Topic: Behaviour management in a specialist role

Description of evidence set using CARES Annotated

+S
evidence Standards

 Complex site. Classes include 11 mainstream classes with varying behaviours, traumas and disabilities.  Timetable 4.2, 1.2

C  My focus is managing unproductive behaviour. Significant number of students who have experienced
trauma. Communication between teachers to support these students is vital and needs to be consistent across
the site. Lesson transitions can be unsettling for many students. Lesson transitions also occur between the PE


 Newsletter to parents
4.4, 7.1
School context statement 3.7, 7.3

Context teachers and I, where the PE teacher may not have time to speak to me. introducing self and to
begin linking with
 55-minute lessons. Important learning time is not wasted and lesson transitions run smoothly. community as a new 4.4, 7.1, 7.2
4.3, 4.4
teacher in the school 1.1, 1.3, 6.2, 6.4
 Communication with classroom teachers. Finding time to communicate immediate ‘need to know 1.1, 1.3, 6.2, 6.4
information’ is hard. Lessons run back to back. Teachers on duty when I need to find them.  Behaviour policy

 ‘Berry Street Model’ and ‘Interoception’ are a whole school approach. Embedding the language, ideology  School values
and activities into lessons.
 Berry Street PD

 Interoception PD

 Establish time management routines. A brief handover, agreed expectations for students (where to sit on  Classroom expectations 1.6, 3.5, 4.3

A 
floor in the classroom, where to place belonging and respectful waiting procedure).

Picking classes up from their rooms. Keep the atmosphere calm, see the class teacher and make sure
students enter my learning space sensibly and ready for learning.

display

Assembly awards
4.2, 4.4
6.3, 7.4
4.3, 4.4

Action  Teaching tough kids book 4.3, 4.4

 Set up displays of common school values and rules. Multiple displays in the classroom
2.1, 2.3
 Buddy class passes
 Use positive language consistently and keeping the classroom calm. Embedded in my planning, helping
me to be consistent with managing challenging behaviour. To keep the classroom environment a calm space, I  Behaviour management 1.5, 4.1
regularly use interoception and cool down activities such as breathing or stretching to release the stressors that routines display 5.5
students carry throughout the day.
 Setting up for the year –
 Reading Mark Le Messurier book. Providing assistance in understanding behaviours and how to support the lesson plan
students through this.
 Interoception activities
 Consistently communicate with staff. I regularly email, call or speak to staff members in person about their
students and if I noticed any out of sorts behaviour or if there were incidences that need following up.  Emails with colleagues
reporting behaviour

 Time management of lessons is working well. Limited time is being spent on ‘nuts and bolts’  Student feedback - 3.3, 4.3

R 


Less exits due to behaviour issues. Students feel safe coming into Cultural Studies.

Student engagement has increased. Students are excited to be in Cultural Studies and participate effectively

reflection on term

Photo of the lesson

transition
4.2

4.1
Result in the lessons.
 Star Jars
  Improved student work ethic. The students understand how the lesson is run and know to complete their
work within the specified time frame.

 Realise importance of smooth lesson transitions. As a specialist teacher, I am realising the importance of  Meeting notes from my 4.4, 6.3

E 
efficient time management in transitions between classes.

Valuing consistent communication. How I communicate with other teachers across the school is important.
This is something I am working to address.
discussion with mentor

Evaluation
 Next goal: consider how I can further improve communication with all teachers across school.