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Positive and encouraging language - both verbal and physical in the classroom 

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Positive and encouraging language - both verbal and physical in the classroom 

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CONNECT.    I learn my students' name very quickly in the year.  

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CONNECT.    I learn my students' name very quickly in the year.  

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Relationships are the foundation. Establishing connections, making each individual feel seen, giving a sense of belonging and value...all leads to a more productive, safer learning community. 

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Relationships are the foundation. Establishing connections, making each individual feel seen, giving a sense of belonging and value...all leads to a more productive, safer learning community. 

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Use the values to set expectations and celebrate behaviours.

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Use the values to set expectations and celebrate behaviours.

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Enthusiasm for the subject area; lesson content; materials and subject community 

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Enthusiasm for the subject area; lesson content; materials and subject community 

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Empathy. Understanding the whole picture.

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In a positive, yet assertive manner, I ask my students to put their i-phones on the front table at the beginning of every lesson. Now, they do it automatically.

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We celebrate all students' birthdays by singing Happy Birthday in French and they get a small treat.

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We celebrate all students' birthdays by singing Happy Birthday in French and they get a small treat.

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Providing a safe and encouraging environment.

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applying positive reinforcement for students progress and growth

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applying positive reinforcement for students progress and growth

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Learning from colleagues (eg. WalkThrus on positive relationships) helps teachers also feel connected. Teachers also need to feel a valued part of community to help foster this in their students.

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Learning from colleagues (eg. WalkThrus on positive relationships) helps teachers also feel connected. Teachers also need to feel a valued part of community to help foster this in their students.

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Admit when I make a mistake

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My priority during class is the relationships - ask them what is happening, share a story about my weekend. When rapport is built, they are ready to focus when I say, "Let's learn now..."

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I am human in my class. I tell stories of my experiences to share empathy. I listen to their stories. I laugh with them. I pair this with high expectations for my classroom culture.

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keeping a calm and upbeat tone when talking to students - even when the atmosphere or dynamics need shifting from negative to positive 

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keeping a calm and upbeat tone when talking to students - even when the atmosphere or dynamics need shifting from negative to positive 

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Student names straight up. Expectations (written/stated and acted). Making a socially safe space.

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Establish classroom expectations and routines and teach them explicitly.

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Establish classroom expectations and routines and teach them explicitly.

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Prioritising building positive relationships with difficult students who used to say 'no' to everything I asked them to do.

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Mind set matters
Celebrate effort and growth
Practising be curious before becoming furious

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I used a self-assessed form to encourage students to monitor their performance during the class.

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See every student as an individual

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Send an email to a parent, HoH and LAL to celebrate effort and growth of a student.

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Send an email to a parent, HoH and LAL to celebrate effort and growth of a student.

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Ask about other areas of School life that you know they are involved in (eg. productions, camps, sport, etc) - shows you see them as part of the wider community, emphasises the whole school experience - not just seeing them through your subject lens. 

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Ask about other areas of School life that you know they are involved in (eg. productions, camps, sport, etc) - shows you see them as part of the wider community, emphasises the whole school experience - not just seeing them through your subject lens. 

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Building positive and productive environments

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Building positive and productive environments

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I model the CGS values to my students; The status quo is that as decent human beings, they will model these as well. This sets a positive tone.

Getting to know my students' names and then a little fact about each of them shows that I care about them and their learning. I use praise and celebration that is appropriate to that particular student, at that time, for that particular event.

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Seating plans are awesome with a challenging class in a restricted environment.

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Actively supervise and circulate around class while they are working in groups or independently.

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Actively supervise and circulate around class while they are working in groups or independently.

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Ask questions before assuming

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I cant ignore attention seeking behaviour, but it can be controlled by body language, non-verbal cues etc.

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Meet them where they are - bring students' interests into learning.

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Meet them where they are - bring students' interests into learning.

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Visible well-being - two-minute breathing activity at the start of each lesson.

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Visible well-being - two-minute breathing activity at the start of each lesson.

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I make efforts where I can, to get to know my student's interests and personality beyond the classroom setting

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Conduct regular check-ins to establish how students are feeling.

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Conduct regular check-ins to establish how students are feeling.

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It's so important to solve classroom behaviour issues yourself. If you have a student(s) who is continually difficult, mine it and find out what is going on...

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Be intentional about getting to know students
Prioritise cultivating relationships with students.
Establish classroom agreements and revisit
take a strength based approach and focus on what to do than not do
engage in high quality differentiated teaching and learning practices
actively supervise
celebrate effort and growth
praise expected behaviour and positive choices when seen
engage in regular brain breaks

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Try to find positives to encourage greater success in learning.

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Try to find positives to encourage greater success in learning.

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I try to form a connection early on and set standards from the get go. I aim to keep a good energy in the classroom and set the expectations of excellence in all work high. I also think its important to share the ups and downs of life and let the students know that you are human too.

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Positive Feedback: I keep a list of who I have emailed affirmations most weeks and it lift them up.

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Positive Feedback: I keep a list of who I have emailed affirmations most weeks and it lift them up.

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Connecting to a shared experience or interest.

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Connecting to a shared experience or interest.

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Connect with students on a level they understand, so you establish a rapport that makes students feel they can trust you.

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When noting Affirmations in Sentral, make sure you've shared this in person with the student so it doesn't get lost in the system. 

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When noting Affirmations in Sentral, make sure you've shared this in person with the student so it doesn't get lost in the system. 

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asking students "are you okay, because I'm noticing..." to initiate a restorative conversation or overcome disruptive/distractive behaviours

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Relationships first - creating a positive learning environment where all students know they are welcome

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Relationships first - creating a positive learning environment where all students know they are welcome

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I greet students as they come into the classroom to establish a connection and ask them how they are.

Understand how students learn, and ensure they are aware that all students learn differently and that is okay.

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use specific praise
use teacher proximity to communicate awareness, care and concern
use non verbal cues
provide alternative choices that lead to the same outcome
make adaptations (differentiate)

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Clear expectations - kindness, being positive and knowing the students I teach 

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Clear expectations - kindness, being positive and knowing the students I teach 

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Speaking with families helps to give insight to students' needs. This is very noticeable during PTSC, but also helpful just to check in if things seem off for the student.  

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Speaking with families helps to give insight to students' needs. This is very noticeable during PTSC, but also helpful just to check in if things seem off for the student.  

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E.g. when getting set up for class, noticing who is on track and highlighting/praising that, rather than focusing on who isn't there yet.

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make them feel confident about upcoming tasks/assessments so they go in with an open mindset

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set high expectations from the beginning of the lesson using warm-up activity when students walk-in (if possible)

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set high expectations from the beginning of the lesson using warm-up activity when students walk-in (if possible)

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Celebrate the positive behaviours in the class. This will often result in the negative behaviour stopping for the low level bad behaviours.

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- building the relationship
- asking questions when something goes wrong
- for students "acting out" considering that it may be the result of not understanding the task and working with them to have more confidence.

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Be human first, teacher second. Connect 

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Be human first, teacher second. Connect 

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great to hear about strategies for celebrating positive behaviour.
Also - good to hear about the RLR process and how to do it! good stuff

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See each strength in learning, social and in different contexts; Acknolwedge and encourage them, because sometimes they may not aware of them.

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good to hear about RLR process - firtst time this has been discussed