Learning Norms by

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Praising / rewarding students who come to class prepared

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Always acknowledge the positive behaviour first than the negative ones

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Establishing routines

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Highlighting studens who do the right thing.

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CLEI/ email home to ask for parental support for students to be prepared

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Reminding students in advance on teams required equipment and lesson outline

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Reminding the previous lesson what equipment they might need to bring

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"Great to see everyone here on time".

Usually start the lesson with a Kahoot and students join late can lose a few points

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Warnings, moving student, after class reflect, email home. I definitely need to be less forgiving however

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Positive reinforcement, rewards on occasion, consistent reminders/consequences for those repeatedly late

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keeping the students accountable

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Reminding students of what to bring to class. Setting classroom expectations from the beginning.

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Reminders of expectations to students

CLE if it is a continued behaviour

Email home if it is persistent

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Leaving door closed after second bell to hihglight to students that they are late. Praising and thanking those who arrived on time (senior students only)

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Practice what it looks like to enter a room ready to learn and reinforce this behaviour

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Reminders.

CLEI

LTD if repeat offender

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classes begin in a similar fashion - kids understand the routine know what to do to be ready to learn

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Have the Learning Norms on PP at the beginning of each Semester (or year long) based subject - discuss what this looks like in the classroom with examples of what we want to see from our students.

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Teams reminders about the schedule for the week

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Focus on praising positive behaviours

Acknowledge the appropriate way to treat others / speak in a classroom

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Praise

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Setting the expectations early and often

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Full and frank 1:1 conversation

First Enable

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Then discuss the barriers they may have to be prepared.

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CLEIs, followed by an email home. Informing house teams.

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Acknowledging when students are prepared and on time

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Be respectful of other students’ learning as it’s their right to education.

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Positive reinforcement for students who have pens etc. Especially if they don't usually have all of their stuff

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Positive reinforcement

High expectations through repetition

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Reinforcing a routine of open books and pens out ready to learn as they enter the room

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Thanking those who've come on time.

Seating

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Sit at the front / seating plan

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Model coming on time to begin with and being prepared this will support students in also doing the same

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Greeting students and letting then know that they are on time/early

English

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Set early expectation in the year.

Visualized on slides along with LI and SC.

Explain importance of each material.

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Positive greetings to all

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Stay back after class for a conversation.

Pulse on Xuno

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Modelling respectful behaviour

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Giving students a warning.

Marking them late.

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Verbal recognition, positive reinforcement

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Moving students that aren't being respectful.

Discussing appropriate behaviours after class.

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Positive words of encouragement

Year 8HPE

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acknowledging positive demonstrations of the learning norms.
sending achievements via XUNO when exceptional examples arise.
engaging do now activities to encourage students to arrive prepared with materials.

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Offer alternatives (grab a paper and pen for example)

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Encouraging students to socially pressure those who are consistently late

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Modelling these behaviours myself

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Consistent reminders to come to class prepared. Emailing home if necessary.

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Converse with student as to why they do not have resources for class. Contacting HLT and parents to source equipment for learning.

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CLEI, emails when it happens multiple times a week, loss of seating choice privileges

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Acknowledge and positively reinforce positive behaviour

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CLEI on Xuno and email home.

Model respectful behaviour

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Praising positive behaviour

Asking students to reflect on if they’re behaviour is respectful to everyone else - asking them to reflect on their own behaviour

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Point to the signs in the classroom and show students how their behaviour is not in line with the norms

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Email home. Moving students. Added work.

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Encouraging and regularly reminding them

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Discretely reminding students of class expectations of arriving on time, and bringing appropriate materials.

Model good behaviours.

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Treating students with respect themselves - modelling and insisting on this norm

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Modelling the behaviour

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Ensuring that language is appropriate in the classroom and school environment. Calling it out as a learning opportunity, to create a safe environment.

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Asking to contribute

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CLEI and remind students to bring materials. Email home when they are not bringing materials.

Contact the house if it is becoming a routine of being unprepared.

Loaning them materials

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Having a conversation with them about why they aren't prepared. Make a goal for next time.

agiangiulio — 2024-08-21 23:50:41 UTC

Setting and maintaining routine that all equipment is on the table at the start of the lesson

Acknowledge positive behaviour and its effect on the class

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Linking that this behaviour will contribute their learning

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Restorative conversations surrounding behaviour

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XUNO, email home, chats post class, chat to house team

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Discussion with student individually, email home, CLEI so Houses can identify trends

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Inquire about their unpreparedness, reminder for next lesson, email home after 2nd lesson not prepared for learning

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Calling out and making a point to the class about why this behavior is disrespectful

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1:1 conversations

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Discussion with student.

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Emailing home early

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Act the way you want students to act.

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Clear expectations at the start of the year/semester. Speaking to these throughout classroom activities/content.

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Reminding students when they are stepping over the boundary. Having the student to recognise this and correct this

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Have a clear understanding of what is expected for that class period.

Accountability and respect

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I take these very seriously. I do ask students if they are not in uniform at the start of a lesson, or do not have their stuff. They have learner that this is an expectation I have which I keep them accountable for. I pride myself on students feeling like they can learn in a safe place and try without judgement. Calling out rude behaviour and asking students to apologise to build a culture of inclusion, respect and forgiveness is important to me.

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Setting expectations at the start of the lesson.

Rewarding success with bribes

Having one to one chat and explaining how their behaviour is not helping them or their peers in class.

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Modelling respectful behaviour. Rewarding this behaviour

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Discuss disrespectful with student and suggest alternative ways to do thing respectfully.

Norms

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Praising student for coming on time

Try to attend class on time myself.

Call home if student is not attentive

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Emailing home to ask parents to help reinforce the value to respect within the classroom

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Conversations with students.

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Held students accountable

One on one conversation

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Fostering respectful environment as a teacher; consistent classroom norms and practices; thanking students for adhering to discussion norms

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Exemplify this behavior as a teacher.

Remind benefits of collaboration in English discussion

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Asking student what they think of their behaviour

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CLEIs and emails home.

Addressing issue with student.

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Establish a positive rapport with students- ongoing effort in this area. Every lesson is a clean slate despite what happened in previous classes

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Stopping students from talking over one another. Remind them that we show respect by listening to each other.

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Modelling the behaviours and attitudes expected

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Reminders plus notes on XUNO for tracking

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Direct consequences for students (after class detention, conversation about any inappropriate remarks, behaviours)

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Letting students know if they've had a good lesson

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Discussion with student about the impact of behaviours.

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Warnings

CLE and emails home

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Discussing effects on themselves and others

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Reward student who are on time -allow them to sit where they like Late attendee must sit as directed by the teacher

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promote collective preparedness, reward groups where everyone is prepared for learning

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Respecting the students can lead to respect in return. Getting to know students likes and dislikes

Year 8 HPE

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articulate what the student is currently doing and providing a more appropriate, positive alternative behaviour.
contacting parents.
individual discussions after class.
bringing often left behind materials (pen) as an intervention strategy of work avoidance.

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warning. Moving. Xunoing.

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Goal setting for improvement

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Keep class back and discuss what the issue was with them

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Asking students what is the right behaviour

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Start lessons on time. Have students sitting quietly to hear instructions. Late students need to wait for instructions.

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Reminding students of the diversity of attitudes and opinions in the class. Asking them to bring their best selves to class discussion.

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Showing respect to students and acknowledging what they say.

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Remind students of the previous discussion regarding previous behaviour and praise better behaviour

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Discussing and emailing

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Xuno and emails home.

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Speaking and acting in a way I want to be treated.

Remaining calm but having clear boundaries to ensure students trust that I am in charge and they can trust I will keep them learning and safe.

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CLEIs, emails, discussions with students, seating plans, consequences (missing out on fun activities).

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Pausing the class if students are speaking over one another.

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Having conversations with the students. Emails home if required.

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Explicitly letting students know if they have not been respectful.

CLEs when required

Emailing home when required

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Depending on the nature of disrespect - taking an educative approach so they learn about why what they have said was inappropriate

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Conversation after class or outside of class; teacher DT for more severe instances of disrespectful behaviour; CLEI/email home

agiangiulio — 2024-08-21 23:52:06 UTC

Finding out the ‘why’

Having some spare materials if a ‘one-off’ has occurred, pen has run out etc

XUNO

Individual discussions, student to be part of the process of solutions to help them remedy the behaviour

Parental contact

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A chance to correct behaviour - reminder after class

Positive reinforcement/ Praise for kids who come prepared, constant reminders pre - class

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Demonstrating respectful interactions as the teacher.

Addressing disrespectful interactions straight away - following up appropriately with email home / CLEI

Develop mutual respect.

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Modelling and reminders of respectful behaviour

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link most things back to humanity and out of school experiences, embed the lessons of behaviour in real life

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Stay back after class to discuss expectations privately to avoid unnecessary confrontation.

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Being prepared for their lack of preparation. Eg. Having spare pens and paper. Less going to their lockers.

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Always arriving promptly and being set up. Students will call me out for being late if they beat me to the room :). This is building expectations for both student and teacher

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CLEI and email home.

Speaking with the house if it is becoming an ongoing issue.

Speaking calmly to those students and ensuring they have clear options and consequences to their behaviour

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Discussions, CLEs and emails to parents

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Acknowledging positive behaviour/reinforcement of this. Modelling the behaviour I want to see in the classroom.

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Empowering students to brainstorm positive class norms that are subject specific and specific to our particular group.

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Have room setup before lesson. Welcome students individually to the room.

Be fair and firm.

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Question reason for being late. If possible keep in at end of lesson for discussion on how to improve attendance. CLEI and contact parents about frequent lateness.

Integration collectively encourage our students to make sure they bring the appropriate learning materials to class. The integration team collaborate through Teams to make sure supported students are reminded what is needed for the next lesson/class.

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