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-Feedback is essential
-If you give oral feedback (write 'oral feedback given' on the piece of work)
-Try to give written feedback regularly- but it can be time consuming

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-Blank canvas - write down everything you can remember. Creates competitiveness
-Verbal Questioning.
-Variation of charades. One student's back to the board, class tries to explain/define the topic and the student must guess what is on the board.
-Revision spider diagram at the end of a chapter.

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When we set it

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Not about behaviour but usually about work or lack thereof

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Sometimes, not every subject has a double which would help to facilitate this eg LC English.

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Questioning
Whiteboards

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Hasn't yet
Can offer another step on the classroom management scale
Not apart of our routines yet

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-It can be time consuming but important
-Look at individuals work in class when you have time
-Use a rubric and record it in teacher diary/one note
-You can then see very quickly a profile of the student for reports and PT meeting

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Yes for differentiation, for different topics.
Scaffolding, group work, think pair share, group/peer assessment, varying feedback eg formative/summative, games, online resources

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Think, Pair, Share
Getting them moving around
Mini Presentations
Team games on the board

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Table I
Yes, Experiments in Science, Its also a constant in practical subjects that require skill. Some Subjects are so curriculum dependent that you don't have time for this method.

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Yes
Especially if using pair / group work
If a challenging group there needs to be a seating plan
Teacher may need to manage a friendship issue

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- Yes - both
- Parents to sign tests sometimes

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Yes (majority) and No (minority)
Its good
Can see what other teachers are saying - very good

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Independent practice for some subjects has to be completed at home as homework - started off in class and completed at home
Students would complete smaller writing tasks as independent activities in class with teacher monitoring to check for accuracy and understanding

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Yes, usually prompted by the parent or a specific incident rather than a pattern of behaviour. Sometimes email precedes this.

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-Depends on the class
-If there is too much talk or distraction, rearrange them.
-Sometimes they like the structure and separation from friends so they can concentrate

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No in 5 years!
For plagiarism......especially in History / English
Serious breach of behaviour
If overused then it becomes diluted and less effective

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-It is key for classroom management and for respect among students
-And important to keep them focused
-Use differentiated questions

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* Depends on the topic and where you are in the topic
* Works better for more senior students, they know what is expected and take more responsibility for their learning

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Yes. Discussions, Think pair share, Assesmennt for learning, Place mats, White boards, Research on devices, Traffic lights

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Yes, more at JC than LC

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Helpful to see a pattern of behaviour, can be reassuring. Streamlines communication process between staff, tutors and year heads. Good for tracking behaviour.
However, you are still dealing with the negative behaviour in the class. Following up with detention etc.
Including the behaviour record on the report home could raise its importance to students.

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Yes, but not many DT's have been given out among us
In many cases we think there are often better ways to deal with issues - warnings, move seat, ring parent...
Personal thresholds around DT's
Grey area - Not explicit

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-Yes, we all try to! Keep teaching relevant and varied
-Use different resources, games and vary them
-For digital resources can be shared to teams
-Useful for differentiation e.g. use images

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Verbal warning
Move seats
See me at the end of class
Remove individuals from the class (30 seconds) to 'reboot' their behaviour
Seat close to teacher 'seat of sadness'

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Diffuse the situation, speak to the student separate to the class.
Verbal correction.

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Table I
Sent emails sometimes. We would be more likely to send the issue to the year head (not Karl) so that they could communicate with the parent. Just in case there was some issues the class teacher was not aware of.

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Junior Cycle corrected every day and bigger piece or test corrected once a fortnight
Senior Cycle often has to be corrected in full by the teacher i.e. essays, etc.

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- Rarely - only for serious offences
- Seen as a very serious thing now

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* Questioning
* Homeworks
* Recap and revision
* Revision games
* Quizzes
* Flashcards

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Depends on the class and the subject
Less for juniors
Noticing that students can be poor at writing it in their journals
Having journal on desk for the whole class can help

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Starter activity inclusive of previous knowledge (warm up)
Q's from previous class (increasing order of questions)
Definitions / speeches (long ones!!!)

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* Beneficial to see how students are behaving in other classes
* Very time consuming to look and check
* Paper trail is very beneficial

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Yes

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- Starter Questions
- Brainstorm recap
- Show me don't tell me

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Reluctant. Often falls back on you if they don't attend detention etc.

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Verbal warning first time
Note in journal
Noted on Vsware
Very rarely give detention

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Yes.

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Would I, yes
Have I, yes
Yes, as long as you are responding not reacting :)

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- Yes - maybe not every student in every lesson but they know it will be/is being checked

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Table I
There can be roll over of negative perception even if the student comes into a class they are normally bad in.

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Verbal warning
Note on VS Ware
Note in the student journal (home to parents)
Rarely is detention necessary to award

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1. Verbal correction/warning. Ask them to remain at the end of class - leave this hanging over them. Collect their journal. Speak to them after class. Attempt restorative practice. Record on VS Ware.
2. Move their seats.
3. Detention. Bring to tutor/year head's attention. Call/email home.

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- Yes

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- Yes, a mix of individual work and group work in all classes

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- Yes - classroom seating plan is very important

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-Well done to those who have enabled this, it has been very positive for classroom management
-Good drop down menu
-Good for tutors and year head
-Identifies a pattern of behaviours
-However, also a pattern of teachers who use it and those who  don't
-However, parents need to be informed (of both positive and negative behaviours) maybe not through the vsware system but through another means?

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Yes

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* Pairwork, think pair share
* Groupwork
* Collaborative work
* Peer teaching
* Demonstrations

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Yes
Depends on the group

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Table I
Majority of our group have. But the exposure of the teacher and student could have negative effects.

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-Very rarely, has to be an extreme case.

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Depends on the subject
More frequent in some than others

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Used as a threat more than anything
Reluctant to use it as if student doesn't show, creates more work for teacher to follow up

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- Deal with it afterwards
- Often a reason for it
- Much more difficult in a cover class

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Table I
Relocate student. Vs ware comment. Detention. Go Nuclear and send to Karl Wall.

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Yes, both.
It depend on the HW
General oral, and specific written
Many students encounter similar issues, so general feedback works well... especially at JC

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- Depends on the subject
- Sometimes more valuable than homework?

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* Yes, to avoid calling on the same people with hands up
* Ensures that students are listening, can be used to catch them out
* Must be conscious of the quieter, more anxious students
* Pairwork/ groupwork takes the pressure off one individual student

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Recall at the beginning of class. Usually verbal.
TY Maths: give questions and then when they move module the next teacher tests those questions at random, this continues throughout the module rotation to ensure solidified knowledge of key course components.
True or false questions. Working in pairs.

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Yes - regularly
Students to write down the oral feedback that they have been given
Students know the teachers' 'marking code/technique' - very useful especially at Senior Cycle

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-Too early to say at this stage, nice for us to have it recorded to see repeat offenders.

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Check Junior Cycle
Either during Roll class or whilst doing an activity
Senior Cycle work generally taken up therefore checked longer - depending on subject specific

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- Yes, but giving wait time
- Judging the question and the student's ability
- Team mentality - responsibility as a team to bring all teammates with them in their learning

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First offence - threat of note of VSWare worked

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Very rarely given
Some don't see the benefit of detention and it is seen as last resort
Used as a threat to prevent further behaviours
There isn't a culture of detention here which makes it more difficult to give even for persistent behaviours that possibly do warrant it

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Yes - depends on subject area. Or if the teacher is tired :)

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-You have to make time, but it can be time consuming
-Use of learning logs, reflection etc...
-In practical subjects, this is much more common and some students work better independently than others
-Homework is important for independent practice- allows the teacher to see individual progress
-For stronger students, sometimes we don't give enough time to (in mixed ability classes)

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* Seating plan is very important in enforcing behaviour management
* Depending on the class
* Can be used as a 'threat' if students are misbehaving

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Table I
Oral questioning. Testing on recall at start of class. Pair work. And Think pair share. HW and terminal exams.

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Yes - to ensure students are listening BUT questions are tailored to demonstrate learning is taking place.
Students are flagged in advance that questions will be asked
Students can discuss first in pairs and then class can be asked
Students who are SEN, teachers to decide what types of questions they can answer.
Teachers find out who are confident about reading / answering out loud

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Yes, if you have them daily, you might see a pattern of behaviours build up.

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One verbal warning, then a negative commendation on VS Ware. Then a note in the diary or getting homework signed from a parent/guardian.

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Yes, but it's not common among us... 75% at least once

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Yes, both

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Everyday - small questions more likely to have peer or self evaluation. Sometimes go through solutions on the board as a class.

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- Phone call home - parents need to be aware
- Notes in journal

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Table I
If it is not done the second time there is a consequence.

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-Yes, keeps students on their toes. Ensures they pay attention to the content being covered.
-Prevents us always calling on those with their hands up.

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-Yes, important to take responsibility to your own class
-Important to clarify issues or situations that may have happened in your class
-Sometimes better than writing a note in journal as you can explain clearly, parent can hear tone of voice etc...
-Not enough phones around campus- maybe good to let staff know where phones are, some staff have used personal phones to ring home and are not comfortable with this.

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- Yes

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It depends! Pattern of behaviour? Who the student is...

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Table I
For Languages it is good to give oral feedback for pronunciation etc.

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- Some people do not on weekends
- No need to give homework for the sake of it
- AI has affected the value of homework
- Setting homework only when it is relevant - whether that be on a weekend or not
- Far less homework than in previous years
-Using Teams to communicate homework
-Using journals effectively - using Homework as a behaviour reset?
-Must have some meaning to the learning

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* Yes to record both positive and negative behaviour

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Allows small issues which wouldn't normally be recorded to be noted so that patterns can emerge and be addressed

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Yes, when they're not listening
Volunteer if you know the answer as an alternative

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Split in the group. Some of us give it everyday to solidify knowledge, some of us are more reluctant and give only when absolutely necessary or if we didn't finish something during class time.

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Yes
It can depend on the group, but as many of use group work
this can be the key to a good class

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Everyone is using Vsware for this

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- Subject specific, how often do you have the class?
-Every class in some subjects
-Weekly in others

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Table I
For some subjects that are wordy it is not feasible to take up work every class.

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Regular for Junior Cycle
Senior Cycle less so
In Maths -every lesson in Senior Cycle
If no homework given, then there is an explicit understanding that they need to revise work completed
Less homework given (JC) - more written work in class (KD)

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UDL (Universal Design for Learning) - presenting things to students in multiple ways, catering for all styles of learning
Bingo cards - students get to choose how they engage with a topic (drawing, writing, speaking etc.)
Think Pair Share (+ Square)
Hot seating characters
Guess Who?

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Table I
Every class for some subjects. Shouldn't just be set to tick a box. More for senior cycle. Doesn't always have to be written HW.

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Yes - especially if we know they're not listening. Good for memory retrieval. Good for building relationships, keeping students present and aware. Make a point of trying to vary students asked. With plenty of warning. Try to scaffold. Can be great for differentiation.

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* Speak to student regarding the lack of work
* Contact home where necessary
* Make a log on VS ware

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As Year Head all the time.
As subject teacher, very rarely would anyone call a parent for behaviourial reasons. If it required that, quite often, previous attempts to mitigate the behaviour have failed and requires attention of tutor or year head. Notes would be written on behaviour in their diaries.

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Yes, on Friday's with a Tennis ball
Yes, every second day
Yes, roulette questions