# data[].attributes.body
Clear expectations that have been co-constructed with students and are reinforced. Combined with attempting to make new groups within the class as much as possible by changing seating plans etc

# data[].attributes.body
Establish relationships and routines early on, figure out an appropriate way to open channels of communication, maintain our own self regulation when dealing with trickier students in order to protect the relationship

# data[].attributes.body
Getting to know each of your students and knowing what is a priority for each student and what their next step is - and acknowledging that this is different for each student. Eg. maybe one students goal is just getting to school, the others is UE, one student needs to be given a pen/ charge each lesson or a student in that same class might need to learn self management skills and be held accountable to organise those things themselves.

# data[].attributes.body
Creating a space where students want to be and feel known as a student and learner. Making our students feel welcome, creating a space where they can belong, routines are set, expectations are clear so they can feel success. Without students feeling good and functioning well, behaviour and learning becomes problematic. eg making fun challenges in your class, getting to know your students outside of Maths - what sport do they play etc

# data[].attributes.body
Class Environment - Creating a safe environment through modelling expected behaviours e,g 'ok to make mistakes', being consistent, having routines e.g a visible plan for the period, encouraging giving things a go, allowing student voice, tukana-teina activities, differentiated activities.

# data[].attributes.body
Peer Groups

Seating plans and clear structures/routines from Day One. Teacher controls group setup for groupwork. Change seating plans each term to reflect changes (if needed).

# data[].attributes.body
What behaviours would get your name under the happy face? What would get your name on the sad face?

Whats generally does the first 5 minutes of our class look like?

What does it mean to give full attention in our class/ whats expected at the end of a countdown in our class?

What stops you from learning in our class?

What helps you to learn in our class?

What could you to do help your learning in our class?

What could Mr/Ms X keep doing/ stop doing to help you learn in our class?

What do you like about this class?

What don't you like about this class?

Do you see X as a problem... what would recommend?

# data[].attributes.body
1. Have the teacher's expectations for this class been made clear to you?

2. Are you aware of the rules for this class?

3. Do you have a clear understanding of how warnings, yellow cards, and red cards may be used in this class?

4. Are you clear about how you enter the room and move into the do-now task?

5. Are the rules in this subject consistent with the rules in other subjects?

6. Are the school's uniform rules enforced fairly in this class?

7. Is there anything unclear or unfair regarding the rules in this

class?

8. Do you think the teacher has established an effective working environment for this class?

9. Do the noise levels allow you to work or do you find it too noisy/distracting?

10. Do you have any suggestions around how the class could function better?

# data[].attributes.body
1. What are your teacher's expectations for personal safety?

2. What are you expected to do when arriving in the classroom?

3. Do you read the DO Now tasks when arriving in the classroom?

4. What should you be doing if you are unable to proceed with a task?

5. Do you communicate to your teacher that you have completed all assigned tasks?

6. If you are missing the required equipment, what do you need to do?

7. How are you expected to 'pack up' at the end of the lesson?

8. Feedback for your teacher. Do you think I am missing/overlooking something you feel is important?

# data[].attributes.body
1) What behaviours do you think warrant a yellow and red card in our class?

2) What are the expectations for entering the classoom?

3) What are the routines at the start of each lesson?

4) How do you know what you are learning each lesson?

5) What are the behaviours expected when the teacher is teaching?

6) Do you think my expectations of all students are fair

7) In your opinion, what gets in the way of learning in our classroom?

# data[].attributes.body
1. Are issues with behaviour the class dealt with in a mana-enhancing way?

2. How clearly have I outlined class room expectations?

3. How are the class expectations uphold?

4. What behaviour would result in a yellow card in my class?

5. What behaviour would result in a red card in my class?

# data[].attributes.body
1)     What is your understanding of my MSB systems (Management systems for behaviour)?
Note: this includes things such as warnings, yellow, and red cards.

2)     Do you think I am missing something in relation to behaviour(s) that happen during class time?

3)     Do other teachers have higher or lower expectations? Explain..

4)     What uniform items do you see that is the biggest issue in class?

5)     What does our class look like, sound like, and feel like in the first 5 minutes?

6)     Do you think that classroom expectations and MSB are done fairly for all students? Explain..

7)     Other comments about (Teacher’s) classroom expectations?

# data[].attributes.headline
Unregulated due to previous class/lunch/confusion re instructions/peer pressure/home issues

# data[].attributes.subject
Unregulated due to previous class/lunch/confusion re instructions/peer pressure/home issues

# data[].attributes.body
Describe behaviour: You were hitting student x with a wooden rod.

What's going on?

Is this safe for people in the workshop? Why not? What could happen?

Is it safe for me to be outside dealing with you about this? Why not?

Are you able to go back and behave safely or do you need to to to the contract room for some downtime?

# data[].attributes.body
DESC Model

Describe the situation

Explain

State the changes we need to see

Consequences of these changes - positive consequences

Teacher - I noticed this... could you help me understand...

Empathy first... "what's going on with you at the moment?"

Student - I was responding to the actions of another person.

Teacher - Empathy "I can see that's really frustrating"

"what can we do to move forward and make sure this doesn't happen again."

My non-negotiables are... and why these exist...

Closing - agreement of terms. If ... happens again ... proactive contact home.

# data[].attributes.body
Questions we'd ask:

Q. Why do you think I sent you outside?

Q. Without naming others, what was your experience?

Q. What do you need to do before you come back into the class/are you ready to come back into the class?

Body language - neutral/calm - adjust as needed. Use empathy to find a genuine cause for the issue.

# data[].attributes.body
Interrupted teacher 3 times- gave student yellow card and sent outside. Usually check in with student, is there something going on? If not:

Why do you think you were sent outside and given a yellow?

Don't know.

Well, I'll tell you why - you interrupted me three times while I was giving instructions to the class. Do you realise that by calling out, you were interrupting?

Yeah.

What do you think happens to the rest of the class when you are calling out?

A - Don't know

B - They get distracted.

B, you're right! And what happens when they get distracted? Will that help them learn/know what to do?

No.

A, how do you feel when you are interrupted?

Okay, so if we can have this time again - what do you think should happen?

Not talk, put my hand up, wait my turn

# data[].attributes.body
Acknowledge the reasons why the student has been yellow carded (perhaps ask the student if they know why they have been given a yellow card.

Clarify the options for the student going forward, e.g. return to class quietly and work quietly or can be escalated to a red card, phone call home etc. Offer the student choices as to which option they prefer.

If possible, sit at the same height as the student, be open and level, unemotional.

Conclude with an agreement, outlining what a successful return to class looks like.

# data[].attributes.headline
start with allowing the student to take ownership of their behaviour eg "why do you think i have sent you ouy?", also "whats going on" to let students tell you if something is off with them explaining the behaviour 

# data[].attributes.subject
start with allowing the student to take ownership of their behaviour eg "why do you think i have sent you ouy?", also "whats going on" to let students tell you if something is off with them explaining the behaviour 

# data[].attributes.body
Also , what im seeing is XYZ (keep it factual) when you come in i want to see XZY, change is needed guide this. JUST SOME IDEAS :)

# data[].attributes.body
Scenario: S enters late - enters rowdy chucks bag ignores teacher non-verbal signals turns back and doesn’t unpack

T:  Hi XXXX.  Could you please take out your laptop?

S: Why?

T: could you please pop outside for me?

S: Sigh.

Outside of class:

Non-verbal - aware of power dynamic with distance and stance and so on.  Anything to show that you’re not confrontational.  Eg; Leaning on wall to show that you are not explicitly confrontational here.  More suggestive of a relaxed chat.

T: “Do you know why I asked you to pop outside?”

S: “Nope.”

T: “What happened when you entered the room today?”

S: “I sat down.”

T: Doesn’t say anything, but gives a bit of leeway and take up time.  “Is that all that happened?”

S: “I couldn’t help being late.  It wasn’t my fault.”

T: “Ok.  Tell me about your morning.  What happened to make you late?”

S: “Mum wanted me to drop off Sasha to school and she made me late.”

T: “Understandable.  What’s the system for when you’re late…”

Fill in this with the stuff around get the slip from the office.

T: “Can you reflect on how your entry into class impacted on others?

S: “I dunno.”

T: “What were we doing when you entered?

S: “You were talking.”

T: Statement of reality… then, “how could you do it differently next time?”

S: Just walk in more quietly and talk with you about it later?

T: “Nice.  Let’s do that next time.”

# data[].attributes.body
Restorative Discussion

could be inside the classroom, could be outside the classroom.

verbal or written

check-in with where student is at, if they understand what has led to you sending them outside the classroom.

be specific about next steps or the expectation from there.

email home to parents (time consuming) but has been really effective on the class management/student behaviours

# data[].attributes.attachment_link.description
Squaredle is a daily word building game. Swipe letters in the grid to test your vocabulary every day and rise to the top of the leaderboards!

# data[].attributes.attachment_link.description
Pick a winner with our Online Duck Race! This Duck Game is sure to be a big hit in classrooms! It's Quackers!

# data[].attributes.body
Fast Finisher - Free Rice: https://play.freerice.com/categories

# data[].attributes.body
Merit cards that you get from the office- they collect 10

Once they have them, they go onto the HOS awards nominations for assembly

Related Youtube/online extension learning links up.

5 minutes of mental break before next class - chance to do life admin like checking notices and emails etc.

For Year 10s Road code quizzes - 40 online test questions.

# data[].attributes.body
A break from mahi when completed to do something interactive with class mates eg emoiji challenge , conversation cards, moral dilemas , game outside / movement whano whano

# data[].attributes.body
blookets, probability based games, student choice

# data[].attributes.body
Try out songlio - it's a great one for funsies.

# data[].attributes.attachment_link.title
Songlio - The Ultimate Music Guessing Game

# data[].attributes.attachment_link.description
Free musical guessing game: race friends to name that tune! Powered by Encore.

# data[].attributes.body
A game of `This or that'. Students line up at the back of the class. Do you prefer cereal or toast in the morning? Point to different ends of the room for either option. Students must choose an option. At the beginning of the year, keep it simple, non-risk taking. Easy to make subject specific.

# data[].attributes.body
Remove lollies and switch to enthusistic praise once the ball is rolling.

# data[].attributes.headline
Hotseat and Pictionary also good group games for revision

# data[].attributes.subject
Hotseat and Pictionary also good group games for revision