Classroom Management with Ollie Lovell and Dr Mark Dowley

Transcript

DR MARK DOWLEY:
Thank you so much, Laura. We're pretty much right on time. So, I'm gonna throw over to you, Justine, to do the intros and we'll get straight into it.

JUSTINE SMYTH:
Thank you, Mark. I just like to introduce myself. I'm Justin Smyth. I'm a Principal in residence at the Victorian Academy and I would like to welcome you all here today to our classroom management webinar. I'd like to just begin, if we can move to the first slide, please just to talk about etiquette for working together virtually. Really important that we're present, challenge each other, listen with openness. Please keep your mic on mute if you're not talking. We encourage you to turn your camera on, it's really nice to see your beautiful happy faces. If possible, use headphones because it takes any of the background noise and doesn't interfere with the rest of the webinar. Please avoid using your phone and doing other work on your computer. We want your presence in with us. And please note this session is being recorded. So you will hear that on and off. As you go into breakout rooms that will not be recording. So, you'll hear it stop and start each time. And the last thing is we really encourage you to use the chat as you are.

Mark's already started that precedent for us. If you wanna discuss or share or ask a question, please pop it into the chat and along the way as you come back from breakout rooms, Mark and Ollie will have a look at those questions and be sure to try and answer some along the way. Alright, I just like to begin with the acknowledgement. So, I'd like to begin by acknowledging the Gunaikurnai people I'm meeting with you today from Gippsland. So, (INAUDIBLE) very close to Warragul, all those towns you were just talking about, Mark, and I have a beautiful view of the Jarrell INCs outside my window where I'm working of the beautiful Gunaikurnai land. So, I'd like to pay respects to all the lands that you are meeting from today and the wide diversity of places that you're coming from and pay respect to our past, present and emerging leaders. Thank you. So, I just like to begin by introducing our team that are here today now. I'm going to start with Mark. We can just have the next slide, please.

Thank you. So, Dr Mark Dowley is an associate head across the Center for Applied Educational Research. He's a lecturer at Latrobe University. He's a Senior Fellow from the Center of Coaching, Mentoring and Professional Learning, an instructional coach, mathematician and physical education in his background. So, welcome, Mark.

DR MARK DOWLEY:
Thanks for having me. Thanks, everyone for making the time. Great to be here.

JUSTINE SMYTH:
I'd also like to introduce Ollie Lovell, the host of the ERRR Podcast. Amazon Best Selling Author, which is amazing too, Ollie. Director of the Steplab Australia, lecturer at Latrobe University, PhD in Self Directed Learning and also an Instructional Coach. Welcome, Ollie.

OLLIE LOVELL:
Thanks, Justine. I'm doing my PhD. I haven't got it yet. I was working on it today. So, hopefully, it's not too far away.

JUSTINE SMYTH:
Well, I'm sure it won't be.

DR MARK DOWLEY:
Thanks so much for having us, Justine. And like I said, Thanks, everyone for being here. Like I say, I'm a teacher as well. I'm in classrooms I was teaching today and so you see me presenting from my office here. Why Ollie and I? Well, we've been talking about coaching and teaching quite a lot and we've coached lots of teachers. And the number one thing teachers talk about is managing behavior and engagement in the classroom. So, we kind of took everything we do, put it into a book, watch the book come out in the last week or so and it's been quite popular. So, a lot of the ideas you'll see from today in this book. So, if you're interested in classroom management, don't buy it yet. See if we're any good over the next hour and a half. And if you like the ideas, then you can dig into it a little bit further. Ollie, would you like to introduce yourself and then we'll just jump straight in. Anything to add.

OLLIE LOVELL:
I think you've been intro-ed already. But I'm just here to just kind of say I'm really excited to have a chance to chat with all of you today and I hope you find something of value.

DR MARK DOWLEY:
Beautiful. Look, Ollie and I have worked across contexts, schools, government, junior primary, secondary, all that stuff from graduate teachers to experienced teachers. So, three parts for today. We're gonna talk about some of the challenges in Australian education at the moment, looking at some of the research in the current reality. And then Ollie and I will discuss some fundamental principles of behaviour management that underpin what we do in the classroom. And then finally, we'll talk about some really practical strategies, some tools, routines, and scripts that you can take and use in your classes tomorrow morning that will make a difference with your behaviour and engagement. So, let's jump straight in. I'll give you a chance to read this evidence from the OECD. So, the researchers are saying that our classrooms are disruptive and students are saying that there's disorder in our classrooms. So, that's what the research is saying. What do our teachers say? The Grattan Institute released this great report a couple of years ago.

They said, you know, what's the challenge in Australian classrooms? And if you look from left to right, the most commonly reported behaviours are on the left-hand side. And we call that passive disengagement. So, it's students kind of avoiding work. It's students being disengaged in class or late. It's not so much students punching each other and telling the teacher to get F-ed. It's more this low-level stuff on the left-hand side, that's what drives teachers crazy. And if we dig a little bit closer into that, I'll give you a chance to read these three things. Great paper that came out last year, really why disengagement matters is because it affects student learning. If students aren't engaged, or paying attention in class, they're not gonna learn as much. But really importantly, it's also linked to their well-being. Students who are behaving in class actually feel better. Students who are learning in class feel better. So, it's not can we be strict and have high expectations or can we have students feel good?

It's an and. If we have clear routines and well-behaved students, they will learn more and they will feel better. So, these three things are actually correlated. So, we don't have to trade them off. If we do our jobs well, we can actually support students to be engaged, we can help them learn and we can help their well-being. And when we talk to teachers, that's what they really want. They want their students to thrive. So that's what the research says but the research is always only part of it. In the chat now, I just like you to type some of the common behavioral challenges that you face in your classroom. So, what are some of the things that your students do? Type them in the chat and see if we can cover them off later today. And if your classes are absolutely perfect, please let me know how you do it because I'd really like to know. Alright, who's gonna be our first in the chat? Alright, whoa, great. Interrupting, distracting others, avoiding work. Beautiful talking over, I don't want to do it.

Questioning decisions and our students talking back. We'll cover that today. Going into the toilet. We'll talk about when it comes in. What about when refusing to work, slow to start, socially nervous, not listening, chatting, transitioning, people asking why are we doing this or do I have to do this? Says here calling out, late, avoiding work. OK, that seems very consistent with the research I just put. We've all got some unique challenges to our context, but generally, challenges teachers are facing are reasonably consistent. Thanks very much, Chris. Thanks, Megan. Thanks, Hussein, for typing them in. So, let's talk about what we're gonna talk through today. So, there are a number of different routines that teachers use and I'll give you a chance to scan them. So, well, you know, I work with teachers. These are the most common areas that we work on and they're almost in order of the most common. So, entry routines are really important. Defusing debate is what we'll cover today and how teachers manage their own emotions in the classroom is important.

And the third one underlined there, number four, gaining attention is the third one we're gonna look at. So, the underlined ones is what we're gonna talk you through today. So, we've spoken about challenges. We seem to have some form of agreement that there are challenges in Australian education at the moment around behaviour and engagement. Now we're gonna look at some principles for talking through it. Ollie, over to you.

OLLIE LOVELL:
Thanks, Mark and a great intro. So, we're going to talk through three principles today. I'll let you just read that. And I'm going to talk to the first and the third. But starting off with the first, Mark, if you'll go to the next slide. Cracking behaviour is cracking a code. So, the basic idea here is that every single student has a code that when cracked, they will behave. And when it's not cracked, they won't behave. Now, the importance and the benefit of seeing behaviour management as code-breaking is it helps us to be adaptive experts and to approach classroom management as a bit of a problem-solving kind of an affair. If we don't see classroom management as code-breaking, then we can try to apply a specific recipe to every single class and expect the same outcome every single time. But when we do see it as code breaking, we might understand that what makes student A tick might actually be what ticks student B off. Now, this doesn't mean that we need to reinvent the wheel with every student.

And in fact, this presentation would be useless if every single student needed a specific thing for them every single time. Rather, we wanna start with foundational strategies that are tried and tested and have been successful in a whole range of contexts. But also keep in mind that based upon the individual students in our classroom, we might actually need to tweak things as we go. So, we really encourage you to bring this mindset of codebreaking to every single lesson to apply the strategies and the techniques that we recommend today. But to do so in a way that says I'm gonna start with this as a starting point but I'm gonna remember that I as a teacher, I'm a codebreaker and this might need some tweaking to fit my specific individual context. Over to Mark for principle number two.

DR MARK DOWLEY:
Check. One thing that underlines our behaviour management approach is that the best classroom managers we see, they have the best habits and these habits are actually created through deliberate practice. Teaching is hard. It's cognitively demanding. Teachers have to think about curriculum, behaviour, instruction, feedback and all these variables at the same time. There's a great quote in support. It is from Lee Asuman. He says, After 30 years, I've concluded that classroom teaching is the most demanding, subtle, nuanced, and frightening activity that our species has ever invented. The only time medicine even approaches the complexity of an average day for a classroom teacher is during an emergency room during a natural disaster. That's pretty good. You could say it's hard to work with humans, it's complex. So, compounding this, we have to manage our own working memory without a class. So, the best teachers need these habits and the best way to create these habits is through deliberate practice.

So, what that looks like is we need to do a couple of things. First thing we need to identify some key skills that teachers need. And we start them with teachers need to know how to have an entry return. They need to know how to gain attention, they need to know how to transition from one activity over. The second thing is we need to develop some training methods to do that and we'll introduce to you some of those training methods rehearsal today. The third part is we need to focus on really specific goals. Getting the first five minutes of your classroom right, like that's a really specific goal. Instead of saying, I want all my students to succeed all the time, great, but let's just get them focused for the first 10 minutes or five minutes. And these small changes over time are what really make a difference to our practice. So, when we're introducing ideas today, don't think that you have to need to create a whole new suite of behavior management tools and techniques, take the ones that you're doing, adapt them, tweak them slightly, and then over time that will have a really powerful impact.

And if you wanna know more about this developing expertise, it is from a great study and researcher called Anders Ericsson and the reference is down there, which we'll send to you after this. And our third and final principle over to you, Ollie.

OLLIE LOVELL:
Thanks, Mark. That second one is one of my favourites as well because I think often when teachers try it, and it kind of goes with the behaviours cracking the code kind of metaphor. Often when teachers try classroom management strategies in the first place, they might not work right away. One of the reasons is because maybe it needs to be adapted to the context. But another is because it hasn't become habitual as yet. So, the teachers are trying to try this new strategy and there at the same time, they completely cognitively overloaded thinking about the content, thinking about specific student's behaviour and so on. So, really if you see today is like the start of a journey of building really productive classroom management habits, that's gonna set you in a really good state for sustainable progress moving forward. So, our third principle today is behaviour is a curriculum, treat it as such. So, I would imagine from teacher training, podcasts, books and many other resources, you've got a pretty good idea of what it takes to do effective instruction.

As you can see from this diagram, there's a number of things involved. But this is just a very basic schematic. But effective instruction includes things like planning, being really clear about what you want your students to master and what's a bit extraneous to that modelling providing them with models, clear models of what success looks like, giving students opportunities to practice, checking how they're going and providing feedback along the way. Now, one of the interesting things with classroom management is we have a tendency to forget that when we're teaching classroom management, we're still teaching. And so just because it's kind of behavior, we can think, Oh, well, if I tell students what to do, they should be able to do it. But actually, we need to treat the teaching of behavior exactly the same way as we treat the teaching of anything else. So, what you will hopefully see today is we'll be emphasizing the importance of planning, planning exactly what you're gonna do, planning exactly how you would like your students to behave in response.

Practising and modelling, modelling to your students exactly what successful behaviour looks like and giving them opportunities to practice that. Checking to see if they understand both your expectation and to see if they're acting in line with them and then also giving students feedback on that. So, it's very, very tempting when we move away from kind of academic domains for us to forget about all that we've learned about effective teaching. But we'd really encourage you today and moving forward to think teaching behaviour is the same as teaching any curriculum, so we need to treat it as such.

DR MARK DOWLEY:
Thank you, Ollie. So, now there are three principles in there. Cracking behaviour is cracking a code. The best classroom managers have the best habits and behavior is a curriculum. Now, we're just gonna prove your chance to put into a little bit of a breakout room. Talk with someone. It will be about three to four minutes. And which of these principles did you find most valuable and why? You'll get to meet a cool person, someone else in teaching positions who's just like you. So, introduce yourself, say where you're from and then we invite the person who's wearing the brightest clothing. Can you start first? So, whoever's got the brightest clothing go, well, I think principle number three, behaviour curriculum is important. And tell them why. Alright, we'll leave for Justine and CO to set up the breakout rooms and in a second. Welcome back. Thank you. I see a few people smiling after being in the conversations. That's great. You will talk to those people again. So, if you're like, I've just started to meet someone cool, great.

You get to see them again. If you didn't like the people that you tuned in, try harder to like them next time. That'd be great. Alright. Talking about the third part of the day, this is where this is the important stuff is a really practical strategy is like, OK, what do I need to say or do in my class to help my students become engaged? And we're gonna talk about three things, tools, routines, and scripts. But if you'll indulge me, I just want to say about my first day of school as a teacher. I trained in mathematics and peer-teaching at Ballarat and then my first teaching gig was at a school in Bairnsdale over in eastern Victoria.

MARK:
teaching year 11 PE class. So a bunch of highly energetic 16-year-olds. I thought, I'm just gonna teach the best class from what I've been taught at uni. It needs to be engaging, it needs to be fun. There needs to be lots of differentiation. So like four different activities there's like footy station here, cricket station here, basketball here and tennis. This is gonna be great. It's the most fun class ever. Then so I started talking. But then while I was talking the students started talking over me. I'm like will they? Do I tell them to stop now or am I go? I just explained it and explained it once and sent them off. Anyone who's been teaching more than a week knows what's gonna happen. It was just a disaster. The football guys were kicking footballs at the basketball ring. The tennis balls were going over the fence like I just completely lost control of it. It was so bad at the end. I was literally saved by the bell. It was so bad that literally at the end of the class, there's always a couple of amazing students in each class.

One of the girls, I could just see that I was so disappointed. She walked up. She said, it's okay, Mr. Dally. It wasn't that bad. I'm like, oh, if the 16-year-old in year 11 class knows how bad your class was and tries to cheer you up, you haven't really nailed it. But I thought like no one had really taught me how to run my first class before. No one had taught me how to do an entry routine, and that started a whole journey of my mentor at the time said, read Bill Rogers You Know the Fair Rule. I read that and I read his other books, and I tried his stuff and it worked. Then I started talking to other teachers about it. Then I started reading further and studying and universities and all that stuff and coaching, which led us to here. Until we thought I'm working with Ollie. What are the things that teachers really need to know to help them in managing this class? There's really three things. Ollie is great. I'll hand over to Ollie. I reckon you're the best to take people through this.

OLLIE:
Thanks, Mark. In thinking about kind of codifying effective classroom management, we wanted to come up with a bit of a framework that would help teachers to understand the different elements and how those different elements fit together. As you can see here, we've got tools, routines and scripts. Now, as I'm sure you've probably read already. A tool is a specific technique that a teacher can use to achieve a specific end. For example, positive narration, which you'll hear about lots today, is a specific tool that you can use in a variety of contexts to help student compliance in a positive way towards any kind of direction that you give. Now, tools are actually flexible, and like I said, they can be used in a variety of contexts. But what we can do is we can actually take tools and we can package them together in strategic ways and actually sequence the use of tools into routines. A routine is a set or a collection of tools, like a recipe that can be used in a specific way that's designed to yield a specific outcome.

Well, one of the routine we're gonna look at next is all about establishing an entry routine for your classroom. There's a number of tools, five in fact, that you'll use in sequence to do that. Once you've got a broad idea of tools and a broad idea of how they can be sequenced into routines, you can then start to really refine your planning with the use of scripts. A script is basically you saying, this is exactly what I wanna say, what I wanna do, and what I want my students to do in this specific context for this specific outcome. Today, we're actually gonna provide you with some kind of example scripts, and that's something we do a lot more in the book as well. This is because when people are starting out, we know that from all learning, worked examples are really powerful. When we provide you with a script, we say, here's an example. Take this, work with it and use it as a starting point. But that doesn't mean that that has to be your script forever. In fact, we're gonna give you some time today to make it your own as well.

That's the tools. Flexible tools, routines, combinations of tools and scripts how it all fits together and your specific planning. As we've just outlined the routines that we're gonna have a look through today are entry routine. Gaining a routine for gaining attention. Then the third one defuse debate. Let's jump straight in now to looking at an entry routine. It's a bit of an introduction. People often wonder about, well, what's the idea of an entry routine? Why would I wanna routine for students entering my class? And something that we've found from working with literally hundreds of teachers in their classrooms is if you can start your lesson in a calm and focused way with your students, that is a fantastic way to get them into the learning mindset and to get your lesson off to a strong start. Conversely, if lessons start off on the wrong footing, then it can be really hard and take a lot of energy to bring them back. There's a similar idea with company foundations. Teal's Law states that a company that really struggles in its foundation are often isn't successful in the end.

We say that this is a similar idea here with your classroom. What are some of the steps or tools that you can piece together for an entry routine? Well, the first thing we'd suggest you do is prime. This is something like simply you're at the front of your classroom or if you're in the primary context, it might be the start of your day and you say something to students like, good morning everybody. Really looking forward to a really focused class with you all today. So priming is just a positive way. And there's a lot of research to support the benefits of priming. You might do it at the start of a meeting and say, I'm really looking forward to a productive discussion with you today. Even though you might be worried that it might be a challenging discussion. By priming someone, you help them to think kind of flick a switch in their brain and say, oh, OK so that's what it's gonna be like. The first thing we do is prime. Following priming, we wanna make expectations explicit. This is where you're scripting is really gonna come in.

So you wanna think, how exactly do I want my students to enter the classroom? What do I want them to do when they do that? How can I say that as concisely as possible? The rule of three is pretty helpful here. You can say something like three expectations coming in today. Enter silently. Take your assigned seat. You can see the seating plan on the board, and three start the do now within 90 seconds. You can repeat it if you think that's necessary, but holding your hand up, counting them off can make it really clear. The third thing that's really helpful for you to do is check for behavioral understanding. This is the same as checking for any understanding. I've been checking for behavioral understanding is just checking that students are aware of the expectations that you've just set up. I might say after I've done that, introduce these three expectations, I might say, what was that first expectation? Pause to make sure every student is actually thinking about it, and then call on a student.

Mark.

MARK:
Silently

OLLIE:
That's right. And so Mike can say, and I'm saying exactly right, Mark, the first expectation is we enter silently and we continue that with the next two expectations as well, to make sure that students actually know what they're expected to do. 'Cause if they can't remember the instruction, then they're not going to be able to do it, are they? The fourth one is the idea of threshold. Threshold is an idea or a term and a technique that comes from Doug Lemov. It's basically the idea of treating the line that separates the outside of your classroom with the inside of your classroom as a threshold. And really holding the line and ensuring that as soon as the student crosses that threshold, they are really in learning mode. They are ready to go. They are behaving in the way that you expect them to behave. Now a couple of things here. For it to be a threshold, you need to treat it as a threshold. And you need to make sure that if a student does enter in a way that isn't conducive to learning, that you actually get them to have another crack at that which Mark's gonna talk about in a little bit more in a moment when we speak about what about when.

The second thing actually, I'll come back to that. I'll do positive narration yet. Once we've done that, we can actually ensure that students are being effective in their entry through positive narration. Now, I talked about kind of pulling students up, but even better than pulling students up, assuming that they've come in in a relatively focused way is to use positive narration. Positive narration is saying things like, I can see Nora's coming silently. I can see Abdi has taken his assigned seat, Tao is working silently. Well done, Tao, and so on. If we positively narrate, if a student is off task and they're sitting next to a student who is on task, and I've just said Tao started within 90 seconds. But Mark sitting next to Tao, but not being super focused. Mark's gonna like be oh Tao's focused, I better get working. Positive narration is an incredibly powerful tool. Back to threshold. Just one final comment. One of the challenges of maintaining that threshold is if many, many students come in all in quick succession and kind of a little bit rowdy, if they are doing that, it can be very, very hard to maintain that threshold and the separation of the outside and the inside.

One thing that we've found really helpful is just use your arm as a boom gate. It just gently and letting students in one at a time and just monitoring the students really obviously to make sure that they do come in in a focused way. Morning, Tao. Come on in. Check Tao going in a focused way. Good morning. Abby. Come on in. Check that Abby went in in a focused way and so on and so forth. That can really help to slow the pace of student entry, help you to be a bit more structured in your monitoring, and help you to have more success with that. That's an overview of the entry routine. Next slide. Thanks, Mark. What we wanted to do now is give you an opportunity to make it your own. We've gone through the tools, talked about the routine. Now we come to this idea of scripting. This is a similar this image here. This script is similar to what I just said. What we'd like to do now is give you about a minute and a half just to change this script or edit it and actually come up with your own script.

If you're thinking about tomorrow's lesson, what exactly would you say if you were establishing an entry room routine tomorrow? So 90 seconds script this now. Just silent, independent work. Thank you. So again. What are you doing right now is you're just planning what your script would be for introducing your entry routine to your students. If you're not a teacher, if you don't have a class coming up, have a think. What would you want people in your context? What would you want teachers in your school to be saying? Or you can actually just think of any kind of routine that you're wanting to establish soon and think, how exactly am I gonna script this? What do I wanna say to ensure we set that up? 30 more seconds. Five seconds. Three, two, one. Hopefully that was enough time to get a bit of a script down. Here's one of our favorite quotes from a fantastic study on teacher change by Hobbiss, Sims and Allen. We'll give you a moment to read that. Now why are we showing this quote now? We're showing this quote because we're about to give you an opportunity to do a bit of practice in a setting that isn't as realistic as it could be.

But we'll do our best with the Webex, in order to overwrite and upgrade existing habits. Mark talked earlier about how the most effective classroom managers have the most effective habits, and the only way that habits are built is through deliberate practice. Something that might be a little bit different today from some prior professional learning you've done, is you're actually gonna have a chance to kind of rehearse and have a crack at what we've been recommending. A nice analogy here is Peps Mccrea says the following, you wouldn't explain something to your students and then expect them to be able to do it successfully first time without practice. So it's crazy that we expect teachers in professional development to do the same. Let's jump into a bit of a model of what rehearsal might look like remembering these are the steps. I've actually just modeled it. Mark's gonna have a go now. We're gonna imagine that we've just been put in a breakout room. And Mark's just come up with a bit of a script, and he's gonna have a go at it.

Now, the first time Mark rehearses his script with his partner, who he's just met, which is myself, he might actually need to read it because he hasn't done this before. But over two, three, maybe four rounds of rehearsal, Mark's gonna make his way and work towards being able to do this whole script in full teacher mode, without the need of that writing in front of him. Mark, nice to meet you in this breakout room. Isn't this a great PD session? I'm absolutely loving it. I've learnt so much so far. Did you wanna go first, Mark in terms of the rehearsal?

MARK:
Yeah, I'll be happy to go first. I'd like to her rehearse. I'm teaching year eight mathematics at the moment. This is true. And my class are doing measurement. So they're doing perimeter, circumference, area of circles. I'd like to rehearse the starting routine for that.

OLLIE:
OK. Go for it.

MARK:
Let's go. Priming, at the front of the class, there's a couple of things I want them to need. They need to make sure they have their calculator. They need to show that they have their formula sheet. They need to just make sure they have their materials for the lesson. I say at the front. I'm like, OK, students, I'd walk around and saying show me your calculator, show me your formula sheet, get ready. We're gonna have a nice focused lesson today. Three things. Enter silently sit in your assigned seat and begin the starter in under 60 seconds. As they go in, I'll stand. Actually, I'll probably check for understanding. So I'd say, who's the least likely to remember Max? I'd ask Max. What's the first one? Hopefully, he says. Enter silently. He's more likely to say, I don't know. I wasn't listening. So I say, actually, Max, enter silently. That's it and check for the other two. Then I stand at the door and do my threshold. Come in, come in, come in. Then finally I'd narrate as they go. Lucas started.

Tao's going. Nora's doing a good job as they move in. That's kind of my first rehearsal. How'd I go?

OLLIE:
Great. Thanks, Mark. Now, what Mark's just shared with us all is gonna be beneficial to his learning and to building the habits. But there's one main thing that's gonna keep stay in the way of that being a real effective rehearsal that's gonna build those habits. That's Mark was breaking in and out of character, which is something we would plan beforehand. He was saying, first, I do this, and he did some parts like the one, two, three really in teacher character, but he also broke out of character and said, and then I'd probably do something like, that's OK for the first round, but we're not gonna do three or four rounds now. But Mark's gonna jump to the third or fourth round of rehearsal now, and he's gonna show you what 100% commitment to rehearsal looks like. If you are really in that teacher mode and you don't break character at all and this is what's gonna most help you most quickly progress towards that expertise. Action.

MARK:
I'm a teacher. You are one of my year eights' students. We're gonna have a great class today students. First of all, we need our calculator and our formula sheet. I'm gonna walk down the line. Everyone, show me your calculator as I walk down. Great. Great to see you've got it, Luke. Thanks, Jack. Thanks, Nora. Three things today. We're going to enter silently, sit in our assigned seat and begin the starter in under 60 seconds What was the first one? Silently. What was the second one? What was the third one? Under 60 seconds. Great. First three students. Let's go. Remember silently as soon as we enter the room. I'll stand there and do my little boom gate. If students are too noisy, I'm like, hey, you forgot the silent part. I'll give you a chance to come back and do it again. Lucas started quietly, Sam sitting in his assigned seat. Nora's using a calculator. Fantastic work class and look, we're all in. We've got 10 seconds to go. Everyone started in 55, 56. Wonderful. Great start class.

OLLIE:
Great. Thanks, Mark. Thanks team. You've seen what the rehearsal looks like now? If you are a teacher and you wanna rehearse in the breakout rooms now, that's fantastic. If you're not a teacher and you think, oh, this rehearsal thing isn't that relevant 'cause I don't actually have to do this, have a chat about rehearsal in your context. Do we have this? We might have this on the next slide actually, Mark. Have a think about rehearsal in your context. How could you get teachers to rehearse? How beneficial would rehearsal be and so on. Thanks, team. Let's throw everyone into breakout rooms.

MARK:
Thank you very much. I see some people laughing, smiling, enjoying. Can you just type in the chat, you know, zero to five. Five, that was actually kind of interesting and worthwhile, they had a crack. And one, what a waste of time, never put me in breakout rooms again. Just to give a feedback, thanks, Michelle. Five, thanks Nick. Great, sounds like people were really leaning into it. Please, we really encourage you to do that rehearsal. Wonderful. It all sounds great in theory. Yes, we do these four tools and the students will all enter the classroom and everything will be perfect. That doesn't happen all the time. We are teachers. Quite often, and Ollie and I have collated this, teachers always ask us in these workshops and when we're coaching them, yeah, but what about when? See, what if they just don't do it? What if they come in and they're noisy? Say, well, give them a chance to do it again. And the language here is really important. Language is, let's say Ollie, you forgot the silent part of the instruction.

I'll give you a chance to try that again. So the word forgot has a positive intent and opportunity means that I believe in you and you can do it better. Instead of saying, Ollie, you're talking, how many times do I have to say, come in silently, what's wrong with you? Every lesson, that's not helpful for anyone. If they consistently struggle to settle, you have permission to politely and calmly invite the class out. Actually guys, we said 60 seconds, that took us three minutes and we forgot the silent part. Let's go outside, try it again. We've done it before or if students are late, we actually need to teach them how to be late. How you be late, you say, an example is you look at the door, see if I'm teaching, you might knock and wait quietly and then quietly sneak in the back and continue. Ask the person next to you what they're working on. What we don't do is bang the door open, shout out, sorry, I'm late, I was in PE and then slam the door behind you, bang your books on the table.

Behaviour is a curriculum. If we want students to be late properly, we actually need to teach them how to be late, well, instead of assuming that they know what to do because they don't. So that was routine number one. Routines number two is how do we gain attention? And our third one will be diffusing debate. Just a note on attention, there's a great book here called Stolen Focus about why you can't pay attention because one of the challenges we're facing in schools at the moment is that our kids just don't seem to be able to pay attention. I've been teaching over 15 years and I think students are worse at it now than they used to be. And one of the reasons is because our society has changed in that we no longer spend a lot of time paying attention. One of the key things is technology. There's some great research from the US that says that on average us humans spend three and a half hours on staring at our phones every day and we actually touch our phone over 2.5 times. So that's to pick it up, put it in our pocket, pick it up, move it over there.

Some people like take their time. Some people even take their phones to the bathroom. Some people go to sleep with their phones next to them. They are quite an addictive substance that is designed to continuously stimulate our attention which makes us hard to pay attention for a long period of time and our students are the same. The other thing going against us is sleep. Students are sleeping less than they used to. 40% of Americans get less than seven hours of sleep a night. And since 1942 the average amount of sleep an adult has got has dropped by an hour and the average amount of sleep a child gets has dropped by almost an hour and a half. So we have students in our classroom who are addicted to their phones, not sleeping enough and then we put them in a group of 25 to 30 and ask them to pay attention for a staying period of time. So teachers, we actually need to teach the behaviour of paying attention again. So how do we do it? Here's a routine that we can share. First thing is frame.

So say, OK, students, you've got 30 seconds to finish your current activity and then I'll have your attention. We also need to use what's called a narrated count or an attentional cue. So a narrated count would be descriptive. Eyes on me in three, no talking. Two, pens down, one or in a junior school context, it might be like one, two, three, eyes on me, choral response. But we really need to be descriptive as to what attention looks like. 'Cause a student might go, oh, paying attention, does that mean, can I have my pen in my hand? Do I need to be looking at you? But the more descriptive and explicit we can be, the easier it is for students to do the right thing. Then as we're gaining attention, we'll positively narrate. So you say, the front row have their eyes on me and pens down, thank you very much. The right-hand side of the room are all looking at me, thank you. You're acknowledging the positive behaviours of the group. And if there's a couple of students just waiting, you can say, I'm just waiting on three more students at the back.

Two more to put their pens down and finish writing. Eyes this way and one, thanks very much, class. That's a real positive way, rather than what we call chasing the class. You're like, oi, Jack, eyes this way. Sam, what did I just say? Pens down. Right, it's a really positive way to that waiting on a number tool to get students focused. And the most important thing, do not start instructing until you have 100% of the class paying attention. If you begin with less than 100%, you are telling your students that they do not need to listen to you. It's not that you'll start talking and the students will start paying attention. It's the other way around. Others will learn they don't have to. So, and the master teachers, some of the best teachers that I've seen, when they get 100% attention, they don't just launch straight into their lesson, say, OK, now we're learning about fractions. They'll pause. They'll take a deep breath. And they'll start talking in a slightly quieter voice. And their voice will get quieter as they go because when they do that, it sucks the energy out of the room.

And students almost lean forward. So then they're instructing, they can do in a calm, normal voice. And those subtleties of tone and language, they're the difference between a good teacher and a great teacher. So that is one routine you can use to gain attention. Now, as we've done before, make it your own. Alright, you've got two minutes now. Imagine you were standing in front of a group of students and you're going to gain attention. Be as realistic as possible, write down the exact phrases you would say, word for word. Do you say, eyes on me, no talking? Do you say, listen up? Do you say, looking at me and thinking about what I'm saying? You've got two minutes now, write how you do it. And if you're not in classrooms, or if you're a school leader, write down how you would want teachers in your classroom to gain attention. Like, set the example. This is what I think our teachers shouldn't be doing. It's a clarity piece. So two minutes, and then we'll put you back with your new best friends into your breakout room so you can rehearse your gaining attention routine.

Over to you. OK. 30 more seconds. And then in a moment, I'll ask Adela to jump back into breakout rooms. I just see in the chat, so I'm asking if we can have a countdown timer in the breakout room. We'll put you in for three minutes. I'm not sure if we can make a breakout timer Adela, but if you'd like, just set a quick reminder on your phone or a sort timer so you've got roughly how it is. That'd be good. I know I've just spoken about how evil phones are and then asked you to use them during a workshop, but excuse my contradiction. Alright, Adela might throw over to you. Another three minutes in breakout rooms. Let's go. Welcome back. Thank you for doing it. I'm seeing some smiles around the place. We understand the challenge around doing the rehearsal here, but we're really just trying to introduce rehearsal to you as a concept. So then you can take it and apply it with your own colleagues and in your own schools. A couple of common questions. Teacher goes, what are you doing? You've got instruction.

You get everyone's attention. You've got 100%. You're like, today we're learning about fractions and a hand goes up and a student and you're like, yes, Jack. And Jack goes, I forgot my pen. Like, grr. Junior wants to do that. We'd often say, use partial agreement. Say, yes, you can get a pen, but just wait till I've finished the instructional phase. It's really important that you hear this stuff. The other thing is a student put up their hand like, can I go to the toilet or can I go to the bathroom? Since as soon as the hard part of the lesson starts, yes, you can. But just wait till I finish this instruction, go to it. And sometimes it happens when students are to be excused once you start the independent work. Alright, everyone get to work. Hands up, can I go to the bathroom? Yeah, you can. Just answer these first three questions so I know that you understand it and then you can go. Well, just take your two minutes. Just 'cause you wanna make sure that the learning has happened because by the time they go to the toilet and come back, they will have forgotten your instructional phase.

OK, so that's three routines. First one, entry routine. Second one, how to gain attention. And the third one, diffusing debate. I don't know about you, but sometimes when I tell students what to do, they argue with me or they think that they're right. And that's a pretty common challenge in schools. So how do we do it? One tool is called partial agreement. So let's say you've asked a student to move because they've been talking. OK, you've given them a couple of warnings. Say, that's it, Ollie, you chose to keep talking, move to the front of the room. Ollie might say, that's not fair, other people were talking too. And say, maybe they were, but you chose to keep talking, move to the front of the room, thanks. It's like, this isn't fair. Maybe it's not, move to the front of the room, thanks. Then Ollie might stand up, he'll walk, he'll take a big sigh, he'll grab his books, he'll kick a chair on the way past, he'll huff, he might curse under his breath, slam the books on the table, do all those things.

Best behaviour managers focus on the primary and not the secondary behaviour. Primary behaviour is Ollie moving away, so he's not talking to his friend so he can work. We tactically ignore all that secondary behaviour, the pouting, the kicking the chair, the underlips, and we address it later. What we don't wanna do is escalate 'cause Ollie has been challenged and he is frustrated. I may even be frustrated as a teacher 'cause I've had to make a student move. And if he's frustrated and I'm frustrated, don't you roll your eyes at me. He's like, you can't tell me what to do. I'm like, yes I can, that's it. And then it's a lot more work for everyone. We're trying to avoid that. So ignore all the secondary behaviour, wait till he moves and sits down. And I say, Ollie, thanks so much for moving, really helpful. All the other stuff we deal with later. At the end of class, say, Ollie, by the time, also, when I asked you to move, the kicking the chair, the huffing, we just don't do that here. Most of the time, he's like, yeah, sorry, sir, I was just frustrated, whatever it is.

But don't challenge students when they're highly emotional. It's less likely to have a good outcome. Other tools you can use is a choice. Ollie, you can either choose to move to the front of the room, or you and I can have a conversation about this at recess. So choice is yours. Ollie, you can either choose to move to the front of the room, or we have to follow up with your head of house. So, Ollie, you can either move to the front of the room, or I'm gonna send an email home to your parents. You've got 30 seconds to make your choice. And then we walk away because we're not standing over with this big power imbalance. We're giving him some take-up time. Ollie, it's been ten seconds, you haven't moved. Choice is yours. You're more likely to get a better outcome when you're doing this. If a student blatantly argues, restate calmly. It's not fair. Ollie, move to the front of the room. No, I promise I'll be good this time. Ollie, move to the front of the room, thank you. This sucks. I don't wanna, Ollie, move to the front of the room.

Just play that broken record. You can put your hand out if you want to show that it isn't a discussion. And the last time I said, just to take up time. You've got 30 seconds to move to the front of the room. Choice is yours. Go. Do, do, do, do, do, do, do, do, do, do, do, do, OK? And get back to it. It's a really useful routine for defusing bait for students. And when I worked as a head-of-year level house coordinator in schools, a lot of the things that came across my desk were when these diffuse debates were escalated. Always a minor thing happening in class that was escalated and then it becomes parents, meetings, teachers. We're trying to avoid them so we can have the students engaged and we can have the teachers focusing on teaching and learning. So, I want you to now think of a student in your class. Give them a name. The name of the student in my class who is not, who is always talking instead of completing independent work is Max. OK, so think of your Max, alright? They are talking rather than doing independent work.

I want you to think about how the conversation will go with them and think of your routine, OK, the tools that you use because in a moment, we're going to get you to rehearse. But this is the most fun one. This one, the person who got up earliest today, you get to play your Max, your challenging student. So, if you're in secondary school, channel your inner 15-year-old teenager. If you're in a primary school, channel your stubborn seven-year-old student, OK? Play it, don't make it too hard on the person you're working with, but channel them. And the scenario is, students talking in class, you tell them to stop. Stop talking, focus on your work. And they might say things like, it wasn't me. See how the person responds. They might say like, everyone else was talking, alright? This isn't fair, play that student model and give the person you're working with a chance to rehearse. So, you've got about 30 seconds a minute now to plan some of your responses to those questions. OK, we'll get it by yourself before Adela will put you in your breakout rooms and we'll go from there.

OK, so, when you go into the breakout rooms this time, the person who got up earliest, you are the student who is in trouble for talking. Invite a volunteer from the group to play the teacher. You know, actually you're going to use your new diffuse debate script. And remember, this is a safe space, OK? We are practising here, there is nothing on the line. This is a no stakes test. So, Adela, over to you. Good luck in your breakout rooms and have some fun with it. Enjoy. Welcome back. I hope you enjoyed channelling that troublesome student. I see a few smiles and a few chuckles, great. As we said, the best classroom managers have the best habits. And so we need to habituate good responses to challenging students 'cause it's hard in week nine, term three in the afternoon when it's 30 degrees in the room and the air conditioner's broken. So we need to rehearse this stuff so we automate our optimal practices. So thank you very much for leaning into that. I would just like to add though, hopefully it's kind of a bit of fun.

Sometimes professional learning can be a bit dry, but when you're doing some of these rehearsal activities, often it's much more enjoyable for the participants as well. A couple of what about whens? You're in class and a student says, this work is boring. I used to, I teach mathematics, I used to always try and come up with, I'm like, well, we're learning, sorry, there's students shouting outside my room. I always say, I used to think like, well, what do you wanna be when you grow up? They're like a scientist. I'm like, well, you need to know maths for science and all this stuff. Took forever. What I do now is I just start really simply, this is boring. Like maybe it is, but it's what we're doing now. Back to work. There's nowhere else for student to argue with that (UNKNOWN) Alright? What if they flat-out refused to reply? Say, Ollie, move, and Ollie is like, no. You know, he's red zone. Not moving might be neurodivergent. Just like, nope. Not moving. And students like (UNKNOWN) he's not moving.

He's not moving. If that happens, you can say, look, Ollie's made his choice. He decided not to follow instructions. I'm gonna follow up with the head of house and his parents later, and there'll be some consequences from that. So we don't need to challenge him 'cause we can't drag him or force him. We just need to acknowledge what's... describe what's happened, and let the class know that it's gonna be followed up somewhere else. Well, sometimes say like students like, oh, what did I do wrong? They act very defiant. They act like they don't have to do anything. If that happens, you can just describe it. OK? You know, you were cutting across the learning of others. You were interrupting the explanation. You don't need to say what you did, or perhaps just in a short sentence. You're interrupting the learning of others. Here's what I need you to do now. So just describe the challenge and move forward. We don't need to go, you know what you did. No, I didn't. Yes, you did. Again, we're diffusing debate.

OK. We spoke about a few things now. Some challenges, some principles, and some practical strategies. And as Ollie and I are teachers, I'm gonna throw over to Ollie for the Tool Time Quiz.

OLLIE:
Thanks, Mark. Fantastic. I'm just taking screenshots of people's questions 'cause they're about to disappear off the top of the screen when we do this quiz. As Mark mentioned, we are teachers and so we can't refuse an opportunity for a good quiz. So we thought it'd be nice just to have a few multiple choice questions to try to consolidate some of what we've covered already today. With these questions, you can keep presenting for these ones, Mark. That's fine. With these questions, we ask you not to hit enter. You can type your answer in the chat, but don't hit enter until we say go, just so that we don't have everyone else seeing your response. Whilst Mark gets that up, I might just read out the first question, 'cause it looks like there's a bit of a tech issue. But the first question is, standing at the door of the classroom and controlling the entry is also known as what? There we go. We've got five options. Write it, but don't hit enter yet. Hit enter in five, four, three, two, one.

Go. Very good. It is indeed extending the door and controlling the entry is called threshold. And that is a question from Doug Lemov. What's the next one, Mark? As students enter the room, the teacher says, 'Ollie has started working quietly. Suzanna is in her assigned seat. Emily is working on the starter'. This is known as what? Write it in the chat. Don't hit enter yet. Hit enter in five, four, three, two, one. Go. I'm gonna do some positive narration. Thanks, Tim, for waiting till the action to enter your answer. Henry has selected. See, it is indeed positive narration. Alright, next question. Thanks, Mark. A teacher says, 'When we enter the classroom, three... we have three and three things to remember. Enter silently, sit in your assigned seat and begin the starter in under 30 seconds'. This is an example of what? Don't hit enter yet, but you can write it in the chat. Hit enter in five, four, three, two, one. Go. Exactly. It is indeed an example of making expectations explicit, and the rule of three is really powerful here.

A teacher says, 'Jenny, what are the expectations for when we enter the classroom today?' This is known as? Write it in the chat. Don't hit enter yet. Five, four, three, two, one. Enter. It is indeed checking for behavioural understanding, just as we have been checking for understanding here. Alright. And I think this is the final one. A student says, 'This work is boring'. The teacher responds with, 'Maybe it is, but it's what we're doing now. Back to work, thanks'. Exactly the script that Mark just used. You can tell he's practiced and rehearsed this one a few times. This underline tool is known as what? Five, four, three, two, one. Go. It is indeed partial agreement. Well done. So it looks like we're starting to really consolidate some of that terminology from today. And again, the idea of these is that they're tools, which means they're flexible and they can be used and adapted for a variety of contexts. I'm gonna throw back to Mark again now, who's gonna talk about system support and making this work at the whole school level.

MARK:
Thank you, Ollie, and well done on a lot of correct answers there. I reckon we've got our 95% success rate moving forward. A couple of things for leaders in the school and even for teachers. It's kind of hard to be a lone wolf in a school as a teacher. Schools need three things from the system they work in, and this could be a school system, could be from a year level or a middle school, or whatever it is, but there's three things. They need consistent values so that we know the standards we account for. We need some preferred behaviour management practice. So these are things that we do here. And we shared examples of them today, and we really need to clarify some roles. Whose role is it to do what. So, an example of values could be the school values that we have. We're working with a school recently responsibility, respect, achievement, and learning with their third... their four values. And the shared understanding of those values is important because as a teacher you can say, Ollie, that goes against our school value of respect.

Ollie, you're cutting across the learning of others. There are school values. And you can use that language with parents and with students. That's something for us to go back to. We... and if you've got school values, practice having your teachers rehearse using them when they're correcting student behaviour goes a long way to building some consistent values. The second part, we need to clarify the roles. OK? What is the role of the teacher? You might say the role of the teacher is to use your preferred management practices. Maybe there's some other tools and routines you saw today. Teachers do need to escalate when students aren't meeting the standards or upholding the values. And also, there needs to be some form of recording. OK? Do the record behaviour as they go. What's the role of the leaders? Now, it varies by size of the school. If you're in a small school with 50 to 100 students, like a lot of this rests with the principal of the head. If you're a school with 1500 students, it looks very different.

And what are the different levels? But who contacts parents? What are the consequences, and how do they escalate? The escalation is really important 'cause we don't want students just bouncing around from low-level to mid-level to low-level to mid-level without any change of behaviour. And the third thing I wanna touch on is just, what's the role of your reporting system? Ideally, it needs to be aligned. The feedback needs to be ongoing. It needs to be systematic. And what I'll just show you now is an example system one of the schools we work with which was quite effective. So, three parts to it. There's leaders, teachers, and the reporting system all working together to improve behaviour and engagement, and as a result, student learning and well-being. So, here's an example of a school. The school said, OK, learning behaviours are really important to us, and we all need to be really clear on what's below standard and what's at standard. So, a learning behaviour could be contributes to a positive learning culture.

Below standard might look like a student who talks over the teacher or calls out during whole class instruction. And when you mentioned at the chat earlier, this was a really common theme that came up or cuts across the learning of other students. That's below standard. So what would at standard look like? OK? If you're doing the right thing in our school, hopes so. You participate respectfully. You don't hinder anyone else's learning nor the teacher's ability to teach. That's a lot below, and that's high. And you can see the clear difference in there. And in our... in the reporting system, you'll be marked below standard if you do this stuff. I would argue that a lot of students get marked at standard, even though they're exhibiting some of these below standard behaviours. And then you've got a problem. So, what does it look like? Here's another one. Let's say you wanna use class time effectively. Below standard would be, students are slow to make a start. They become distracted or lose focus.

That's not good enough from the standard of your school. At standard, 90% of the time you're paying attention, you follow instructions, and when the teacher says, get started, you get started, and you can work consistently and independently. So clarifying these standards is really important. You can choose your own learning behaviours. You can choose your own values and your own standards. The important part here is clarity. And here's where the reporting part comes in. You can report as part of continuous reporting just a quick below at for students. It takes teachers less than three minutes for a class. So here are some students. Frazer, Theo, Emily, Harry, and Isaac. In term one, it's the percent of grades that were below standard. So these are the contexts we were working in. These were the group that we worked with. The worst, quote-unquote students. The students with the most grades below standard. OK? So Frazer, really troublesome in a lot of classes. Isaac, troubled in some but not all of them.

And what do we do? You get this data. And the data then creates an action. So, the year level coordinator or the head of house might meet with the student and say, hey, it's week four. We've got your learning behaviours. You're a little bit below standard. What are we gonna do about that? I'll try harder. I'll be more organized. Great. And the leader sent an email to the parent saying, just had a meeting with Isaac. Isaac said he's gonna be more organised in class. He's gonna try harder. You know, let's check the diary each week. Go from there. Right? And see what happens. If it goes well, then we celebrate improvement. If it doesn't go well, then we'll escalate to another level. Here's the data from that school over the next two terms. You can see here that Frazer, one of the more challenging students in the school, stayed what we call below standard. You know, lots of reasons behind that. That's fine. But a lot of the students who are kind of on the edge. We had Theo, Maggie moved in, Harry, Emily.

In term one, they were getting a lot of below standard behaviours, but by term three, they had improved a lot. And there's a lesson in this around where to target your energy in behaviour management. A lot of it is a phrase we use is like students on the fence. Like Frazer is a difficult student with a lot of behavioural challenges. It's gonna be very hard to get him back to 0%. You know, every teacher saying he's at the standard or above, but a little bit of work with that middle band. The students on the fence can really turn a class around. And we found that if you get the majority, if all but one student in the class is at standard behaving really well, that makes a really big difference on the rest of the class. As soon as you have more than two, three, four, five students misbehaving, it's a lot of work for the teacher. So the principles from this are one, clarify values. Two, be really clear on your standards. Communicate them to your teachers. Communicate them clearly to your students.

And even as a question like, what is that standard at this school? What do we do when students are late? What do you do when a student calls out? OK? Bringing them to the surface of really powerful discussions for your school to have. So that's one strategy. It's not the only strategy. It will look different in your context, but what I'd like you to do is just think we won't go into breakout rooms, but just think for one minute. How well does your behaviour system improve student engagement? And if you've got a couple of points, just write that down now. You might even make a note going, actually, I need to meet with our director of students. I need to meet with the principal, or actually, we need to just talk about how this whole system works together around values, reporting, and what our leaders do. I'll give you 30 seconds to write down a couple of notes. And then finally, if you're interested in anything more, there's the book. You can Google that on Amazon, but I really encourage you to give us some feedback about today.

Simple QR code. There's two or three questions for that whether you'd recommend us to take less than a minute. There'll be some contact details, and we can send out resources, additional reading. Ollie and I have heaps of options to go deeper with this. OK? So, you know, if there's readings you want, if there's summaries of research, we're more than happy to share some additional resources because if it helps students in school, we're more than happy to share it. Ollie I want to throw to you before we wrap up, and you can throw across to Justine.

OLLIE:
Yeah. Great. Thanks, Mark. I took a few photos of the screenshots of the some of the questions in the chat, so we'll just address them now. So two that are have quite similar answers. Simon said, students that self-exit the class when you use take up time. How do you deal with that? And Ashley asked, I think this might be coming. I'm wondering if the student doesn't choose to move after being given a choice but continues talking and disrupting others, what would be the next step? So in those contexts, essentially, there's nothing you can physically do to either bring the student who's self-exited back into the classroom or get them to move. So we'd say, don't turn it into a massive thing. Just do what Mark said previously, which is, you know, acknowledged that student and the other students in the class. Harry has chosen not to move. I gave him a clear choice of either moving now or I'll follow up with his head of house. He's chosen not to move, so I will be following up with his head of house after class.

That's all we have to do. You can just leave it at that. That's totally fine. Doing anything else is likely to set up off a kind of cascade of potentially negative effects that could disrupt the class even more. Another class from Lauren who was on the question. Should I say from Lauren? Lauren says hello. I'm wondering how you would tailor routine one to suit a class where students wait outside the classroom for the teacher to let them in. Would you do any of the routine steps outside the classroom? Lauren, that's actually the perfect scenario. So you're very lucky that you're in that context. All those... the vast majority of that routine, we actually intend to happen outside the classroom. So when you prime the students and say good morning, everybody, or good afternoon, everybody. Really look forward to a focus lesson with you today that's outside the classroom. Then when you set your expectations, that's outside the classroom. And then it's you actually using that threshold as the threshold or that door as a threshold from outside to inside the classroom.

So, Lauren, you're very lucky you are in that context. If anyone has any other questions, please feel free to throw them in the chat now.

MARK:
Alright, Ollie. (UNKNOWN) stick with you?

OLLIE:
Yeah, sure. I mean, I was just gonna say, if there's anything else, there's Mark's email there. If you haven't had a chance to give us some feedback yet, we would love for you to whip out that phone, scan that QR code, and let us know how we can make this better for next time. We do love getting feedback and improving this. And this is the... I don't know how many times we've done this presentation now, but it's quite a few. And each time we are able to make it better, thanks to people's feedback. And we'll give you two early minutes, or maybe one early minute after Justine's outro.

JUSTINE SMYTH:
OK, great. Thanks, Ollie and Mark. This has been a really wonderful session. I was really privileged to be the ring in principal in residence and actually get to attend and learn along with you all today. So thank you for your time and your expertise. Some takeaways from me as I loved your first day at school. Mark, I think many of us as teachers can relate to our very first day of teaching. Even that first year of teaching is a little bit overwhelming. And I love the tool of routine and habits, and I can see how it applies not only at a teacher level but how it applies at a system level. We create a tool and a routine. It becomes a habit of how we manage behaviour. And as you said, practice is what we need to be in a great position to act. So thank you for your time. It's been really useful just to let everyone know that you will be emailed to the PDF copy of the slides today, so that will come to you. Please make sure that you have a look at the QR code and fill in. I think you get a free chapter of the book.

How exciting! I know I'll be doing the same. Thanks again Mark, and Ollie, for your time.

MARK:
Thanks for coming. Appreciate your time. We know you're all busy teachers. Thank you, Ollie, and thank you very much, Justine, for having us. Have a great day, everyone.

OLLIE:
Thanks so much. All the best using it in your classroom.

MARK:
Good luck. Email me. Let me know how you go. Thank you.