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Why do it?
Why do it?
It’s fundamental to the success of our students
Encourages students to become self-motivated and better prepared so that they reach their full potential (self-fulling prophecy)
Improves attendance
Students feel supported and engaged (less behavioural issues)
Positive relationships create safe spaces for learning where students become risk-takers with their learning and foster a growth mindset
Our students come to school happy, feel good about themselves and have success
Who can you ask?
Who can you ask?
NDG
How to do it?
How to do it?
Know your students and how they learn.
Be kind and nurturing. Get to know your students, and know their interests even if it’s just one thing per student.
Check in with your students. Actively listen to them. Paraphrase, and explain back problem. Makes students feel respected and recognize their feelings and thoughts.
Get to know your students by speaking to their teachers including their homegroup teacher
Set SMART goals. Students who set goals achieve better academically.
Set clear expectations for both achievement and behaviour at the beginning of the year. Be explicit with your expectations. Avoid negative language.
Set clear boundaries as a teacher (for example, no emails past 4 pm) and set classroom norms.
It’s okay to sometimes get off topic and have a great classroom discussion. This builds classroom culture. Also, if you’re having behavioural issues take a class to reset expectations together and do some team building in a positive way. Build our Pillars into your classroom culture.
Giving effective feedback. Create a dialogue about their learning. Dialogic conversations are important and incorporate RRRR or content from S.E.E to help you do this for example the emotional rollercoaster.
Differentiation and scaffolded work. Setting up all students for success.
Praise effort instead of the product. Using strengths-based strategies.
Implementing content learnt in S.E.E to your everyday teaching. Iceberg, positive-coping strategies and a growth mindset work. The content from these classes is great for giving teachers the tools and structure for having positive well-being conversations with students.
If you’re having difficult behaviour with students give them a useful job. It can be as little as handing out worksheets and then praise them for their effort.
Strong pastoral care and well-being model for the school.
Ensure you have more positive interactions than negative ones. Redirect negative language into positive ones. For example, “don’t walk around the classroom” to “can you please take your seat, thank you” with a follow-up “thanks again for listening”
Set your students up for success. Make everything explicit and have high expectations that every student can achieve in your class.
Example
Example
Scenario: Student is disengaged in a Year 8 Humanities class and is behaving in a rude manner towards his peers and teacher. The teacher could set up a behavioural contract, set clear expectations and praise the student when he has lived up to the expectations and demonstrated the Pillars of FHS.
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