Naylor's Natter

My conversation on Habits, routines and norms with Deputy Headteacher Scott Fletcher 

Never assume when it comes to behaviour

Behaviour, behaviour, behaviour. It is on everyone’s lips. When things are good, behaviour is celebrated. When things are bad, behaviour is the cause. We must ensure that there is clarity, clear communication and consistency before implementation. Once it leaves the ‘training ground’ (this is how I refer to our CPD sessions) each and every member of staff must know everything about everything. All questions must have been answered, solutions found and most importantly whatever system is put into place must be sustainable at the hardest of times. We wanted to find a way where the system relies less on people and more on cultural behaviours.

Cultural norms – they happen because this is what we do here.

What do we want to achieve through the implementation of a systematic behaviour policy with a focus on cultural norms?

These aims are supported by regular staff CPD focusing on: core routines and developing appropriate strategies for managing behaviour; bespoke teaching and learning strategies and how to ensure the highest quality provision for all students including those with special educational needs and disabilities.

When you introduce new material in your lesson, we would avoid saying “Off you go, learn.” With behaviour, we cannot just say: “Off you go, behave. This is what I expect and this is what I want to see.” We must teach it. We must break each component down, start with the why and deliver behaviours as concepts in granular steps.

So how have we decided to do this?

It is important to know what you want to focus on. After reading Doug Lemov’s Practice `Perfect, we came up with ten cultural bright spots. We will consistently apply these with the highest of expectations and utilise CPD time to ensure the implementation is the best it can be, all day, everyday. Bright spots are what we will hang our hat on to say “These are outstanding elements of our day to day routines and behaviours.”

Behaviour, behaviour, behaviour. It is on everyone’s lips. When things are good, behaviour is celebrated. When things are bad, behaviour is the cause. We must ensure that there is clarity, clear communication and consistency before implementation. Once it leaves the ‘training ground’ (this is how I refer to our CPD sessions) each and every member of staff must know everything about everything. All questions must have been answered, solutions found and most importantly whatever system is put into place must be sustainable at the hardest of times. We wanted to find a way where the system relies less on people and more on cultural behaviours.

Cultural norms – they happen because this is what we do here.

What do we want to achieve through the implementation of a systematic behaviour policy with a focus on cultural norms?

These aims are supported by regular staff CPD focusing on: core routines and developing appropriate strategies for managing behaviour; bespoke teaching and learning strategies and how to ensure the highest quality provision for all students including those with special educational needs and disabilities.

When you introduce new material in your lesson, we would avoid saying “Off you go, learn.” With behaviour, we cannot just say: “Off you go, behave. This is what I expect and this is what I want to see.” We must teach it. We must break each component down, start with the why and deliver behaviours as concepts in granular steps.

So how have we decided to do this?

It is important to know what you want to focus on. After reading Doug Lemov’s Practice `Perfect, we came up with ten cultural bright spots. We will consistently apply these with the highest of expectations and utilise CPD time to ensure the implementation is the best it can be, all day, everyday. Bright spots are what we will hang our hat on to say “These are outstanding elements of our day to day routines and behaviours.”

About Dan:

I’m Dan Edwards.

From working in education, my experience has led me from a world of teaching a timetable of GCSEs and A-Levels to an even more complex career of holding leadership roles in both secondary and primary sectors, notwithstanding a long spell working in various education units in adolescent residential social care, to a brief sojourn teaching post-graduates as a visiting lecturer at universities. To then, finally, a principal of a large primary school.

From working in education for many years, my experience has led me from a world of teaching a timetable of GCSEs and A-Levels to an even more complex career of holding leadership roles in both secondary and primary sectors, notwithstanding a long spell working in various education units in adolescent residential social care, to a brief sojourn teaching post-graduates as a visiting lecturer at universities. To then, finally, the here and now: a principal of a large primary school in the heart of Leicester City.

In addition to my role as principal, I am a regular columnist for a number of publications where I share my views and opinions on leadership, school culture and teaching and learning. Further to this written work, I regularly speak both nationally and internationally about leadership and organisational culture to a wide range of audiences. I also host a regular education forum on Twitter called #SaturdayEdChat.

Naylor's Natter-the book 

Inspired by interviews from the popular education podcast of the same name, Naylor’s Natter brings together a wealth of advice from the most influential voices in education today. In this exciting, one-of-a-kind book, Phil Naylor revisits the very best interviews from three years of education podcasting, drawing on the advice and opinions from some of the world’s most innovative educators, including Doug Lemov, E. D. Hirsch, Daisy Christodoulou, Pritesh Raichura and Mary Myatt. Divided into six key areas – behaviour, assessment, school leadership, curriculum, pedagogy and continuing professional development (CPD) – this book is perfect for primary and secondary NQTs, teachers and school leaders looking for new takes on hot topics, as well as tips and strategies to improve their practice. There are QR codes throughout linking to the episodes discussed, so you can listen to the interviews and explore the topics in even more detail. Full of valuable insights into the current state of education, and what the road ahead may look like, this is an indispensable tool for starting conversations and transforming the way you teach.

https://www.amazon.co.uk/Naylors-Natter-collective-teachers-education/dp/1472992466/ref=sr_1_1?crid=1YULJTQSZO5FV&keywords=naylors+natter&qid=1641534709&s=books&sprefix=Naylor%27s+natter%2Cstripbooks%2C142&sr=1-1

About Dan 

I’m Dan Edwards.

From working in education, my experience has led me from a world of teaching a timetable of GCSEs and A-Levels to an even more complex career of holding leadership roles in both secondary and primary sectors, notwithstanding a long spell working in various education units in adolescent residential social care, to a brief sojourn teaching post-graduates as a visiting lecturer at universities. To then, finally, a principal of a large primary school.

From working in education for many years, my experience has led me from a world of teaching a timetable of GCSEs and A-Levels to an even more complex career of holding leadership roles in both secondary and primary sectors, notwithstanding a long spell working in various education units in adolescent residential social care, to a brief sojourn teaching post-graduates as a visiting lecturer at universities. To then, finally, the here and now: a principal of a large primary school in the heart of Leicester City.

In addition to my role as principal, I am a regular columnist for a number of publications where I share my views and opinions on leadership, school culture and teaching and learning. Further to this written work, I regularly speak both nationally and internationally about leadership and organisational culture to a wide range of audiences. I also host a regular education forum on Twitter called #SaturdayEdChat.

Naylor's Natter-the book

Inspired by interviews from the popular education podcast of the same name, Naylor’s Natter brings together a wealth of advice from the most influential voices in education today. In this exciting, one-of-a-kind book, Phil Naylor revisits the very best interviews from three years of education podcasting, drawing on the advice and opinions from some of the world’s most innovative educators, including Doug Lemov, E. D. Hirsch, Daisy Christodoulou, Pritesh Raichura and Mary Myatt. Divided into six key areas – behaviour, assessment, school leadership, curriculum, pedagogy and continuing professional development (CPD) – this book is perfect for primary and secondary NQTs, teachers and school leaders looking for new takes on hot topics, as well as tips and strategies to improve their practice. There are QR codes throughout linking to the episodes discussed, so you can listen to the interviews and explore the topics in even more detail. Full of valuable insights into the current state of education, and what the road ahead may look like, this is an indispensable tool for starting conversations and transforming the way you teach.

A step-by-step guide on how to get simple, powerful cooperative learning up and running in your setting – both as classroom practice and as a wider approach to empower the entire school community.

The Education Endowment Foundation’s Teaching and Learning Toolkit describes collaborative learning as an approach which ‘involves pupils working together on activities or learning tasks’, and in such a way that enables ‘everyone to participate on a collective task that has been clearly assigned’. In the context of this book, cooperative learning relates to a number of such activities – from simple memorising to more complex analysis and debating – which are designed to boost learners’ interdependence, participation and interaction.

Drawing upon both research-informed theory and real-world examples, Jakob Werdelin and Drew Howard present both an insightful introduction to cooperative learning as a practice and philosophy and a practical guide to classroom application.

The authors share their expertise on how to amplify the effect of current pedagogical approaches and schemes of work, simplify performance management as an empowering tool for teachers and leaders, and create an inclusive environment in which every pupil is able to fulfil their learning potential. Jakob and Drew also discuss how cooperative learning relates to a range of other aspects of teaching, including assessment, metacognition and Rosenshine’s Principles.

Naylor's Natter- The Book

Pre-order now: https://www.amazon.co.uk/Naylors-Natter-collective-teachers-education/dp/1472992466/ref=sr_1_1?crid=3ULPI325T5EYC&keywords=naylors+natter&qid=1640801405&s=books&sprefix=naylors+natter%2Cstripbooks%2C153&sr=1-1

Inspired by interviews from the popular education podcast of the same name, Naylor’s Natter brings together a wealth of advice from the most influential voices in education today. In this exciting, one-of-a-kind book, Phil Naylor revisits the very best interviews from three years of education podcasting, drawing on the advice and opinions from some of the world’s most innovative educators, including Doug Lemov, E. D. Hirsch, Daisy Christodoulou, Pritesh Raichura and Mary Myatt. Divided into six key areas – behaviour, assessment, school leadership, curriculum, pedagogy and continuing professional development (CPD) – this book is perfect for primary and secondary NQTs, teachers and school leaders looking for new takes on hot topics, as well as tips and strategies to improve their practice. There are QR codes throughout linking to the episodes discussed, so you can listen to the interviews and explore the topics in even more detail. Full of valuable insights into the current state of education, and what the road ahead may look like, this is an indispensable tool for starting conversations and transforming the way you teach.

For students to benefit from lessons, they must attend, listen and try their best. But at times, almost all teachers struggle to manage classroom behaviour and to motivate students to learn. Drawing on decades of research on behavioural science, this book offers teachers practical strategies to get students learning. The key is students’ habits. This book reveals simple yet powerful ways to help students build habits of success.

Harry Fletcher-Wood shows how teachers can use behavioural science techniques to increase motivation and improve behaviour. He offers clear guidance on topics such as using role models to motivate students, making detailed plans to help students act and building habits to ensure students keep going. The book addresses five challenges teachers face in encouraging desirable behaviour:

Workshops, checklists and real-life examples illustrate how these ideas work in the classroom and make the book a resource to revisit and share. Distilling the evidence into clear principles, this innovative book is a valuable resource for new and experienced teachers alike.

Teach Like a Champion 3.0 is the long-awaited update to Doug Lemov’s highly regarded guide to the craft of teaching. This book teaches you how to create a positive and productive classroom that encourages student engagement, trust, respect, accountability, and excellence. In this edition, you’ll find new and updated teaching techniques, the latest evidence from cognitive science and culturally responsive teaching practices, and an expanded companion video collection. Learn how to build students’ background knowledge, move learning into long-term memory, and connect your teaching with the curriculum content for tangible improvement in learning outcomes.

The new version of the book includes:

Read this powerful update to discover the techniques that leading teachers are using to put students on the path to success.

In this down-to-earth book Adele Bates shares practical approaches, strategies and tips from the classroom on how to help pupils with behavioural needs thrive with their education. Packed full of real-life classroom scenarios, student voice and relevant theory, every chapter offers an Action Box helping you to implement these strategies – next lesson, next week and long term.

From relationship building and teaching self-regulation, to fostering inclusivity, paying attention to your own self-care and schoolwide approaches, Adele Bates unpicks some of the most difficult aspects of being a teacher and empowers you to grow as a confident classroom professional.

My book:

Naylor's Natter: Ideas and advice from the collective wisdom of teachers, as heard on the popular education podcast

Inspired by interviews from the popular education podcast of the same name, Naylor’s Natter brings together a wealth of advice from the most influential voices in education today. In this exciting, one-of-a-kind book, Phil Naylor revisits the very best interviews from three years of education podcasting, drawing on the advice and opinions from some of the world’s most innovative educators, including Doug Lemov, E. D. Hirsch, Daisy Christodoulou, Pritesh Raichura and Mary Myatt. Divided into six key areas – behaviour, assessment, school leadership, curriculum, pedagogy and continuing professional development (CPD) – this book is perfect for primary and secondary NQTs, teachers and school leaders looking for new takes on hot topics, as well as tips and strategies to improve their practice. There are QR codes throughout linking to the episodes discussed, so you can listen to the interviews and explore the topics in even more detail. Full of valuable insights into the current state of education, and what the road ahead may look like, this is an indispensable tool for starting conversations and transforming the way you teach.

Teaching science is no simple task. Science teachers must wrestle with highly abstract and demanding concepts, ideas which have taken humanity's greatest minds thousands of years to formulate and refine. Communicating these great and awesome theories involves careful forethought and planning. We need to deliver crystal clear explanations, guide students as they develop their embryonic knowledge and then release them to develop their thinking independently, all the while curating and tending to their long-term understanding as it develops over time. In Teaching Secondary Science: A Complete Guide, Adam breaks down the complex art of teaching science into its component parts, providing a concrete and comprehensive set of evidence-informed steps to nurturing brilliant science students. Adam hopes that you find this book interesting, but his main aim is for you to find it useful. Useful when it comes to sketching out your curriculum, useful when preparing your explanations, useful for mapping out how you will check student understanding and useful for all other aspects of science teaching. This is a truly complete guide, and science teachers of any experience will find it packed with ideas that are new, challenging, interesting and, most importantly, useful.

Buy book here:

https://www.amazon.co.uk/Teaching-Secondary-Science-Complete-Guide/dp/1913622789/ref=sr_1_1?keywords=teaching+secondary+science&qid=1638096769&qsid=257-7620108-3249756&sr=8-1&sres=1913622789%2C1510462589%2C1138833428%2C1510462562%2C0415826438%2C1781352410%2C1138814474%2C1510462570%2C1529716446%2C1138192104%2C1398300187%2C1472918193%2C178908850X%2C1472941721%2C0367188686%2C0008398720&srpt=ABIS_BOOK

Naylor's Natter: Harnessing the collective wisdom of the teaching profession

Inspired by interviews from the popular education podcast of the same name, Naylor’s Natter brings together a wealth of advice from the most influential voices in education today. In this exciting, one-of-a-kind book, Phil Naylor revisits the very best interviews from three years of education podcasting, drawing on the advice and opinions from some of the world’s most innovative educators, including Doug Lemov, E. D. Hirsch, Daisy Christodoulou, Pritesh Raichura and Mary Myatt. Divided into six key areas – behaviour, assessment, school leadership, curriculum, pedagogy and continuing professional development (CPD) – this book is perfect for primary and secondary NQTs, teachers and school leaders looking for new takes on hot topics, as well as tips and strategies to improve their practice. There are QR codes throughout linking to the episodes discussed, so you can listen to the interviews and explore the topics in even more detail. Full of valuable insights into the current state of education, and what the road ahead may look like, this is an indispensable tool for starting conversations and transforming the way you teach.

https://www.bloomsbury.com/uk/naylors-natter-9781472992468/

About Dr Sam Sims

I’m a quantitative education researcher, interested in teachers and education policy.

I work at UCL Institute of Education, where I lecture on policy analysis and evaluation. I’m also a researcher at Education Datalab.

This site contains links to my research and teaching material, as well as links to resources that I think people will find useful.

I regularly give talks to schools and at conferences, on topics including effective professional development, teacher motivation and retention.

You can find me on Twitter @DrSamSims, read a short Q&A with me here or listen to me giving an overview of some of my research on this podcast here

About the EEF guidance report:

Supporting high quality teaching is pivotal in improving children’s outcomes. Indeed, research tells us that high quality teaching can narrow the disadvantage gap. It is therefore hugely encouraging to see a host of new initiatives and reforms that recognise the importance of teacher quality such as the Early Career Framework and the new National Professional Qualifications. These exemplify a growing consensus that promoting effective professional development (PD) plays a crucial role in improving classroom practice and pupil outcomes, and this guidance further reflects this, offering recommendations on how to improve professional development and design and select more impactful PD.

PD has great potential; but it also comes with costs. We know that teachers engage in professional development activities whilst balancing multiple and, at times, competing commitments and time pressures. The need is clear, therefore, for PD to be well‑designed, selected, and implemented so that the investment is justified.

This guidance will support schools in selecting external PD and designing and delivering their own PD. It will also support external providers in designing, delivering, and explaining their offering to schools.

To develop the report’s three recommendations, we reviewed the best available international research as well as current practice, and consulted with school leaders and academics. As with all EEF guidance reports, its publication is just the start of how we aim to support schools in implementing these recommendations. We will be working with the sector, including through our colleagues in the Research Schools Network, to build on them with further training, resources and tools.

Naylors Natter - the book is available for pre-order here:

https://www.amazon.co.uk/Naylors-Natter-Harnessing-collective-profession/dp/1472992466/ref=sr_1_2?crid=F0GDCW8G7A1&keywords=naylors+natter&qid=1637315588&qsid=260-2524738-9538720&sprefix=Naylors%2Caps%2C187&sr=8-2&sres=B08K5YM62M%2C1472992466%2CB0815V52S1%2CB002EPBL1Q%2CB07QQ6WDXR%2CB00BM8H980%2CB01C1LBCZC%2CB08C31PSTP%2CB005JYTFNU%2CB01LE2YE4A%2CB07JQ6PK1T%2CB00WU834Z8%2CB09499ZZFJ%2CB00WX4AEQG%2CB07M6HYCQN%2CB004CY91AA