Live CPD course

Reducing Low Level Disruption and Behaviour

Support your staff by giving them the tools to reduce low level disruption and misbehaviour.

Created by

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Key info

Start dates From September 2023

Trainer Robin Jones-Ford

Course type Live session (online)

Training type School-wide

Price per school £795 £495 +VAT
(back to school offer)

Find out more

  • Learning Outcomes

    By the end of this course, teachers should be able to:

    maroon check tick circle copy Understand what low level disruption looks like and what the effects are
    maroon check tick circle copy Utilise school culture to set expectations for behaviour
    maroon check tick circle copy Use the SCARF model to influence student outcomes
    maroon check tick circle copy Set rules and routines that contribute to positive behaviour
    maroon check tick circle copy Give optimised feedback to students for better behavioural outcomes

     

  • Key Takeaways

    This live CPD course looks into low level disruption and its impact on learning.


    maroon check tick circle copy It draws on trauma informed practice and motivation theories as well as neuroscience & brain development to help you understand the underlying causes of everyday disruption
    maroon check tick circle copy The session aims to empower staff to build their own positive and productive learning environments and avoid common pitfalls that cause time drain and frustration
    maroon check tick circle copy Your teachers will learn simple and actionable approaches to behaviour management that can be incorporated into your behaviour policy
    maroon check tick circle copy It takes 60 minutes with our CPD trainer, including time to ask questions
    maroon check tick circle copy All slides used will be available to you and your staff after the session, as well as a handout 

     

  • Benefits

    The reactive behaviour management systems that are currently in place at most schools do nothing to address the underlying problem, leaving staff to manage an endless stream of quick fixes that waste time and can cause immense stress. These systems don't work well for students either, punishing them for misbehaviour that they don't always know how to manage themselves, or that is caused by a poor environment.

    This course focusses on proactive strategies that break this cycle of stress and disruption, looking into the root causes of misbehaviour and low level disruption to teach staff how to have a long term positive impact on their students and reduce their own workload at the same time.

  • Learning Outcomes
  • Key Takeaways
  • Benefits

Learning Outcomes

By the end of this course, teachers should be able to:

maroon check tick circle copy Understand what low level disruption looks like and what the effects are
maroon check tick circle copy Utilise school culture to set expectations for behaviour
maroon check tick circle copy Use the SCARF model to influence student outcomes
maroon check tick circle copy Set rules and routines that contribute to positive behaviour
maroon check tick circle copy Give optimised feedback to students for better behavioural outcomes

 

Key Takeaways

This live CPD course looks into low level disruption and its impact on learning.


maroon check tick circle copy It draws on trauma informed practice and motivation theories as well as neuroscience & brain development to help you understand the underlying causes of everyday disruption
maroon check tick circle copy The session aims to empower staff to build their own positive and productive learning environments and avoid common pitfalls that cause time drain and frustration
maroon check tick circle copy Your teachers will learn simple and actionable approaches to behaviour management that can be incorporated into your behaviour policy
maroon check tick circle copy It takes 60 minutes with our CPD trainer, including time to ask questions
maroon check tick circle copy All slides used will be available to you and your staff after the session, as well as a handout 

 

Benefits

The reactive behaviour management systems that are currently in place at most schools do nothing to address the underlying problem, leaving staff to manage an endless stream of quick fixes that waste time and can cause immense stress. These systems don't work well for students either, punishing them for misbehaviour that they don't always know how to manage themselves, or that is caused by a poor environment.

This course focusses on proactive strategies that break this cycle of stress and disruption, looking into the root causes of misbehaviour and low level disruption to teach staff how to have a long term positive impact on their students and reduce their own workload at the same time.

What is low level disruption? 

Low level disruption refers to minor or relatively mild forms of misbehaviour that can still disrupt the learning process in a classroom. These behaviours are typically not aggressive or overtly disruptive, but they can accumulate and create an atmosphere that is not conducive to effective teaching and learning. Examples of low level disruption include:

  • Talking during teaching
  • Passing notes or texting
  • Choosing to tune out or not pay attention
  • Making noise or whispering
  • Tapping pencils or fidgeting excessively
  • Minor defiance, like not following instructions
  • Not being prepared for a lesson, like not bringing homework


While each of these behaviours might seem minor on its own, they can collectively impact the overall classroom atmosphere and the ability of both the teacher and other students to focus on the lesson.

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Robin-1

Trainer

Robin Jones-Ford

Robin is an Educational Consultant and Trainer who worked in UK and US schools as a Teacher and Senior Leader for over 30 years. He has led all areas of school development as well as specialising in special education, behaviour, inclusion, trauma informed practice and CPD/Staff development, with Masters qualifications in SEND and systemic thinking. He uses innovative teaching methods and technologies to enhance understanding and remove barriers to learning for students and staff alike.

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