These in-school CPD sessions are suitable for primary, secondary and tertiary settings. Each session is rooted in robust research and tried-and-test theory, and each is very engaging. Do take a look at my testimonials page. My favourite quote is “I learnt loads and I laughed loads!” They also make great conference breakouts and keynotes.
Use the calendar on this page to check my availability. Each session can also be delivered remotely if you prefer. Here is my price list.
Behaviour 1.0 is my go-to behaviour management training. Most schools request either a 90-minute or two-hour session, but it also works well as a half-day or full-day package. The training focuses on the following: the prevention of misbehaviour; withitness and classroom awareness; presence and clarity; the teacher-student relationship; and strategic intervention. The content will not contradict your school behaviour policy. Rather, it’s all those approaches and strategies that teachers can use so that the behaviour policy is not needed – or, at least, not needed as much. If your school has already had Behaviour 1.0, then you should book Behaviour Recap.
Behaviour Recap is the follow-up to Behaviour 1.0. It does not include new material but recaps the material from Behaviour 1.0 (see above). The purpose of Behaviour Recap is to strengthen and embed good practice. Schools that choose the combination of Behaviour 1.0 and Behaviour Recap are always glad they did. Behaviour Recap works well as either a 60 or 90-minute session.
Making Learning Sticky
Making Learning Sticky focuses on the science of learning. It explains the difference between short-term and long-term memory, and how to get information from the former into the latter. It details a range of pedagogical approaches, including three types of practice (retrieval, spaced and interleaving); the activation of prior learning and organisation of future learning; salience and mnemonics; the primacy and recency effects; cognitive stretch; explanation and elaboration; the picture superiority effect – and much, much more. It works well as a 90-minute or two-hour session, but also as a half-day package.
Motivation Matters considers the science of motivation, specifically motivation for learning. It looks at behavioural economics, metacognition, metamotivation, group dynamics and teacher characteristics. Motivated students work harder and behave better – so any increase in student motivation is an increase in those two areas. The session focuses on three key areas: increasing students’ expectancy of success; increasing the value they associate with learning; and reducing the costs associated with the task of learning. Motivation Matters works well as a 90-minute session.
Supporting Progress is for staff who support student learning and behaviour (this includes teaching assistants, inclusion teams and SENCOs). It is not designed for teachers, though teachers say they find it very helpful. Rather, it looks at support-based strategies and approaches to help students get the most out of school. It considers the following: high expectations (both behavioural and academic); stretch and stickability; strategic feedback; impulse control; behaviour management; pro-learning habits – and much more. There is a mixture of practice and theory, but the focus is very much on the former. Supporting Progress works well as either a 60 or 90-minute session.
Mindset Theory considers Professor Carol Dweck’s seminal work. It explores and explains this most important of theories, gives the evidence that supports Dweck’s conclusions, and – most importantly of all – shows educators how to embed her ideas into classroom practice and school-wide approaches. There are separate sessions for staff, students, and parents. Session lengths range from 60 minutes to half a day.