the classroom and Limited awareness of and engagement with Takes responsibility for promoting good Consistently reinforces good and courteous Actively encourages pupils to behave well in the around the school, in the responsibility for promoting good and and courteous behaviour in the classroom behaviour in the classroom and around the classroom and around the school and display high accordance with the courteous behaviour in the classroom and and is beginning to do so around the school . levels of courtesy and cooperation. school’s behaviour policy around the school. school. b) Have high High expectations of behaviour rarely or High expectations of behaviour are Maintains high expectations of pupils’ Sustains high expectations of behaviour, which are expectations of not yet evident. evident. behaviour . integral to learning. behaviour and establish a framework for discipline, consistently Use of praise, sanctions and rewards Establishes a framework for discipline, Establishes and maintains an effective Establishes and maintains a very effective and fairly, with a range neither consistent nor fair. deploying strategies, including the use of framework for discipline, consistently and framework for discipline, consistently and fairly, of strategies, using praise, sanctions and rewards applied fairly incorporating the use of praise, using a wide range of strategies. praise, sanctions and consistently and fairly. sanctions and rewards. rewards consistently and fairly c) Manage classes Pupil involvement and motivation is limited Manages, involves and motivates classes Demonstrates a wide range of approaches Manages a high level of pupil motivation, effectively, using by ineffective class management. effectively using approaches, which are in managing, involving and motivating involvement and engagement throughout the approaches which are appropriate to most pupils’ needs. classes in ways appropriate to pupils’ lesson using a wide range of approaches appropriate to pupils’ needs. appropriate to pupils’ needs. needs in order to involve and motivate them d) Maintain good Has difficulties establishing or fails to Maintains appropriate relationships with Makes timely and appropriate Strong relationship with pupils ensures a relationships with pupils, establish effective relationships with pupils. most pupils creating a supportive learning interventions to maintain good discipline. productive and inspiring learning environment. exercising appropriate environment. authority, and acts decisively when Authority lacks confidence and Is able to exercise appropriate authority Ensures that any matters relating to pupil necessary interventions are ineffective. and act decisively when necessary. behaviour are addressed immediate thus maximising their learning. S7: Manage behaviour effectively to ensure a good and safe learning environment S7: PROGRESS MADE IN MANAGING BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT BLOCK A INTERIM NEXT STEPS (to be completed by CM, in discussion with student) INTERIM FINAL GRADE GRADE
the classroom and around the school, in accordance with the school’s behaviour policy Limited awareness of and engagement with the responsibility for promoting good and courteous behaviour in the classroom and around the school. Takes responsibility for promoting good and courteous behaviour in the classroom and is beginning to do so around the school. Consistently reinforces good and courteous behaviour in the classroom and around the school . Actively encourages pupils to behave well in the classroom and around the school and display high levels of courtesy and cooperation. b) Have high expectations of behaviour and establish a framework for discipline, consistently and fairly, with a range of strategies, using praise, sanctions and rewards consistently and fairly High expectations of behaviour rarely or not yet evident. Use of praise, sanctions and rewards neither consistent nor fair. High expectations of behaviour are evident. Establishes a framework for discipline, deploying strategies, including the use of praise, sanctions and rewards applied consistently and fairly. Maintains high expectations of pupils’ behaviour . Establishes and maintains an effective framework for discipline, consistently and fairly incorporating the use of praise, sanctions and rewards. Sustains high expectations of behaviour, which are integral to learning. Establishes and maintains a very effective framework for discipline, consistently and fairly, using a wide range of strategies. c) Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them Pupil involvement and motivation is limited by ineffective class management. Manages, involves and motivates classes effectively using approaches, which are appropriate to most pupils’ needs. Demonstrates a wide range of approaches in managing, involving and motivating classes in ways appropriate to pupils’ needs. Manages a high level of pupil motivation, involvement and engagement throughout the lesson using a wide range of approaches appropriate to pupils’ needs. d) Maintain good relationships with pupils, exercising appropriate authority, and acts decisively when necessary Has difficulties establishing or fails to establish effective relationships with pupils. Authority lacks confidence and interventions are ineffective. Maintains appropriate relationships with most pupils creating a supportive learning environment. Is able to exercise appropriate authority and act decisively when necessary. Makes timely and appropriate interventions to maintain good discipline. Strong relationship with pupils ensures a productive and inspiring learning environment. Ensures that any matters relating to pupil behaviour are addressed immediate thus maximising their learning. S7: Manage behaviour effectively to ensure a good and safe learning environment S7: PROGRESS MADE IN MANAGING BEHAVIOUR EFFECTIVELY TO ENSURE A GOOD AND SAFE LEARNING ENVIRONMENT BLOCK A INTERIM NEXT STEPS (to be completed by CM, in discussion with student) INTERIM GRADE FINAL GRADE
PGCE-SD-SBT-report-2018-19%20%281%29.docx