Disqus - Latest Comments for futurebehaviour

Re: On routines and rituals.

Greg Perry — Thu, 10 May 2012 14:53:37 -0000

I'm totally with you on the power of routines; in fact I wrote a blog post on this very topic last week. I'm always saying to school leaders that running a school or a classroom is a very complex thing, but there are easy wins. Routines is one of them. (Noted Simon, that too many or the wrong ones can have the opposite effect.)

I'm interested too, in how and why routines becomes rituals. I agree with the gathering element but this wouldn't explain your first cup of coffee ritual; well, not if you are alone whilst drinking it. I think it has something to do with mindfulness. If you simply drink your coffee every morning, unthinkingly and without engaging in the experience, it is simply a routine. When you drink your coffee and enjoy it mindfully however, smelling the aroma and enjoying the taste and the transition, it might be then that it becomes a ritual.

This is one way I've changed my running from routine to ritual. I leave my headphones at home and concentrate. It's not something I just do, automatically. It's something I start automatically but am then mindful when I do it. I now like my running much more than when it was just a routine.

An example for a collective ritual that I recognised after reading your post is family meal times. When I eat with my family around the meal table, it could easily be a routine if we just sit and eat. When we ask about the best bits of our day and what we had for lunch, when we discuss plans for the weekend and for holidays then it becomes a ritual, just like your Cake Club.

Thanks for making me think about it.

(BTW, I think you broke the first rule of Cake Club.)

Re: Creative Educator - Creative Personalized Learning

Greg Perry — Sat, 28 Apr 2012 11:06:01 -0000

I love this but I wish OFSTED (the UK government agency for school inspection) did too. The current head of OFSTED wants to go backwards to "traditional" didactic teaching. That's why we need lots of people, all over the world, to argue forcefully that giving "voice and choice" is the right path to take.

Re: How class blogs (and other methods) can replace classroom sticker charts

Greg Perry — Fri, 27 Apr 2012 07:17:07 -0000

Thanks for your comments and thanks for sharing. I was wondering: What has the feedback been like from parents for your blogs?

Re: Dull lessons fuelling poor behaviour – could it be the other way around?

Greg Perry — Mon, 02 Jan 2012 04:59:56 -0000

You make a massively important point regarding the fact the schools can be very worried about addressing behaviour. One of the main reasons for this is behaviour management is often thought of as “bad” behaviour management. (I often get asked whether I look after the “naughty” kids”.) I think it’s much more about organisational management in the first instance – simply setting out some ground rules that everyone sticks to and understands the importance of.

This makes it a little less surprising that the majority of schools I work with already enjoy good behaviour. If behaviour is not being addressed, it’s getting worse. It never just gets better on it’s own. Good schools have leaders confident enough to know what their schools really need.

It’s such a shame that your informal group does not seem to be getting the support it deserves. When change happens at grassroots level and people are truly empowered to make change, it is often far more effective that top-down attempts at change. I do hope you maintain a positive outlook. We all know how hard this is sometimes. And Bish, thanks for talking about behaviour – the elephant in the classroom!

Re: Dull lessons fuelling poor behaviour – could it be the other way around?

Greg Perry — Thu, 29 Dec 2011 05:40:50 -0000

Thanks for your comment Bish. Nobody usually wants to talk about behaviour- well not online anyway!

Like you, I've always been confused by the idea that great lessons are the answer to poor behaviour but this belief, like a few others I could mention, is surprisingly prevalent.

You’ve hit the nail on the head when you said teachers need a “supportive behaviour management framework”. This is essential. Everyone will agree that behaviour and relationship management is complicated. However it doesn’t mean everything about is complicated. There is plenty of simple stuff, like sharing specific expectations regularly and only drawing lines that you’re prepared to hold.

You also highlighted another key point: effective behaviour management is not a gift. It can be learnt. The unfortunate thing is that behaviour management skills seems all tied up with our personality, and is not seen as a discreet skill like maths or art. However struggling teachers can be a little more themselves if they are given the skills and the support to do so.

Can you tell me in what ways the temporary principal empowered the staff?

Re: #classroomorg The first 5 minutes of the day

Greg Perry — Sun, 11 Dec 2011 07:20:25 -0000

Hi Pete. I blogged about this very topic a few weeks ago:
http://www.futurebehaviour....

I totally agree that "first 5 minutes" is key but I think the first 5 of *every* lesson are important – this is especially true in secondary with a new set of students coming in each period. Your point about directing children towards an activity rather than away from negative behaviours is spot on.

Also, we do the "emotional register" with our form each day. We say "good morning" and the children reply with "good morning, I'm a ..." and give us number 1 to 5. We get an idea of how they're feeling and can sometimes help earlier than we might otherwise do. Works for us!

Re: What is Independent Learning?

Greg Perry — Fri, 02 Dec 2011 06:55:45 -0000

Great idea to appoint a student! I think I might like the sound of my own voice a little too much too...

Re: What is Independent Learning?

Greg Perry — Thu, 24 Nov 2011 17:31:16 -0000

I understand the two counterpoints here but I'm still confuzled. As I mentioned during #ukedchat, one thing is for sure though – loads of talking does not equate to loads of teaching. Whichever way you view independent learning, we all need to shut-up a bit more often for it to happen (and believe me James, I am a world-champion at not shutting up...)

Re: Innovation in education: what I’ll be talking about at the Guardian event today. (#IIE2011)

Greg Perry — Thu, 24 Nov 2011 17:01:48 -0000

Great stuff here Doug. I really like the points in your conclusion, especially the focus on workflow. So much stuff in education is hard to pin down but not all of it is. Identifying the things we can easily agree on and then standardise leaves us with more time to sort the stuff that's harder to sort and leaves more time for innovation!

Re: Help me deal with these tantrums someone please…

Greg Perry — Fri, 14 Oct 2011 04:02:00 -0000

It looks a bit like Addison is having difficulty controlling her emotions but it also looks like she's a bit young for us to expect her to be able to do so. I reckon you're doing exactly the right thing in terms of a consistent but supportive reaction to her tantrums.

Both my children went through this phase and our approach was to let them know that we were ready to talk and help when they were calmer. We never tried to reason with them or "talk them down" during a tantrum. If you're that angry, do you listen to reason? We aimed to get them calm, not to see our point of view, not right then anyway.

Personally, I wouldn't take away story time or any other time for you to spend quality time; instead I'd go for a simple sticker chart with a small treat at the end. Go through this very quickly at first and choose the time when Addison is most likely to become angry as the focus. I'm dead against stickers for older children but for the little ones it's a concrete way of showing that you care.

Basically keep doing what you're doing. Stay calm and wait for her to come back to you. Soon she won't need to go away in the first place.

Re: Using Mozilla’s Open Badge project with young learners

Greg Perry — Fri, 23 Sep 2011 05:04:18 -0000

Anything that moves away from reward and towards recognition is good for me.

I'm really looking forward to seeing this develop and giving it a go.

Thanks Kevin!

Re: Things I Learned This Month – September 2010

Greg Perry — Thu, 30 Sep 2010 10:40:00 -0000

Cool. Got a Greplin invite, by any chance?

PS.
What is *your* perfect salary?

Re: Things I Learned This Month – September 2010

Greg Perry — Thu, 30 Sep 2010 05:01:30 -0000

Great stuff Doug. You might need to think about getting yourself a .tv domain! What did you use to make it? It looked great!

Re: A new beginning

Greg Perry — Tue, 08 Jun 2010 13:28:54 -0000

Great news about the new blog and the consultancy move, Jose. I think all teachers have got stuff to share and I'm hoping, like you, that there is a third way. Not full-time teacher or full-time consultant but someone who is able to share what they did yesterday and what they'll do tomorrow, in a school with actual, real students.

I've learnt a lot over the past year since I started and I'm sure you will. However you've done the hard bit- you started!

Best of luck with it all.

Re: #uppingyourgame

Greg Perry — Tue, 19 Jan 2010 13:13:10 -0000

I have realised that we only read books by people who are prepared to spend the time writing them. The OpenBeta model seems like a great method to allow people's encouragement, both in financial and critical terms, to help them along the way.

Plus, I think you've given me the little drop of inspiration I needed...

Re: #uppingyourgame

Greg Perry — Tue, 19 Jan 2010 13:13:10 -0000

I'm in too Doug. Judging by the stuff you give away, I'm really looking forward to paid-for content. I'm a big advocate of "teacherprenerism" as I know the massive impact my work outside school has had on my work inside school. This model is a great way for teachers (and anyone with an interest they are ready to share) to widen their sphere of influence, but with more depth than a blog can manage.

I have realised that we only read books by people who are prepared to spend the time writing them. The OpenBeta model seems like a great method to allow people's encouragement, both in financial and critical terms, to help them along the way.

Plus, I think you've given me the little drop of inspiration I needed...

Re: #uppingyourgame

Greg Perry — Tue, 19 Jan 2010 13:13:00 -0000

Plus, I think you've given me the little drop of inspiration I needed...

Re: Comparison of cloud-based backup solutions

Greg Perry — Sat, 09 Jan 2010 06:03:35 -0000

Timely post Doug. I've got the same set-up with a Time Capsule: I have no online back-up and have balked at Dropbox monthly fees. Mozy seems a good and cheap option and I notice they do a referral program. If you posted referral link I'd use that instead of going direct :)

Re: Off-site and cloud-based backup: my solution. | dougbelshaw.com/blog

Greg Perry — Sat, 09 Jan 2010 06:03:35 -0000

Re: Where is the humanity in a behavioural approach?

Greg Perry — Wed, 18 Nov 2009 14:19:33 -0000

I too am enjoying the discussion, Dave.

To be honest, I don't know of this secret band of teachers who manage behaviour without problem. In my experience we all have days when things go well and days when they don't. Maybe this secret band are simply too modest.

What I'd like from you is your solution. We've found out what you think we shouldn't do. What *should* we do? I think you're suggesting it's something to do with engagement but great lessons are not the panacea- would you agree?

Give us your top tips- unless the secret is non-transferable.

You said, "There is one single thing that can make a big difference, even where the pupil has no interest in the subject." What is it?

Re: Where is the humanity in a behavioural approach?

Greg Perry — Mon, 26 Oct 2009 08:26:08 -0000

Thanks for your comment Dave.

A couple of points in response. I'm not sure where you work but I don't work at Summerhill. Our country may be a democracy but our state schools aren't. Of course we should give students as much say as we can but at the end of the day we've got a job to do.

Students choices are therefore limited, as are mine. My employer doesn't say, "Come to work or else!" I sort of assume that if I stay at home and sit in my pants all day watching daytime TV, they'll very soon give me the sack. I can choose to go to work or stay at home- a limited choice- but choice all the same. And I'm not an authoritarian, I'm in charge. There is a difference.

Having said this, I'm very open to new suggestions. I'm always on the look out for practical, real-world strategies for improving learning.

So, please tell us about the "better way"- don't keep it to yourself!

Re: What’s the plan for behaviour management?

Greg Perry — Thu, 15 Oct 2009 16:43:02 -0000

Hi CM,

Many thanks for the comment on the blog. It is obvious that your experience and knowledge of the subject are deep and I'm genuinely pleased that you have taken the time to critique my post.

My beliefs and understanding are a complex bag and the idea of the blog is to provoke discussion and for the resulting exchanges to then help me further develop, unpick and challenge my own thoughts. However, behaviour doesn't seem to be a subject people like to talk about that often. I'm glad you want to talk about it.

If you had any books or websites that you'd recommend I read I'd love to hear about them. I'm really looking forward to addressing the content of your comment directly.

Greg

Re: A video introduction to using Google Calendar for timetables and meetings

Greg Perry — Wed, 16 Sep 2009 05:09:11 -0000

@doug I'll be leading a training session later this term and your saved me a load of time. I might not even appear in person. Thanks!

@paul Spanning Sync works for iCal/GCal syncing but is $25 a year. For me, it's good value with no Mac at school. If Spanning Sync isn't necessary under Snow Leopard I'd love a link...

Re: The 3 key elements of productivity.

Greg Perry — Wed, 27 May 2009 12:51:09 -0000

This is time well spent as I seem to get lots of motivation from the process as I try to make my present look like my imagined future. I also start to just see opportunities that will help me move forward, they just present themselves -the clever bit of my brain just spots them. When I was looking for a new car a few years back, every time I saw a car of the model I was considering, it just seemed to jump out at me. This was the same clever bit of my brain in action I think.

One other way I motivate myself is through uniform. Although I love my bike, I sometimes need a little motivation to actually get out there. All I do in this situation is put on my cycling gear. Suddenly the motivation just comes.

I’d be interested to hear other people’s ideas for motivation.

Re: The 3 key elements of productivity.

Greg Perry — Wed, 27 May 2009 06:51:09 -0000

The most effective way I find to be productive is to spend time imagining (as vividly as I can) what I want my future to look like in whichever area I’m trying to move forward. Then I spend a little more time imagining exactly how I will do this.

This is time well spent as I seem to get lots of motivation from the process as I try to make my present look like my imagined future. I also start to just see opportunities that will help me move forward, they just present themselves -the clever bit of my brain just spots them. When I was looking for a new car a few years back, every time I saw a car of the model I was considering, it just seemed to jump out at me. This was the same clever bit of my brain in action I think.

One other way I motivate myself is through uniform. Although I love my bike, I sometimes need a little motivation to actually get out there. All I do in this situation is put on my cycling gear. Suddenly the motivation just comes.

I’d be interested to hear other people’s ideas for motivation.