Ian White @ianwhite21 Twitter profile

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@DaniSaarinen

Ian White

@ianwhite21

2 years

THREAD: Behaviour – Just putting together some thoughts for our trainees and new teachers. I’ve tried to think about the most common mistakes I still see when it comes to managing behaviour. I've found doing this really useful for me as well.

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Ian White

@ianwhite21

2 years

THREAD: ‘Behaviour is slipping’. Everyone on SLT has heard this before. But what should we do? I’ve been lucky to work in some great schools that have improved behaviour significantly. Here’s some of the things I’ve learned about tackling behavioural drift:

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Ian White

@ianwhite21

2 years

THREAD: I make mistakes every day. As do all SLT teams I’ve worked under and in. Here are some of the most common SLT mistakes I’ve noticed.

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Ian White

@ianwhite21

2 years

THREAD: Interview lesson mistakes - I’m in the privileged position of having watched a ton of interview lessons. I’ve put together some thoughts on the most common mistakes I see and have tried to give some tips to avoid these.

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Ian White

@ianwhite21

2 years

THREAD: Been thinking about the mistakes I made early on in my career. I still find it useful to reflect on these – so easy to slip into bad, old habits.

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Ian White

@ianwhite21

2 years

THREAD: ‘I’m really struggling with this class.’ How should leaders respond when teachers take this brave step and ask for help? Here’s my thoughts:

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Ian White

@ianwhite21

8 months

THREAD: Some schools have great behaviour. But I’m interested in how you IMPROVE behaviour. I’ve only ever worked in turnaround situations, and these are the specific whole school policies I’ve seen work. In order of effectiveness:

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Ian White

@ianwhite21

2 years

THREAD – Just some thoughts on what goes into launching successful policy/system changes as an SLT. We’ve had some real successes launching things like Silent Do Nows but throughout my career I’ve seen (and partaken in) countless bad launches. Here’s some of what I’ve learned:

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Ian White

@ianwhite21

3 years

It's not grade inflation. It's a different assessment system. Repeat.

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Ian White

@ianwhite21

2 years

THREAD: Preventing Drift. ‘That policy to improve student behaviour we launched three weeks ago seems to no longer be a reality. Staff aren’t doing it and students have long forgotten.’ How do SLT prevent this all-too-common scenario? Here’s a few things I’ve seen work:

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Ian White

@ianwhite21

2 years

THREAD: In defense of ‘pace’. Pace has become a dirty word, a proxy for learning sought after by judgmental observers. But slow, dreary lessons with blank faces are no-one's friend. So here are some tips for keeping lessons energetic, fun and pacy!

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Ian White

@ianwhite21

3 years

Thread - tips for TEACHING USING BOOKLETS. A few people found our thoughts on why booklets are a good idea useful so here are some specific strategies to try out when putting them into practice. Feel free to disagree or add more tips!

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Ian White

@ianwhite21

2 years

1. First and foremost – acknowledge it. If staff are saying there is a problem, there is a problem. It is far better for SLT to be out in front of the behaviour problem than to be in denial. Teachers HATE it when SLT deny behavioural issues.

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Ian White

@ianwhite21

3 years

Thread - BOOKLETS. Not an original set of reflections but we are starting to develop booklets at Skinners' and thought some might find our thinking useful. Feedback / disagreements more than welcome.

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Ian White

@ianwhite21

2 years

1. ‘Staff just don’t...’ - treating ‘staff’ as a generic block. ‘We launched it, but staff aren’t doing it’ can be a common refrain. This staff blaming misses the point. If something hasn’t shifted the culture of the school, the problem was the leadership, not the ‘staff’

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Ian White

@ianwhite21

8 months

THREAD: Why do we fail to check for understanding systematically? We know we should but very often teachers skip through sections of lessons without checking whether their explanations are landing. Why?

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Ian White

@ianwhite21

2 years

THREAD: ‘Improve your questioning.’ This advice has been quite common throughout my career but it’s not that helpful really. I find listing mistakes a useful way of thinking about my practice and how I could be better. I’ve done that for questioning here.

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Ian White

@ianwhite21

2 years

THREAD – Thinking of moving to booklets? In one year, we now have about half of our departments experimenting with their use. Here’s some advice for those wishing to take the plunge, either at subject level or if you are on SLT.

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Ian White

@ianwhite21

2 years

If Michaela's P8 score doesn't stop you in your tracks and make you VERY interested in what you can learn from them, then you're probably not paying attention.

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Ian White

@ianwhite21

1 year

THREAD: What specific things can teachers in 'normal' schools learn from lessons at Michaela?

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Ian White

@ianwhite21

1 year

THREAD: Simply unbelievable visit to Michaela today. What @Miss_Snuffy and the team have created almost has to be seen to be believed.

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Ian White

@ianwhite21

6 months

THREAD: Last Summer we took the decision to teach using booklets across the school. It’s been a massive success. Behaviour is better, teaching is more skillful and the curriculum is so much more visible and accountable. Here’s what we’ve learned (in order):

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Ian White

@ianwhite21

2 years

3. Fluffy CPD - ‘You guys already know all this so you don’t need me to tell you...’ This common phrase does rather beg the question as to why we are in the hall at 5pm then... If SLT have gathered staff together for training, it should be clear, practical and new!

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Ian White

@ianwhite21

3 years

I think the most damaging fad (from on high) of my time in education was the expectation that students should make 'progress' within a 20 minute observation slot. Braingym, VAK, differentiation were all bananas but relatively minor. The progress directive went to the core.

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Ian White

@ianwhite21

2 years

5. Under communicating – a big one. In order to change habits you cannot whack a message in the staff briefing and hope for the best. Real change needs to be communicated from lots of angles. Staff briefing is the graveyard of many a policy.

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Ian White

@ianwhite21

2 years

7. Neglecting teaching – SLT members that let their teaching slip are sending a clear message to staff: Do as I say, not as I do. As an Assistant Head I was still teaching 14 hours a week. My lessons were probably still the most impactful part of my job, even at that level.

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Ian White

@ianwhite21

2 years

4. Aimless CPD – the worst CPD sessions feel like they have dropped from the sky and landed on your head. Every session should tell a story about why it matters for the school. If there are new expectations to follow these should be clearly laid out and set within a narrative.

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Ian White

@ianwhite21

2 years

13. Ignoring behaviour – in my experience teachers go wild with fury when SLT play down concerns around behaviour. And with good reason. Yet early on in my career blaming teachers was standard. Not getting out in front of behavioural issues as an SLT can be terminal.

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Ian White

@ianwhite21

2 years

3. Negative framing – it is tempting to say what you don’t want to see: ‘Don’t turn around, Jodie. That’s distracting others.’ But much better is: ‘Facing the front and listening carefully please, Jodie.’ It tells Jodie what to do and it builds a positive culture.

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Ian White

@ianwhite21

2 years

2. Poor positioning – immediately after you set students off on something, don’t walk off to the side for a one-to-one conversation. Stand still, central and be seen looking. Scan the room. Narrate positive behaviours. Sanction off-task behaviour.

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Ian White

@ianwhite21

1 year

Prediction: Lack of air conditioning will go from being a problem we moan about to being a very serious issue within the next few years.

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Ian White

@ianwhite21

2 years

As a postscript, I’ve noticed that my cock ups can be interpreted as malicious or as having entirely unpleasant ulterior motives. If someone who leads you has cocked something up just remember by far the most likely reason is that they...just cocked it up.

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Ian White

@ianwhite21

2 years

2. A) Neglecting culture – when SLT’s aren’t functioning well they cease to prioritise cultural improvement. They will lurch from problem to problem and will expect ‘staff’ to fix everything. Sclerotic systems will exist as fragmented memories across the staff body.

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Ian White

@ianwhite21

2 years

By far the best book for BM I've read is TLAC 2.0 by @Doug_Lemov . I'm reading the Behaviour Manual by @Strickomaster at the moment which is great so far. @adamboxer1 has tons of blogs on behaviour which are insanely detailed and useful.

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Ian White

@ianwhite21

2 years

3. The biggest mistake I have seen (and done!) is trying to solve problems with a notice in briefing. Notices in briefing are very ineffective when it comes to changing habits and culture. If behaviour is slipping, acknowledge it in briefing but then make a plan.

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Ian White

@ianwhite21

2 years

1. School policy – by far the most common mistake is not using the school behaviour policy consistently. There is strength in numbers and if students see that there are unique rules in one classroom then they will exploit this. Use the language / systems – you are not alone!

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Ian White

@ianwhite21

2 years

13. Not much original in here. Just worked with some great people. @Strickomaster @tombennett71 @BarryNSmith79 are great on all this stuff. For cultural change I always draw on @jo_facer .

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Ian White

@ianwhite21

2 years

2. So talk to teachers regularly about behaviour. Make it clear that behaviour is one of your primary concerns. Remember that as an SLT you are in a bubble, insulated from much of the grind of poor behaviour. This will help you identify where behaviour is slipping.

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Ian White

@ianwhite21

3 years

Male tennis players don't get praised for their 'smiles'.

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Ian White

@ianwhite21

2 years

11. Office hogging – it's so easy for other things to get in the way of walking the school and going into lessons. The main work of the school is happening in those rooms but I frequently prioritise office-based things over seeing the school I’m supposed to be helping to lead.

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Ian White

@ianwhite21

2 years

2. B) So instead of this, successful SLT teams should lead systematic change which eventually transforms the culture of the school. The blame for poor systems lies squarely with the SLT. If culture ceases to be a focus, then it is probably drifting. Don't neglect it!

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Ian White

@ianwhite21

7 months

A) I think we overreact to a TINY group of (mostly) non teachers who say silly, boring things about schooling B) The profession needs a lot more videos of real lessons from the best schools. It's maddening that we can't access a library of videos showing best practice

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Ian White

@ianwhite21

2 years

It’s worth saying that behavioural problems in a class are as close to an emergency as we can get in leadership. Everything has to be thrown at improving behaviour where it is not up to scratch. Teachers owning this and seeking support is a great sign.

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Ian White

@ianwhite21

2 years

6. When behaviour is an issue, morale goes through the floor. Fast. Having a quick win which staff, independent of experience, can focus on is invaluable. It also helps with the following pushes: ‘Remember, we solved the problem of X!’

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Ian White

@ianwhite21

2 years

10. Countdowns – without them, ADULTS keep talking longer than they should. If in doubt, use them. Narrate what you want to see between the numbers: ‘Tools down in 5, returning to seats in 4, preparing your desk in 3, silence in 2, eyes on me in 1 and....we’re ready.’

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Ian White

@ianwhite21

2 years

6. Neglecting narrative – the best SLT’s spin a narrative about where the school has been and where it needs to go next. Without this, the school can feel aimless and without focus. It’s hard to keep this narrative going but failing to do so risks an atrophy of school culture.

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Ian White

@ianwhite21

8 months

THREAD: Why I was wrong about in-class rewards systems and some thoughts on why teachers struggle to give merits (with tips for solving this!)

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Ian White

@ianwhite21

2 years

4. Low expectations – most schools I know have an in-class system similar to: ‘Warning, move, out’. A common mistake is to allow students five indiscretions before moving to ‘Warning’. Be strict! Students can do it if they know the expectation will be followed through.

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Ian White

@ianwhite21

2 years

4. Counter-intuitively, I would argue improving behaviour in a school means ignoring most of the problems. Initially! Sit down as a team and identify the specifics that need to improve: uniform, politeness, punctuality, shouting out - get granular on these. Where is the problem?

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Ian White

@ianwhite21

2 years

6. Drift – a common problem is allowing expectations to drift over time. Individual students are allowed to shout out, routines become sloppy, relationships remain undeveloped. One way to arrest this is to narrate things consistently: ‘Remember we always (insert expectation).’

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Ian White

@ianwhite21

2 years

It goes without saying that the first thing to do is thank the staff member for reaching out. It takes real guts and shows professional integrity. Remind them that we have all been there and that any problems are temporary.

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Ian White

@ianwhite21

2 years

5. Once you have a list of things which need to improve pick the easiest one to win. For us recently this was ensuring students didn’t wear coats in the building. It is important that the first thing you push on is a ‘quick win’.

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Ian White

@ianwhite21

2 years

No surprises here - Most important books/articles that helped me improve: Willingham: Why don’t…., TLAC 2.0, Rosenshine, Battle Hymn of the Tiger Teachers, @joe__kirby 's blogs , @adamboxer1 's blogs. Loads of @teacherhead 's output has helped me and the schools I've worked in.

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Ian White

@ianwhite21

1 year

I'll get this out there immediately. I'm a lefty who disagrees with most of what Katharine argues for politically. But I LOVED her school. It has the best P8 in the country and I would happily send my daughters there. This is not about KB's politics.

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Ian White

@ianwhite21

2 years

14. Poor comms – whilst schools are complex places and stuff does sometimes have to happen at the last minute, with planning you can reduce the scrambles. I find this hard – some people on SLT are better at it than others. Get the super organised people to do the organising!

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Ian White

@ianwhite21

2 years

15. Thinking laterally - a really common mistake is to forget that if you change one thing, it will have potentially damaging knock effects somewhere else. 'We'll just use the Sports Hall!' (PE department begin screaming in their sleep).

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Ian White

@ianwhite21

4 months

THREAD: Inspired by @teacherhead 's blog, here are all the things I’ve found that make behaviour leadership difficult in turnaround schools. Many of these turn on culture – there is already an established set of norms and values.

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Ian White

@ianwhite21

2 years

DON’T: Tell them to stop sending students out, observe a lesson and take over, side with the students, fob off by saying it will get better, excuse student behaviour by referring to their backgrounds / context, go against the policy, tell them to watch an established teacher

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Ian White

@ianwhite21

2 years

9. Seeking popularity - lots of policies will be initially unpopular with some staff. This is just a fact of running an organisation. There is a temptation to shy away from making decisions that will make some people unhappy. This can be deadly.

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Ian White

@ianwhite21

2 years

8. During a two week push on, say, punctuality to lessons, use every means of communication available to make that push 'the thing'. Do assemblies on punctuality, send a letter home, send a reminder email every day. Mention it in day to day conversations.

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Ian White

@ianwhite21

4 months

THREAD: Some questions that a plateauing school may want to ask to stimulate strategic planning. Just designed as prompts.

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Ian White

@ianwhite21

2 years

9. Make sure to constantly remind staff of previous pushes: ‘We have solved A, B and C through your hard work. It is now time to focus on D for two weeks. But don’t let A,B,C drift!’ Eventually previous pushes become cultural - and will need less frequent reminders.

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Ian White

@ianwhite21

5 months

THREAD: What steps should the SLT take when planning, implementing and maintaining whole school policies? I’ve tried to put my thoughts in order below:

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Ian White

@ianwhite21

8 months

Also, if you don't like strict secondaries blah blah blah then let's be honest, we've had that debate. Hopefully some people find this collation useful. If you think I'm a monster for suggesting them then - I AM MWWWAHHAHAHAHAHAHAH I HATE CHILDREN

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Ian White

@ianwhite21

7 months

This school clearly cares about learning A LOT.

Pritesh Raichura

@Mr_Raichura

7 months

At Soane we use: 🤚🏼‘Heads down, hands open’ to check for understanding 🗣️ ‘Turn & talk’ for rehearsal 🙋🏽‍♂️ ‘All hands up cold calling’ How do we do this? Find out more at our 🧬Science conference on Mon 22nd Jan. Get tickets here 👇🏼

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Ian White

@ianwhite21

2 years

10. Planning day to day – I'm terrible with this one. The daily grind of school takes over and I forget to look ahead in my calendar and find myself swamped by a governors’ meeting and back-to-back meetings I hadn’t planned for. My life’s work is to get better at this...!

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Ian White

@ianwhite21

2 years

8. Neglecting relationships – it's hard to build relationships with students when you are on transition, fixing uniform and behaviour. But making that effort pays off massively. I have frequently allowed this to drift though, especially as workload peaks

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Ian White

@ianwhite21

2 years

5. Tilt – when something goes wrong it’s tempting to go on tilt. ‘This behaviour is outrageous. I’m trying to teach and all you can do is..’ This makes you seem out of control. Just follow the system and practice turning back to the learning with positivity and control.

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Ian White

@ianwhite21

2 years

Remember when I was training, I sent three students out for persistent disruption. An SLT member opened the door, ushered them in and said 'We need these back in class now, sir.' Do we indeed. Utterly humiliating.

Tom Bennett OBE

@tombennett71

2 years

A perennial problem: it’s easy to be Santa Claus to a kid that hasn’t assaulted *you*. I think it’s a desperate desire to smooth things over, be a hero, and an inability to confront difficulty. It’s not a serious or adult approach to running a school.

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Ian White

@ianwhite21

2 years

12. In my experience this process (which I’ve seen work 3 times in 3 contexts) improves all aspects of behaviour. Even if you haven’t pushed on behaviour in lessons directly, by addressing punctuality, uniform, professional language you have changed the culture of the school.

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Ian White

@ianwhite21

2 years

11. Routines – dead time can often be the source of poor behaviour. Tighten up the handing out of resources, entry and exit, Paired work, countdowns. All of these save time but, crucially, position you as in control.

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Ian White

@ianwhite21

2 years

1. Planning – I now plan by writing out a ‘block of text’. I then work out how to teach that knowledge. In my early years I used to plan by cobbling together a series of tasks, with plenaries weaved through. The knowledge itself was never explicitly codified.

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Ian White

@ianwhite21

2 years

19. Punishing the whole class – just don’t. You know you shouldn’t. So just don’t.

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Ian White

@ianwhite21

2 years

10. Speak to staff throughout. Ask them how the pushes are going. Be granular in your questioning – is it really working? Are there any gaps? Use anonymous surveys to check whether you are winning them over! Remember, SLT is a bubble.

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Ian White

@ianwhite21

3 years

Thread - BOOKLETS - DRAWBACKS. We've been thinking through some of the challenges with moving to booklet teaching at Skinners'. I don't think these are insurmountable but they are serious challenges.

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Ian White

@ianwhite21

2 years

7. Map out which behavioural issues you are going to push on. I’d advise two weeks per push, with one week at the start and end of each half term used to consolidate all previous pushes. This will depend on the push though. But keep them achievable!

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Ian White

@ianwhite21

2 years

18. Not front loading – common error. Be explicit in your instructions. ‘Right - you know what you need to do. Off you go.’ vs ‘You have 2 and a half minutes to complete questions 1,2,3. This is independent work completed in silence. Start in 3,2,1...Go!’ Students need clarity!

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Ian White

@ianwhite21

2 years

9. Grudges – a common and perfectly natural error is to hold grudges. Students are accountable for their behaviour but we are the adults. Our job is to give clean slates as much as we can following sanctions. Ham up the positivity with the students you really need to win!

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Ian White

@ianwhite21

2 years

16. Giving up – when that class has defeated you it’s tempting to call it in. Don’t. Seek help. Start the next lesson with a silent 20 minute task. Get SLT in the room. Call home. Speak to the troublemakers after the lesson. Remember we’ve all been there!

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Ian White

@ianwhite21

2 years

8. Negativity – allowing general negativity to enter each interaction is a common problem. Stop yourself, reset the class if necessary and start narrating the positive. The overall tone of the classroom should be positive, even if you feel the opposite!

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Ian White

@ianwhite21

1 year

There is so much more I could write. The students at lunch quizzing each other, the unbelievably good MFL teaching, the sixth form area filled with silent purposeful study, the simplicity of the booklet design. Just a wonderful place to visit. We have much to learn.

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Ian White

@ianwhite21

2 years

12. Squeamishness - some teachers are nervous of giving sanctions and being strict because they think it is dehumanising and cruel. My experience suggests the opposite is the case. The sanctions you put in place communicate that you care and have high expectations.

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Ian White

@ianwhite21

2 years

15. Lacking energy / passion – this looks very different for each teacher. But BM can be massively improved by showing passion for the subject material. Try to find the most charismatic, energetic and authentic version of yourself and be that teacher.

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Ian White

@ianwhite21

2 years

17. Neglecting relationships – if you leave all relationship building to the classroom it may be a struggle. Transitions, break, lunch, before and after school give little moments to build relationships. ‘Can't wait to teach you, Ahmed!’

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Ian White

@ianwhite21

2 years

5. Positive framing – I’ve always been strict. But I never used to frame my instructions / sanctions positively. ‘Don’t do that!’ is so much worse than ‘Eyes this way please, David.’ Strictness without positive framing can fast become toxic and unpleasant.

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Ian White

@ianwhite21

2 years

7. 1-1 – it is rarely the right thing to have a long 1-1 conversation with a student about their behaviour during a lesson. Most students will prefer a protracted conversation about their behaviour and all the attention that brings. Don’t let the whole class suffer!

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Ian White

@ianwhite21

2 years

Silent lesson: if behaviour is really poor then start the next lesson with a silent assessment. It is vital to re-establish the norm of silent, hard work in the room. It is also far easier for the teacher to follow the behaviour system if everyone is supposed to be silent.

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Ian White

@ianwhite21

8 months

1. In class sanction system – a must. All teachers must use shared language to effectively sanction poor behaviour. Correction/Demerit/Stage - must be simple, consistent and applied everywhere. Teachers may need to be trained to be stricter. Good luck without this.

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Ian White

@ianwhite21

2 years

11. The progress will be slow initially. And some will be frustrated that behaviour isn’t magically better by SLT decree. But the reality (I think!) is that changing culture is slow. Stick with it. After three half terms you will have knocked 6 of your priorities off the list.

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Ian White

@ianwhite21

3 years

Is it just me or do all teachers turn into explicit instruction fanatics in the weeks leading up to exams?

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Ian White

@ianwhite21

2 years

14. Excuses – we’ve heard them all: wind, Period 5, Year 9, boy heavy – I would steer clear of all this. See BM as a puzzle to be solved. The students deserve ordered lessons, not for us to give up on them because it’s windy.

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Ian White

@ianwhite21

8 months

8. Silent Do Nows – lessons should start in silence with students settling straight away. There is some debate here but I think in an improving school setting, the simplest is best. Enter in silence and start work straight away.

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Ian White

@ianwhite21

1 year

1. Teaching - the standard of teaching is utterly remarkable. There is a clear house style that all teachers follow. The result is lightning quick pair share, rich frequent questioning, MWB usage at pace and constant afl. Everything is modelled clearly under a visualiser.

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Ian White

@ianwhite21

2 years

13. Voice – students giving inaudible answers damages pace but also causes behaviour problems as students get frustrated. Explicitly teach students how to project their answers. ‘Class voice please David – go!’

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Ian White

@ianwhite21

2 years

Amazing visit to @bedsfreeschool today. Main takeaways: 1. Systems and routines built carefully over time. 2. Consistent expectations in every classroom. 3. Calm, happy schools are built on the right systems, implemented well. 4. Line ups are important cultural drivers.

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Ian White

@ianwhite21

2 years

This blog from @steveadcock81 is amazing for advice on this sort of thing: . Also been strongly influenced by @StuartLock @Strickomaster @BarryNSmith79 . @EducEndowFoundn have lots on making change in schools.

Reflections on schools, teaching and education.

by Steve Adcock

steveadcock81.wordpress.com

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Ian White

@ianwhite21

8 months

2. Centralised detentions – improving schools are chaotic. Many things are going wrong and teachers are emotionally and physically drained half the time. Simplify things – use the in class system and SLT/Pastoral will do the rest.

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Ian White

@ianwhite21

2 years

11. Group work – I did group work.

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Ian White

@ianwhite21

2 years

2. Modelling – I used to set students off to ‘write a paragraph on….’ and be surprised when the writing was pony. In reality I had failed to clearly model exactly how students could be successful. Visualiser help so much for this!

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Ian White

@ianwhite21

1 year

2. Students - they are incredible. They are so passionate about their studies. They are warm, friendly, mature and impeccably behaved. At lunch, between lessons, in lessons. They genuinely believe what they have been taught. They want to be moral. They are amazing.

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