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Managing Behaviour and Disruption in Remote Education | Primary
$68.12
You will be invoiced £50 as we are based in the United Kingdom.
About The Webinar
Managing Behaviour and Disruption in Remote Education | Primary
Webinar Runtime: 54 Minutes
This webinar will provide school leaders, headteachers, senior leads and teachers with practical guidance on preventing and managing specific behavioural issues associated with virtual classrooms for the provision of effective remote education.
The DfE’s Guidance for full opening: schools sets out the expectation on schools to provide high-quality remote education to pupils who need to self-isolate, or to pupils required to remain at home in response to the risk of Covid-19 infection.
However, the physical absence of teachers in virtual settings means that they can encounter challenging and disruptive behaviour which can impact pupil engagement and learning outcomes overall.
In this webinar, behaviour tsar and advisor to the DfE, Tom Bennett explains how challenging behaviour can be exacerbated in a virtual classroom. He arms teachers and school leaders with techniques to pre-empt and address issues and establish an educational environment which is conducive to learning.
Learning Outcomes
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Identifying techniques which schools can employ as part of their remote education policy to prevent and address behavioural issues and keep the whole class on its learning trajectory.
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Recognising the expectations placed on schools for the provision of remote education as set out in the DfE’s guidance documents.
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Understanding the psychology behind challenging and disruptive classroom behaviour and how this might be exacerbated in a virtual learning environment.
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Identifying the limitations of virtual classrooms in terms of monitoring pupil engagement, and the specific behavioural challenges for which schools need to be prepared.
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Recognising the essential role that parents play in establishing safe and calm home environments which promote pupil engagement and help schools manage poor conduct.
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