• “What did you learn today?”

• “What are you still unsure about?”

• It gives immediate insight into student understanding, allowing you to plan follow-up lessons based on real needs

Music (piano style) to support behaviour within the classroom. Children seem to be on topic when music is on and T has noticed an improvement in their behaviour for learning.

Personalisation - brain break to allow children time to regulate themselves to be ready for the next lesson (especially when double/triple lessons) . Time to themselves/ would you rather/ mindful.

It encourages self-assessment and helps you quickly identify students who need clarification before moving on

Students place a coloured counter on their desk or mark a digital version on the board after completing an activity

Doorbell- children to stay focused throughout and know when the T wants their attention. Positive when addressing the whole class. Different strategies eg clapping, lights on and off etc to be used in addition to this .

Chdn to get out of their seat and look at each other's work but they are silent. They cannot speak until they get back to their work and choose 3 pieces of work they liked. They collaborate and share ideas of what they have seen and consequently improve their writing due to the magpied ideas. Used effectively as mid lesson stop to regulate chdn and the opportunity to reflect on their own learning/work

Eg: Cloud posters were shared across the Year Group

-"I love how ______ is starting their work"

-Give Teacher role to chdn who are being a 'role model'(not just G&T, give SOD and LA chdn the opportunity)

Chdn can work with others at different levels and support with their work.

• Chdn who are unsure of the answer have a 'phone a friend' option to get support from a friend if needed

• If response from the child is not answered fully, T will open the question up to the rest of the class.

Other resources:

• Blooket

• Kahoot

• Wayground (was Quizziz)

• Time to Climb (NearPod)

• AFL between chdn - creating their own quiz for their friends.

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الاحتفال بالسوك الحسن

مشاركة الطلبة نموذج السلوك المتوقع

تعليم السلوك بشكل صريح وواضح

ممارسة السلوك الصحيح وتعزيزه

بناء علاقات إيجابية مع الطالب وفهم احتياجاته ومنحه الثقة

التواصل البصري لتعديل السلوك

استخدام زاوية للتفكير والتأمل

Behavior Strategies for Learning

• Positive reinforcement instead of punishment

• Celebrating good behavior

• Involving students in modeling the expected behavior

• Explaining behavior clearly and explicitly

• Practicing correct behavior and reinforcing it

• Building positive relationships with students, understanding their needs, and giving them confidence

• Using visual cues to modify behavior

• Providing a thinking and reflection corner