What you will learn

Look over the statements covered in this Block.
Watch the video, which introduces what you will learn in this Block and why it is important.
Take your reflections, and any questions you have, to discuss in your first mentor session.

Learn that:

Teachers have the ability to affect and improve the wellbeing, motivation and behaviour of their pupils.
Teachers are key role models, who can influence the attitudes, values and behaviours of their pupils.
Teacher expectations can affect pupil outcomes; setting goals that challenge and stretch pupils is essential.
Setting clear expectations can help communicate shared values that improve classroom and school culture.
A culture of mutual trust and respect supports effective relationships.
Establishing and reinforcing routines, including through positive reinforcement, can help create an effective learning environment.
A predictable and secure environment benefits all pupils but is particularly valuable for pupils with special educational needs.
Building effective relationships is easier when pupils believe that their feelings will be considered and understood.

Learn how to demonstrate consistently high behavioural expectations, by:

Seeking opportunities to engage parents and carers in the education of their children (e.g. proactively highlighting successes).
Creating a culture of respect and trust in the classroom that supports all pupils to succeed (e.g. by modelling the types of courteous behaviour expected of pupils).
Teaching and rigorously maintaining clear behavioural expectations (e.g. for contributions, volume level and concentration).
Applying rules, sanctions and rewards in line with school policy, escalating behaviour incidents as appropriate.
Acknowledging and praising pupil effort and emphasising progress being made.

Learn how to develop a positive, predictable and safe environment for pupils, by:

Establishing a supportive and inclusive environment with a predictable system of reward and sanction in the classroom.
Giving manageable, specific and sequential instructions.
Checking pupils’ understanding of instructions before a task begins.
Using consistent language and non-verbal signals for common classroom directions.
Using early and least-intrusive interventions as an initial response to low level disruption.
Responding quickly to any behaviour or bullying that threatens emotional safety.

Learn how to establish effective routines and expectations, by:

Creating and explicitly teaching routines in line with the school ethos that maximise time for learning (e.g. setting and reinforcing expectations about key transition points).
Practising routines at the beginning of the school year.
Reinforcing routines (e.g. by articulating the link between time on task and success).

Learn how to build trusting relationships, by:

Liaising with parents, carers and colleagues to better understand pupils’ individual circumstances and how they can be supported to meet high academic and behavioural expectations.
Responding consistently to pupil behaviour.

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