Responses submitted following safeguarding training in the autumn term have been overwhelmingly positive, showing shared confidence in identifying signs that a learner is/may be experiencing harm. There is shared understanding of how to report concern using My Concern. Approaches that support all learners and especially those who are most vulnerable, such as a warm/strict approach to behaviour management and building relationships that support learners who are at risk, are widely accepted and understood.
In their response, teachers were also asked about barriers to learning faced by learners who are vulnerable. As seen on the graph below, behaviour and also emotional need were identified as significant key barriers for our learners. This demonstrates an understanding at SJFCC, of the necessity of continuing to work out what a warm/strict approach looks like for our learners in our classrooms and around our school, to enable all to thrive.
What do you consider to be the 3 most significant barriers to learning and progress for our most vulnerable learners?
Learning and Progress Barriers
Quick links to help develop further understanding of a warm/strict approach:
Four-page bulletin (June 2021): ‘Being an Architect of Behaviour’. Considers Doug Lemov’s warm/strict. Lists Tom Bennett’s 10
Principles of the Classroom and the role of sanctions. Written by a teacher for his school.
- https://www.youtube.com/watch?v=wi_zQJik-SA (3:50 mins) Quick, clear summary – random opening joke!?
- https://teachlikeachampion.com/blog/strong-voice-register-shifts-and-warm-strict-ms-cenac-greets-her-students/ 1:34 mins video; short analysis
- https://vimeo.com/393712426 2 min video offering questions for self-reflection
- https://teachinglikechampions.weebly.com/warmstrict.html Clear outline of warm/strict approach with classroom examples.
- https://teachlikeachampion.com/blog/tlac-3-0-excerpt-warm-strict/ Short blog with precise classroom examples.
- https://teachthinkblog.wordpress.com/2020/02/10/its-hard-being-warm-strict/ Easy to read; a teacher’s personal reflection on his reputation for being the ‘strict teacher’.