Classroom Culture
What is it?
To put it simply, our Classroom Culture is an ethos of hard work, high expectations and academic rigour. Regardless of the learning environment, these values underpin our classrooms and our students expect to achieve their potential, work hard and behave in our classrooms.
Why is it important?
Classroom Culture is vital to improving our students’ achievement and character. When we have a culture of high expectations for our students, our students develop their resilience, achieve their potential and any undesirable behaviour is quickly dealt with and, in the long term, turned into positive behaviour that is rewarded.
We want to have classrooms that are entirely focused on learning and achievement and students who, in turn, know and respect this.
What is the Central Line?
As a staff and student body, we have underpinned what the Central Line is. Our Classroom Culture is underpinned by three key principles:
- Commitment
- Creativity
- Community
These three principles are evident through ‘The Central Line’ on Classrooms, the language we use with students and our reward system.
Further links:
Classroom Culture - The Central Line
In this section you will find information about our key Classroom Culture strategies: what they are, why they are important and how to best use them in the classroom.
The key strategies are:
- Threshold
- Strong Start
- Do Now
- Signal, Pause, Insist
- RADAR
- Narrate the Positive
Click the links below for more information:
Classroom Culture - Behaviour for Learning
Classroom Culture - Setting Routines
Classroom Culture - 3 Cs for Classrooms
Classroom Culture - Further Reading
Blogs
Behaviour Management: A Bill Rogers Top 10
Books
'Teach Like A Champion' pages 383-387
Research Papers
Classroom Culture - Videos
Here you will find videos of our staff using the ‘Classroom Culture’ strategies.
Video 1: Nathan Moorby
At this point in the lesson, Nathan is reviewing the ‘Do Now’ activity with his Y10 Geography group. They have to list words and phrases to describe British weather.
When watching the video, look out for:
- His use of praise for both Joe and Jacob
- How Nathan uses humour to correct Jacob’s behaviour
- How Nathan “dismisses” Jacob’s points politely indicating that it is someone else’s turn
- Non-verbal signs to correct behaviour
Video 2: Nathan Moorby
Students are now preparing to write an exam response to a weather question.
When watching the video, look out for:
- Nathan’s positioning and scanning
- How he pauses for Finley and he gets Finley back on task positively
- No hands questioning to ensure that everyone participates and is focused
- Use of praise
Video 3: Lisa Smith
This is after Lisa’s ‘Do Now’ activity. Here, she is questioning students’ knowledge of the play Macbeth before they analyse a key scene.
When watching the video, look out for:
- Her non-verbal signs to stop Freddie from shouting out
- No hands questioning to ensure that everyone participates and is focused
- Expectation of an answer being given – time given (few seconds)
- Positioning and scanning of the classroom
Video 4: Amy Newsham
This is from the beginning of the lesson where Amy is giving the instructions for the ‘Do Now’ task. She gives the instructions and then students work independently whilst she logs on to the computer and completes the register. Upon reflection, she wishes she smiles more when teaching – poor Jim!
When watching the video, look out for:
- Her positioning when explaining the task
- Her non-verbal cues when Jim interrupts and then how she responds to him afterwards
Video 5: Amy Newsham
In this video, Amy is reviewing the ‘Do Now’ activity with the class.
When watching the video, look out for:
- How Amy gets the attention of the classroom and then how she assesses the room to ensure everyone is ready before moving on
- Her use of non-verbal cues to ensure everyone is focused
- Use of no-hands questioning
- How she ensures high standards in students’ verbal responses
Classroom Culture - INSET Documents
Classroom Culture - INSET Documents
site designed and maintained by Tom Rubery
