a bit more difficult and challenging Now we all have those students we May have a good relationship with them. We may not have a good relationship with them. So I just want us to think about those particular individuals that might Cause you some anxiety or think about the reasons that might lead to you not enjoying teaching particular classes or particular individuals So there are reasons for behavior, but we must remember that behavior is a form of communication And the underlying those reasons we can start to identify support and intervention For these individuals. So here are four reasons For behavior and these ideas are supported by dr. Tim O'Brien Who is a visiting fellow at the UCL Institute of Education in London who has co-written with me with my new book Mark Plantiche which I will just reference at the very end of this presentation So we're here for half an hour Let's get into the details for the behavior. So the first reason students want attention We may be having challenging ways to communicate attention whatever it looks like positive or negative as long as we These students can see that we spot them or their friends do or they get some kudos Whatever the reason and it's generally for attention seeking reasons. The second reason Is to get me out of here Now if I think of the most challenging students I've ever worked with or the students I've supported around a large school You know 1400 students to 200 plus staff where I've picked up vulnerable students or Students with challenging circumstances, it's generally because they either find the lesson boring or they've had various reasons at home They've missed the lesson. They don't understand the content So they either miss behavior for positive reasons or just an excuse to get out of the class to escape from the situation Third reason is some students actually feel good about it They enjoy getting the commute the attention because they might not get it at home it might lead to some power between the teacher or between their peers and Generally, they won't care about the consequences that are involved The fourth reason is a reward now We've all been there I've certainly been there many times you deal with a challenging student You give them a reward so that you accept probably a low challenging answer Or give them something to do in order to reward them or give them that attention that they deserve because you are probably More reluctant to avoid confrontation So rewarding the students for whatever reason sometimes might curb their behavior I actually enable the student to enjoy being in your lesson and in Being part of the lesson But those are just for reasons I'm going to go into how we can look at this in a bit more detail So here's a bit of theory Think about self-regulation as a reason for Students modifying their behavior now. It's not to be confused with obedience or compliance This is about students Understanding the reasons for the behavior so they can modify it themselves whenever someone is or is not watching Now there's a video that I want you to just watch it's about 30 seconds long I'm going to add it into the resource Put it at the bottom of this link on this video in YouTube. Just watch it. It's not to be taken too seriously It's just to consider how we could teach students to self-regulate Okay, so let's consider dr. Robert Rosenthal's research from Harvard University About the pig mailing effect now let's start up here our actions Now this is the teacher and how we react towards other Students has an impact on their belief about us as a teacher This then causes their actions towards us which reinforces our own beliefs about themselves and influences The actions again. So it's a self-fulfilling prophecy. So if we put it in a teacher context same cycle This is the belief about a challenge a student in my lesson How I behave or act towards the student will then reinforce the students belief about their capabilities this then Outcome is the student action in classroom in life. They start to believe they're not good enough They start to misbehave they start to not think they're very good at XYZ Then the student outcomes in the classroom in life and in the behavior then reinforces their teacher's belief in the first place so this is called the pig mailing effect and It's about teacher expectation Now there's a video I'm going to put video to in the YouTube link where dr. Robert Robert Rosenthal explains the pig mailing effect and how there is a discussion about two different classes and placebo class where teacher has certain expectations of the groups of students in front of them versus another teacher With a different set of expectations and and it looks at and measures the student outcomes or performances or behavior Based on these teacher preconceptions. It's a very fascinating piece of research again, I just want to reference self-regulation and How the pig mailing effect or our perceptions of Other people can sometimes limit the students outcomes. So watch the video It's about three or four minutes long and it's well worth watching that video link number two in this YouTube clip in the comments below Okay, let's move on to an activity now The actual five-minute baby plan was developed to help address teachers with a bit of frustration of dealing with behavior management You know a large number of teachers work in challenging circumstances with challenging students Whether it's serious or low-level disruption. We all have to deal with it So this five-minute behavior plan was developed with a colleague of mine who lives in the north of England He's named Steven to Ernie. He's an executive head teacher in a trust of schools in Blackpool Together online we came up with this little template and this is essentially the the map the initial map for the five-minute behavior plan So I'm going to talk you through the more detailed version And what I would like you to do for this practical part is before we begin Think of a class that you're going to teach tomorrow or next week Think of those students that you find particularly difficult to deal with or an individual student And then while you're doing that pause the video print off this slide print off the resource the resources is Included in the the presentation that you have access to and it's also included in the YouTube notes print This slide off now. I know this might be specific to my experience, but I can walk you through this behavior plan You can learn how to use it to modify or to address behavior in lessons that you find challenging You might want to tweak your own template and use it in your own institution and with some colleagues so pause the video print a copy off and then the next part of the video is going to walk you through how to To complete the five-minute behavior plan to shape your thinking and approaches in terms of classroom behavior management So here is an explanation. So we're going to start off in the top left box So this is the class picture or the big picture and this is essentially you summing up the students in the last The last lesson or the last time you've been teaching them if you were explain it to another colleague What key information would you share about this class if you're handing it over? What's the room like that you teach is a fixed lab is an outdoor classroom is a standard classroom of tables and chairs face in the front What are the needs of your students? Is it a mixed ability class? Is it a set of class? Are there different? characteristics and Data that you need to be aware of and so this box is initially just set in the scene The next part of the plan takes you through three parts of the lesson Which are all very simple, but in my opinion very critical for good planning So the first one is a sitting plan now in my experience teaching design technology to 11 to 18 year olds The way the carousel or the subjects are set up as you either move with your students or you move with another class So for a large majority of my career I've always taught with students for about eight to ten weeks and then started off with another class So having a sitting plan would be one way of me getting ahead of my students Know where who they are where they sit what their needs are but also making sure that students know that I'm in charge And this is my classroom domain Now when I've been teaching a level students 16 to 18 years old I would have the same approach doesn't matter how old they are and if I was a further education Teacher I would probably do the same thing because I want students to know that this is my classroom This is your needs. I'm the teacher. I'm sharing this information. I know what's best for you I want you to sit here boy girl next to your friend not next to your friend in alphabetical order Highly attaining students middle attaining students, whatever it might be It's important that you consider this so if you don't set a sitting plan ask yourself why The second part is to start an end of lessons think about how you start and end your lessons Do you meet your students at the door? Are you sitting down or you sit by your computer deleting emails around your phone? Are you late? I'm just putting it out there and do you welcome your students at the door because it probably makes a big difference Do you say goodbye see you next week? Give some reminders In the terms of behavior routines or at least setting expectations which are coming to later I've got here. It's ready respectful safe now You might have all sorts of rules don't drink don't call out whatever it might be But the core things that keep coming up in every behavior policy is that you want your students ready to learn you want them to be On time you want them to be respectful of you respectful of one another and each other when each other is speaking And you also want them to be safe now that's in terms of behavior management throwing things around the classroom whatever it might be and These three words apply to every every school every classroom every college The next part of this phase of the plan is to think about transitions now You might teach outside you might teach inside whatever it might be But you might have a practical part the lesson plan the theory part or different resources How do you make transitions between different activities? Do you give resources at a certain times? Do you allocate resources to specific students? Do you manage on these self do you ask three or four students to move to that part of the room before you Ask others to help manage behavior of management across across the classroom By planning the phases and the transitions of resources or movement Reinforces that you are in control and you have this mapped out So three very simple things, but I would suggest that they're quite critical and often things that teachers don't consider The next part of the plan are these three pro-signals that we've got assertiveness Relationships and teacher support Now context is king. I'm six foot four I'm a tall male with a loud voice I've been used to teaching and shouting and screaming across playgrounds for the last 20 years across London schools This will be very different my experience to you watching this and wherever you work So how you apply assertiveness is not necessarily always shouting. It's your use of body language. I've worked with some small timid colleagues who've got very quiet voices where students are Scared to blink an eye in front of them for whatever reason now That's always because of relationships that put in place and then they can apply the assertion because they're consistent with their behavior management They're clear about their expectations So whatever type of leader you're in your classroom How do you show this through being assertive if you say there's a deadline do you stick to it? Or do you change the rules if you say that you're going to be sent out if you say this again And then you don't do it That can undermine your assertion. So it's important that you live by what you say The second thing that was just probably the most important I'm going to refer this back later to a video then which I recommend you watch Ted talk by Rita Pearson about relationships Every student needs a champion. We can't enjoy teaching every student Every student can't enjoy being in our lesson or think we're the best teacher in the world But what can make a difference is our relationship with our students Take time to know your students. I know it's very difficult. You've got a very large class So you see a large number of classes But sometimes you've got a difficult sheen taking that time outside the lesson to either give them a call or speak to their family Or see them in a different environment a different room or something or a different situation inside your institution Can be you can get that small nugget of information Which can bring back to class or apply and put into context in terms of their Assessment or your questioning or how you converse with them in public in front of their peers can make a big difference to relationships in class final one is your support now Catch students doing the right thing go the extra mile all those kind of things are a given But it's very hard to follow through and you can end up having a huge workload but small small How could I express it small wins small conversations small Rewards here or there these small things make a big difference to to a relationship with the student small acts of wisdom small actions Whatever you want to call it if you've got all your students in mind whether it's a small positive bit of feedback or Marking a piece of work again after the first deadlines gone Whatever it might be these small acts can make a big deal of terms of your support with your student in the class So I'll come into some of that a bit later in terms of relationships and how you can provide support But we know that teacher the quality of teaching and the types of teacher techniques and strategies that use in the classroom Make the biggest difference in terms of learning gains We only need to look at professor John Hattie's visible learning and the impact on effect sizes and how How key student relationships your teacher interventions and the clarity of your instructions can make a big difference To student progress in class Okay moving on Rules and expectations now This is a tricky one because every college in school will have a different set of rules and as I referred back to This particular part the ready respectful safe, which is on this part of the behavior plan Every college environment will have different set of rules and expectations whether you're teaching the 11 year old 16 and 18 or 25 We all need to have Some simple Expectations put in place for learning and for teaching Now your school might have an agreed set of rules. It's important that you follow them More importantly that you always follow them and you're consistent because the teacher next door to you might not be that And if that's the case the students that you're teaching when they go to the student to teach the next door It's going to start to lead some inconsistencies And then what happens is this the students start to question you when you follow through the rules It starts to undermine your authority Because of the other teachers not following the rules and then students lead to confusion Students start to find the gaps if you let one student off for whatever reason one day then it becomes an expectation Now going back to John Hattie's research There is an effect size called collective teacher efficacy and what that means is If everybody's doing the same thing then the impact that that can have on student outcomes is Significantly trumping everything else in terms of the effect sizes or the influences So I cannot express enough simply reminding the students of key rules Always being consistent in terms of your school expectations Following them through rather than making the empty threats would significantly reduce your behavior incidents But also make sure that students are clear about your expectations then you can get on with the actual teaching and learning Now again, this is a tricky one for further education But I would challenge anyone to think that not offering a reward or a piece of praise for a student whatever the age Makes a big difference even when I was doing my master's degree 30 years old when my tutor gave me a bit of praise said I was on the right track and Linked some assessment criteria, whatever the reason it made a big difference to my Attitude to learning to my relationships with my peers the relationship to the course itself So don't underestimate it now in my situation here I've got five to one now if I'm telling a student off I want to make sure that I have a positive environment because I want to encourage a positive mindset to learning I want to ensure that students self-regulate they modify the poor behavior and they start to mimic the correct expectations So if I ensure that my any negative comments are outweighed by my positive verbal praises Whether it's a phone call home a quick post-it note or a little whisper in the ear as the student leaves the door Whatever it is. It makes a big difference to teaching and learning So maybe pause here think about what you are currently offering your college or your school Think about what you offer in your classroom How often do you contact your students to tell them publicly or privately or with their family that they're you're really pleased with the Progress or you're really pleased with the attitude or the contributions whatever it might be How often do you do that and what other inventive solutions could you add to ensure that a positive reward system Is in place where students know that by doing the right thing there is some way of being recognized for that Finally discipline so again think of your school behavior policy Let me just explain my little graphic on this slide Now this was set up in our school and revised our behavior policy about three or four years ago And I would actually challenge that we actually don't need a reminder caution last chance I think a reminder and then a last chance is enough Internal referral is sending a student to another colleague in your department Or referral might be an exclusion or an isolation or whatever it might be now This might be 11 to 16 year old applicable But I would imagine that one or two things remind the caution and being removed from the lesson might be an option in a further education setting So have a think about your school your college behavior policy the rewards and sanctions that you can have in place What's the procedure for if I interrupted your teaching or if I threw something across the room Or if I told someone to You know use the swear word or whatever it might be and I disturbed the learning what sanction would you put in place How would you remind me to behave? How would you give me a last chance warning before you asked me to leave the classroom so It will be very different to all the people that are watching this presentation You'll have your own set of rules and consequences But how do you escalate? How do you remind students of the expectations? How do you escalate from One being the lowest warning to ten being the most severe How do you escalate rather than having to jump up all the warnings immediately? Obviously if there's a serious situation you might have to But how do you do this in your class? So you might want to pause discuss have a think about how you remind students about agreed rules How do you actually follow through with these sanctions? Okay, the final part the reflection part So I'm just going to give you a bit of advice and ask you more importantly why you should get behavior right So think about the five minute behavior plan It would be my recommendation over time to internalize all these different topics On the five minute behavior plan. So here you go. There's all the different Templates all the different areas that we've just walked through You might want to change some of the headings You might want to sketch up your own version or download my one It's entirely up to you But by using this over time it starts to become a habit I would also recommend that you probably work with an Oli colleague and work through this together Think about a difficult class or a different difficult student you might have Think about how you would improve rewards Consistency clarity expectations routines whatever it might be if you keep practicing this then eventually you're going to start to crack Behavior and students going to be a lot lot more clear about how you follow through things and then it starts to become a bit more perfect But what I'd just like to emphasize is why should you follow policy? Well, it's ensuring that students act and behave appropriately, but it's also making sure that you're consistent and as I mentioned If consistent approaches by everyone in your institution are incorporated with a shared language So for example, if all your teachers use the words ready respectful safe Then there's a good Chance that that collective teacher efficacy in terms of dealing with behavior management students will know what the language is They'll be reminded of it regularly in lessons and every day Then they'll start to self-regulate the behavior and then hopefully you'll be in a position where Behaviors are precursor to learning without that behavior in place that behavior management in place Then it's very difficult to enhance teaching and learning. So this has to come first before you can actually teach So here are my five tips for getting behavior right before we finish practice the policy So think of your college policy. Keep it simple. I think if policies are over complicated Then it's very difficult to follow them through teachers and students need to understand it My second tip more importantly is follow the policy always Be consistent Even on your good days even on your bad days and make those rules visible Even if it's a simple poster or if it's a printout in a contract or in the back of an exercise book Putting them on display someone bridges that policy or you're having a little pet talk with the student at the end of the day Just by referencing rule number four and rule number seven or whatever it might be or expectations Whatever you call it. That's a good way to reinforce expectations When you're issuing a sanction number four explain your reasons for giving that sanction And give the student a decision give them a choice in terms of choosing what sanction or what they want to do with their behavior Make a fuss about it, but you probably want to do this depend on the student I wouldn't necessarily advocate it in public But you could do it publicly in a classroom environment I mean by this but in a private situation a little chat in the corner of the classroom A chat at the end of lesson or a chat on the phone outside of the lesson Whatever it might be but make a fuss about that behavior being broken And how you want it to be rectified and you want the student to self-regulate the next time that it happens in the class The fifth and final is don't escalate your behavior sanctions too quickly If you start throwing students out or start issuing warnings or whatever your behavior policy advocates too quickly So I almost give them the red card and football at the very beginning then your whole team approach has the change You start to give yourself limited options over time So don't escalate too quickly if you give a student a warning Give them time some take up time to think about the sanction the choice the decisions they've got to make And if they're not happy with the choices they've got they might be a bit upset or it might lead to some more confrontation But try to contain all this together as one incident rather than escalating an issue in another sanction Again context is king So there could be something serious that happened where you have to bypass all the kind of basic procedures And and escalate an incident and a sanction. That's fine. But this is just day to day behavior management in your classroom when teaching and learning is Is number one priority and low level disruption. So this is you know low level chatter What you know Eating talking in class, you know, throwing things across from whatever it might be That's what we're talking about there. So in terms of finishing off my takeaway, I've got 10 tips Ready respectful space applies to all schools colleges classrooms around the world. So I would use this if you haven't got a behavior policy in place It's a good framework Build your sanctions around those three words Ross, you are not ready to learn You've not had your equipment out. You don't have your books or ross. You're not being respectful to XYZ's views. Please don't call out or ross You are not being safe by swinging on your chair or throwing that across the classroom and then issue the warning or the sanction Number two model positive behavior and build relationships So even with those students you find most difficult you model the positive behavior you expect Build relationship with with them in and out of the classroom Then you can start to support your behavior management techniques over time You can invest in these relationships and then you'll be able to reap the rewards Thirdly plan lessons. There is also a behavior five minute lesson plan webinar to support this lesson plan This webinar if you want to plan your lessons Which are engaging that challenge and meet the needs of all students If you don't have this to support your behavior management, they both go together one with it another then leads to a little bit of inconsistency and then you start to have some problems Number four again, I talked about praise and sanctions. Make sure you praise Outways anything that's negative. You might want to consider meeting greeting students at the door. That's a nice little positive strategy Hello Ross. How are you? Well done last lesson. I look forward to this today xyz Number six. I said when you gave out a sanction Give take up time. So give that student time to digest decisions consequences before you go through the next steps Seven prevention is better than cure. So think about sanctions So have good lesson plans in place good techniques meet and greet students at the door always give praise These things are routine Then you'll start to prevent sanctions happen because students know the expectations They know that you're investing in the relationships. You know that they want the best you want the best for them So then you start to reduce the sanctions because you're preventing them with all the techniques you have in place Number eight. I cannot stress this enough Follow up every time even if it becomes the biggest workload issue that you've got you've got to retain ownership You've got to engage students in reflective dialogue You've got to ask them to make the decisions. You've got to encourage them to be self-regulate Regulation You've got to encourage students to make decisions for themselves By doing this and putting all your energy and hard work in here You can then create the classroom ethos that that you really want Fight number nine Just finishing off in or out of your classroom never ignore or walk past students who are behaving badly So if you ignore it in your classroom or you walk out your classroom door and there's people misbehaving on the corridor and it suddenly becomes a Team decision rather than individual decision If you ignore those students You're condoning that behavior Now I appreciate you might ignore some you might not see something But that's not the same as ignoring if you know students said something rude to someone else Or you hear them saying something inappropriately or they're acting in a particular way That's not in line with the college behavior expectations If you even have a simple conversation make sure you've acknowledged it You might walk past the information on or just a little talk might be enough But if there's a sanction required Then you need to follow that through because if you walk past it and they know that you've clocked it and ignored it You're essentially advocating that that's okay Finally be consistent consistently consistently. I had a great expression the other day Be persistent insistent and consistent and it's a really good way to look at behavior management If you can look at all these one to nines above and be consistent about them all the time Then there's a good chance you're starting to improve your behavior management The moment you let it go if you're or if you're tired at the end of term or tired on monday morning Whatever it might be and you kind of let the rules start to slip students start to see the gaps the inconsistencies and that's where things start to fall So I hope those are useful Again, you can find a few more blogs on behavior on the teacher talk at dot code at uk Just to finish up with some further reading that's applicable for this webinar the five minute behavior plan So if you type in the five minute behavior plan on teacher talk at dot code at uk, you'll find the template itself sorry You can find a blog to support this entire webinar and going through all the presentation There's also a video. I'm just going to click it over to here's Rita Pearson about building relationships Now i'm not going to play it here, but you can find the link on ted.com Rita Pearson every kid needs a champion. It's a brilliant motivational Video it's worth watching on your own or with colleagues if you want to look at behavior motivate yourself to get back into the classroom And then the final link the pygmaline effect Um, if you type in the pygmaline effect on youtube or dr. Robert rosenthal You'll find the pygmaline effect. It's about three or four minute video about teacher expectations in class And how sometimes you can limit students performance by having less Expectations of them. So it's a fascinating video and I would highly recommend you watch it So that's all everything. Um, thank you for watching the webinar My name is Ross McGill if you're interested in some more information Then you've got my website teacher talk it dot code at uk. You've also got my email address support at teacher talk it dot code at uk You've also got my webinar hashtag tt webinar if you want to get in touch in a week or six months time Whatever you're watching this webinar after it's been published I'll happily tweet your reply to your emails if you can't find a resource You may be interested in 100 ideas. This is my first book which was covers a bit of behavior in terms of strategies for the classroom It's applicable for all settings. I've had further education teachers read this book too and give me some positive feedback If you're a new teacher this my second book teacher talk it looks at the first five years of teachers and go through your Thinking processes and priorities. It's a book that might interest you Then mark plan takes my new book which is out in september 2017 There are 30 ideas and hear back with evidence and also supported with psychological insights into the Why classroom ideas work better than the other? So those are three resources you might want to consider If you're interested in me training or coming to lead this webinar in your school or your college setting Then you can go to teacher talk it dot code at k forward slash training. I'd happily come along And just to finish off just just to highlight that this is a presentation an online webinar Um Designed for that purpose only. Um, if you want to get in touch It's Ross at teacher talk it the email address is supported teacher talk it dot code at uk If you'd like to get in touch with more information or follow up on resource. It's not here Um, I hope you found it useful Um, I hope you can use the five minute behavior plan To modify and rethink your behavior management in your classroom And I wish you all the best. Thank you for watching. Thank you for tuning in and goodbye