This document discusses strategies for effective teaching and managing student behavior. It suggests that teachers should have high expectations for students and focus on developing students' confidence, resilience, and pride in their work. It also recommends that teachers understand what causes problematic student behaviors, address issues proactively, and change their own expectations of students. The document provides examples of positive and encouraging statements for teachers to use with students. It emphasizes building positive relationships with students, especially those who are more challenging, through getting to know them and engaging them in lessons.

1. How are students and Marmite
similar?

3. On the A3 sheets on the desks List things
you think make the model pupil, a less
than model pupil and an effective teacher
– 4mins

4. On the sheet.
Bullet point
ways that
these 4 things
can impact on
the following
criteria
Feel they can fail
and no one will
judge them.
Small steps.
Nipping it in the
bud before it
even happens
Positive and
negative
• Students are confident
learners
• Attitudes to learning
have a strong impact
on their progress
• Pride in all areas of
their work
• Challenge of learning
• Resilient to failure

5.  Make a list of behaviours by students
that infuriates you?
 Not a little but absolutely infuriates
you!!!
(think about behaviour, presentation,
written work, contributions to the
lesson)
 Rank them in order of Most to Least
Think, Pair, Share
 With your partner. Think about what
might be a cause for these
behaviours.
 Is there anything we can do to be
Proactive?
What is the chink in your armour?

6.  How do you feel before the lesson starts?
 What do you expect before the lesson even starts?
 Self fulfilling prophecy….
Think of your worst class

7.  https://www.youtube.com/watch?v=vJymYT_AkIc
 Pygmalion Effect
 The definition of insanity is doing the same thing over
and over again and expecting a different result.
So what could happen if we change
our expectations

8. High expectation/low
disruption….Increased attainment
What does this mean to you and how can we get the
students to reach them
High
expectation

9. Teachers can be ……
1. Kerry
has arrived
late for
your
lesson
2. Kirsty has
not started
working 10mins
into the lesson
3. Mark has not used
a pencil and a ruler to
complete a graph –
he never has his
equipment
Kerry was kept in
by her last
teacher who has
said that they
will email you as
she wanted to
complete a task.
She is not interested
in the work
Scenario 2:
She is
bright but
more
interested
in what was
on TV last
night
Scenario 1:
She cannot
access it and
does not
want to try

10.  I will always speak to you with respect (You will not say
Miss, Miss, Miss!)
 I will design a good lesson every time (You will learn
something ever lesson)
 I will encourage you to play the long game (GCSE’s)
 I will be empathetic but not a push over
 I know you are frightened of failure and your behaviours in
all of their forms are trying to mask that

11. Child whispering, assassin
spotting and you
Or…
Turning lions into lambs

12.  “Only 127 sleeps until the end of Term”
 “It’s Friday, isn’t it!”
 “School would be OK without the students”
 “Good morning lovely people of Year 10”
 “I must say Wednesday is becoming my favourite day as I
have double English with Year 9”
 “Have a lovely day- you are magnificent”
 Crush the negativity in you. Build the positivity in them.
Which mind set are you in?

13.  DEFINITION - Muse: A person or
who is the source of inspiration for
a creative artist. (you are the
creative artist!)
 If you can engage ‘the naughtiest’
the others will naturally follow.
 ADHD students have a hyper
sensitivity to boredom- are you
boring?
 You need to perform – bring a bit
of yourself into the lesson
 Impeccable planning required
Who is your ADHD muse?

14.  Not loud/ Australian accent is harsh and Bristolian
sounds ridiculous!
 Never overtly angry- they don’t have that power over
me. They will keep doing it if you keep reacting
 Engage students- have conversations
 Get to know them
 Love your subject
Charm and disarm

15.  Know a student before they know you
 Read negative student league tables every day
(whole school)
 Know their names
 Know what sets them off- be ahead of the play
 Befriend them
 Make genuine eye contact
 Do lunch duty- best classroom management
opportunity going!
Question: “How do you know all this?”
Answer: “Read ‘Go for Schools’ like it is a
novel”