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Understanding how low level disruption begins is the key to understanding how to reverse and eventually stop the vast majority of low level disruption events in classrooms. The Return To Learning (RTL) strategy works by identifying and challenging the repeating nature of the origins of low level disruption, namely:
and recognising that low level disruption is not merely a 'school thing' or a 'child thing', but is - currently - very much part of being human.
Our report looks into the origins of inconsistency and the many forms it takes, along with the unfairness and conflict that inevitably follow.
Its aim is to reverse low level disruption in the classroom with a view to extending that reversal throughout society.
A two page version covering the main point of this report - how inconsistency is caused - is available here.
Should you wish to discuss the strategy in more detail please arrange a callback here
The Return to Learning low level disruption strategy is in three parts.
An introduction to Part 1 with a full summary outline of all lectures in Part 1 including six preview lectures is available here. Part 2 of the course focuses on the simple yet far-reaching science underpinning the classroom strategy, available free upon completion of Part 1. Part 3 then enables an advanced curriculum to develop - using the time low level disruption no longer takes away from learning* - consolidating and sustaining parts 1 and 2.
*around 9000 hours per year in an average sized secondary school
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