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).

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?

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?

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?

• 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.

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.

• 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

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.

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.”

• 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

• Fast Finisher - Free Rice: https://play.freerice.com/categories

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.