Positive Behaviour for Learning (L1)

POSITIVE BEHAVIOUR FOR LEARNING
I’ve been involved in Positive Behaviour for Learning coaching since 2002, I originally trained under the incredible Jason Bangbala. The value of the mindset and skills I learned then, are certainly just as relevant today.

I hope what strikes you is what originally stood out to me; it appears to be simple to apply and achieve. The phrase ‘common sense’ consistently comes to mind and the temptation is to think and say “Yes, I do these things already or this doesn’t apply to me and my teaching and/or my students”.

However, in my 24 years in Education, 16 years in this specific field and 10 years in peak performance coaching, I’ve found that those who do not:

* practise and reflect on PBL daily

* use language and gestures consciously and thoughtfully

* take and ask for feedback from other teachers and specialists

* ask for student’s opinions about their experience of teaching

* proactively use video feedback of their lessons (the most effective way to reflect on your practice)

* have awareness of their emotional state

Tend to ‘revert to type’ under pressure or conflict, i.e. use there oldest and safest habits, which is generally in the realms of ‘fight or flight’ behaviour. In psychology we would term it their ‘dominant response’. The aim of this training is to make sure your dominant response becomes cohesive with encouraging positivity.

If we understand and realise the benefits of applying a growth mindset across our staff body, then a culture of positivity, creativity, equality of opportunity can be ‘Established, Maintained and then Habituated’ in a surprisingly short amount of time.
Scott Stevenson, 2018
COURSE OBJECTIVES
1.) To establish and maintain positive relationships with students
2.) To understand strategies which you can implement to promote a positive learning environment
3.) To maintain and further develop the culture of positivity and wellbeing throughout the DESC community.
CO-CREATORS

CONTRIBUTORS


Testimonies


I have always been an advocate of encouraging positive relationships with students, both inside and outside the classroom. This project has enabled me to reflect on my own practice and reassess my priorities when teaching. For example, I have moved from just having expectations and setting rules, towards building and forming agreements with every class. This in turn has increased rapport and student ownership of their behaviour. In addition, I'm now even more conscious about my use of verbal and non-verbal communication. As a result, minor issues are less frequent and positivity is prevalent in all interactions with and between students.

Eoghan Kerr, Teacher of Maths


Throughout this project I have further developed the relationships I have with my classes. Teaching a KS3 class just once a week, it can be quite hard to build up the relationships that you do with your GCSE and ALevel classes whom you see several times throughout the same week. Slightly adjusting my body language and increasing the use of gestures used throughout a lesson whilst using group praise has seen these relationships improve further and also the focus and attitude to learning of my most challenging classes improve. This in turn has led to a higher rate of productivity in the lesson and students interacting positively with each other.

Omar Murtaza, PD Coordinator / Teacher of Business and Economics


I certainly became a lot more conscious of my verbal and non-verbal communication. For example, I started to use more clear and purposeful gestures, I was able to adjust my body language to direct the group with less effort. I also became aware of how to play with the volume and tone of my voice, in order to create more urgency and attention from a long distance. Another big impact has been the continual use of the 'Thumbs Up'" to thank and acknowledge all students, it's amazing how such small changes can have such a positive impact on relationships and learning.

Alan Foster, Head of House / Teacher of PE


Your Instructor


Dubai English Speaking College
Dubai English Speaking College

Course Curriculum


  Introduction
Available in days
days after you enroll
  Strategies and Techniques for PBL
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days after you enroll
  Assessment
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days after you enroll

Frequently Asked Questions


When does the course start and finish?
The course starts now and never ends! It is a completely self-paced online course - you decide when you start and when you finish.
How long do I have access to the course?
How does lifetime access sound? After enrolling, you have unlimited access to this course for as long as you like - across any and all devices you own.
What if I am unhappy with the course?
We would never want you to be unhappy! If you are unsatisfied with your purchase, contact us in the first 30 days and we will give you a full refund.

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