@sebel44@_MissieBee Sure you’re then told to use the more able students as a support or aid for the less able, pair them up. Children are there to learn, not to teach other children less able than them.
@TTRadioOfficial Or. We really look at the impact marking has (limited), and establish a far more manageable way to still have impact; live marking, whole class feedback, reflection specific lessons.
@ICT_MrP Every single teacher at teacher level says the exact same thing, yet nothing ever changes.
1. Centralised behaviour systems
2. SLT on call, present & visible
3. Holding parents and students accountable
Behaviour Manual by @Samstricko181
Culture rules by @jo_facer
Schools spend hours trying to “reach” the kid who openly doesn’t care, while the kid who tries every day quietly gets ignored. We’re exhausting ourselves chasing resistance instead of investing in effort.
@ICT_MrP Political jargon.
1. 1 PPA per day by law.
2. Increase school budgets.
3. Culture reforms for all to follow. Less restorative practice, more accountability for parents & learners.
4. Space out school holidays more evenly.
5. Incentivise teachers returning to profession.
✅
We wonder why people don’t want to become teachers…
Poor pupil behaviour
Workload
Pay
Ever increasing expectations that go way beyond our core purpose - to educate
Loud voices who don’t do the job are taken as expert over those that do
To name a few issues
@BarryNSmith79@ianwhite21 I don’t disagree. That still doesn’t get away from the fact that having more physical activity during school should be a national priority though.
‘It’s all about relationships’
… is not true and is usually touted by schools that would rather blame teachers for everything.
However, good relationships are very helpful and make teaching more fun!
Here’s how to build them.
#edutwitter#ECT
https://t.co/Ma3cXg1mCF
One student can ruin the learning of an entire class
That kid deserves and education but so do the other 29 kids in that room
Regardless his or her reason, it is simply unjust to let one child daily compromise the education of everyone else
I see a lot of schools, and in many of them behaviour is below what it could and should be. Very often I see some of the most common strategic mistakes in these schools:
1. Vague expectations of behaviour
2. No staff training in implementing the school behaviour policy
3. A belief that teachers should ‘own’ the behaviour (which usually means in essence that they shouldn’t bother anyone else with it)
4. Gaseous boundaries that can be crossed without consequence
Inconsistent consequences
5. An emphasis on restorative and purely therapeutic techniques over clear routines
Some of these strategic errors are believed to be virtues, eg ‘we believe that children must only behave because they want to, because extrinsic motivators are immoral.’ A lot of these mistakes stem from a Progressive view of the child, and how they behave in classrooms.
1. Children are naturally inclined to be good
2. Children are naturally curious about school work
3. Children will learn by themselves how to behave if we let them
4. Children will do things correctly as long as we ask them nicely
These are lovely but deeply flawed premises. Basing your institutional system of behaviour on these will lead to sub-optimal outcomes, very often disastrously so.
And when they don’t work, the most common reason cited for why is an appeal to society: these kids are poor, these kids are disadvantaged, what can you expect from kids like this? Too rarely do people reflect that it may be the strategies of the school, powered by the assumptions of helplessness mentioned above this sentence, that are the major factors in their outcomes.
Demographic disadvantage is a powerful thing, but it is not destiny, and I’ve seen hundreds of schools ignore the temptation to settle for less, and build cultures where everyone flourishes, not just the fortunate recipients of privilege.