|
' Pupils need to be told clearly what kinds of behaviour are acceptable and unacceptable and reminded about expectations '
This is the behaviour and attendance section of
eRiding, where you will find useful information and resources to support teaching and learning in this area.
How to Access the Information and Resources
The resources, in the majority of cases, have been written by professional
educators working within the East Riding of Yorkshire LEA, or by
national education bodies such as the Department for Education Standards.
Please use the menu on the left of the page to access the various
sub-sections of this area, with some links able to expand to show
more links to pages where a "plus" icon is visible.
Here you will find useful and relevant information, and teaching
and learning resources where appropriate.
The individual resources or 'objects' are shown in a horizontal
panel, which includes information relating to the use of the item,
and also the file size, so you can make the choice as to what you
download, depending on the specification of your Internet connection.
Just click on the title of the resource to open, or right-click
to save directly to your computer via the "Save target as..." option.
The majority of the teaching and learning resources are designed
to be downloaded, and then saved, altered and repurposed to suit
the requirements of the lesson or individual user.
Please refer to our copyright policy (the link is in the panel
at the foot of the page).
Please use the addresses provided at the foot of this page to contact
us if you would like more information, or you would like to contribute
information or resources for publication on the site.
Introduction to the Behaviour & Attendance Area
The behaviour and attendance strand of the Key
Stage 3 Strategy is focused on the removal of barriers to good behaviour & attendance in our schools.
The Strand seeks to supports the senior leadership teams in our schools to
produce clear and coherent behaviour policies, in which the accent is on positive
behaviour rather than discipline.
Pupils need to be told clearly what kinds of
behaviour are acceptable and unacceptable and reminded about expectations.
Rules should be kept to a minimum and used only to safeguard key principles of
the school's ethos.
Nonetheless boundaries should be made explicit with
transparent, justifiable and fair sanctions that are applied consistently.
The Strand emphasises that school organisation, the school curriculum,
classroom management and teacher behaviour all impact on pupil behaviour.
Behaviours that support learning often have to be modelled and taught in the
classroom.
Above all it is the quality of teaching and learning and the ability of teachers
to challenge, support and engage pupils that underpins positive behaviours.
The Strand seeks to promote a consistent approach to learning, teaching and
behaviour management by involving pupils and staff in a self-review and audit of
10 key areas of school life.
The ability to help identify areas for development and inform policy
development and action planning is designed to foster a sense of 'ownership' and
commitment.
For the same reasons other members of the school community such as
parents and governors should also be involved in these self-development processes
to promote a commitment to communication and a sense of shared principles and
objectives.
Please visit the KS3 Behaviour & Attendence section of Inclusion (SEN), for more information on this subject or please contact:
Rachael Blake, Teaching and Learning Consultant, Behaviour and Attendance
Tel: (01482) 392489
E-mail: rachael.blake@eastriding.gov.uk
Gloria Reid, Primary Strategy Manager
Tel: (01482) 392408
E-mail: gloria.reid@eastriding.gov.uk
Gill Askew, SEAL (Social and Emotional Aspects of Learning) Project Manager
Tel: (01482) 392151
E-mail: gill.askew@eastriding.gov.uk
Claire Monteith, SEAL (Social and Emotional Aspects of Learning) Project Manager
Tel: (01482) 392151
E-mail: Claire.Monteith@eastriding.gov.uk
|
icon next to it, it can be clicked to expand and contract.
