Classroom Management: Creating a Positive Classroom Climate to Maximise Teaching and Learning

  • No Forthcoming Dates
  • Leadership
  • Full
  • Primary
  • Leadership, Workforce
  • Lunch Included
  • Refreshments Included
  • Free

Please note: To maximise sustained impact, this course will include:

Follow up tutor support

A twilight session to revisit action plans, explore additional ideas and strategies and share key learning across the course cohort

Session 1: 14/10/20

Twilight follow up: 26/11/20

Whether new to the profession, or with a number of years under our belts, managing the classroom can be a challenge and source of stress. This course aims to refresh your energy, offer you new insights into why behaviours occur – and equip you with more strategies to add to your toolkit.

Areas to be covered will include: rebooting your classroom climate; low level disruption; Social, Emotional & Mental Health Needs (especially attachment and self-esteem).

About The Course

Participants will have:

Consider how the 6 ‘Rs’ might be adopted within their classroom (Yes, ‘Rules’ is one - but comes much further down the list than you might expect!)

Explored how to reduce low level disruption occurring in the first place – and strategies to address it if it does occur.

Adapted the ‘Least to Most Intrusive’ continuum of intervention to their own classroom and style.

Considered how SEMH Needs manifest in the classroom – and specifically how attachment and self—esteem needs can be effectively addressed.

Used solution focused thinking to evaluate their current practice, highlighting strengths and areas for development

Created an action plan – with which they will be supported Steve after the course

What Teachers Say

The support we received allowed staff at all levels to unpick the barriers to successful behaviour for learning and develop effective tailored strategies for our setting.” Mark Anderson, head teacher, Huntingtower Primary School

“Steve’s support has provided us with a model and language to make sense of the emotional dimensions of behaviour management.” deputy head teacher – name withheld

“The HMI said that the school had been ‘transformed’ since the previous visit. I have no doubt that Steve’s work and support were a huge factor in achieving this transformation. His way of working with colleagues is subtle and takes people from where they currently are as a starting point. He forms excellent relationships with staff, and students enjoy working with him. He connects things together – whether this is people with people or people with ideas. He is very modest and enjoys seeing people succeed.” Chris Mallaband, principal of Langdon School, London

About the Programme Leader

Steve Russell has nearly 25 years of experience, ranging from classroom teaching through to behaviour support and leading a team of school improvement consultants. More recently, he has expanded beyond schools to include other organisations, as well as coaching individuals.

Whether working with youngsters, school staff, leaders, teams or providing one-to-one coaching, his aim is always the same – to empower them to effect changes that will increase their effectiveness and promote their well-being.

Steve is also increasingly being approached by other organisations to who are keen to draw upon his experience and way of working. These include: Kate Cairns Associates, specialising in attachment difficulties OnLine Training – as their tutor for the ‘Understanding and Responding to Behaviour’ module Integrity Coaching – providing support and coaching to leaders and leadership teams Peterborough Learning Partnership – course tutor

Steve’s experience and way of working also sees him engaged on an associate basis for several organisations including: the National Education Union, as part of their tutor team, Integrity Coaching, providing support and coaching to leaders and leadership teams, KCA, providing training and consultancy related to supporting vulnerable youngsters, ASEND and Avito, fulfilling interim-leadership assignments for schools and local authorities.

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