Teaching From the Front: Strategies

 

Consultant Research Group, December 2020

Overview:

In response to the additional challenges posed by restrictions due to Covid-19, The Consultant Research Group have created a series of succinct ‘teaching from the front’ strategies.  Depending on the teacher who is using our strategies, some of these may be new ideas, whilst others may have been done before and ‘forgotten’ due to the additional challenges of teaching this year.  These strategies will be of benefit more widely, for teaching in more ‘normal’ conditions too.

You will also find a brief summary of what educational research tells us about this area, as well as why it is particularly important to focus on this area of teaching practice during the current Covid situation.  There are also suggested practical steps that teachers could use in their classroom, together with some suggested additional reading/research.

How to use this resource:

• These strategies could be used with departments or individual teachers
• The techniques could be used by a teacher as a refresher
• Departments could identify key strategies to focus on collectively
• Trouble-shooter – use individual pages with staff
• Print off and use as a tool; stick it on the wall in the department base as a reminder

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Strategy 6: Behaviour for Learning

1. Why is it needed? 

‘Behaviour’ is a catch all term for the ways in which our pupils behave (their emotional response to stimuli) and how they approach their learning. Both have been affected by lockdown and by Covid-19 measures in our schools.  Behaviour for learning means the behaviours towards work and the reaction to your curriculum displayed whilst a pupil is learning, including their attitude and engagement.  Behaviour for learning strategies are founded in effective planning and delivery of a lesson.  Whole-school behaviour policies are designed to support behaviour for learning, so ensure that you are following them consistently. 

The challenges posed by Covid-19 restrictions in the classroom make it imperative to have effective ‘behaviour management from behind the safety-line’ strategies for your classroom.  Current barriers include:

• Behaviour management from the front;
• Pupils joining the class via online platforms;
• Hidden emotional and social factors exacerbated by the current situation;
• Being unable to verbally comfort, support or encourage on a one-to one basis.

 

2. How can I approach this?

Focus on planning for behaviour for learning:  well-paced, appropriately pitched lessons that draw on a range of research-based pedagogies. Strategies from this guide such as effective AfL and questioning go hand in hand with behaviour for learning.

Radar – position yourself in a central position at the front and regularly scan the room – allow your teaching to reach all pupils through questioning and feedback.

Deliberate vocabulary – consistent approaches to behaviour for learning, such as ‘3-2-1 Show me!’ and ‘Eyes forward, pens down’.

‘No opt out’, ‘hands down’, ‘cold call questioning’ and use of mini whiteboards make sure that the whole class is involved, engaged and negates space for misbehaviour.

Clear expectations on ‘the new normal’ – plan in advance how you will manage ‘distractions’ such as face masks or the use of hand sanitiser during a lesson.  Practice how to set up online access for any students who are joining the lesson remotely.  

 

3. Further reading/research

Lewis, D-M.  Behaviour management techniques for lesson success

Rogers, B.  Video: Behaviour management in challenging circumstances

Sherrington, T and Caviglioli, O.  Walkthrus

 

 

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This resource was compiled by members of the Consultant Research Group, led by Karen Haward

With thanks to:

Lucy Baker, Science consultant

Oliver Blagden, English consultant

Seb Greenwood, History consultant

Lin Liu, MFL consultant

Adam O’Connor, Geography consultant

Aaron Skepple, History consultant