RTL Strategy Part 1

A better way of defining low level disruption

The Return to Learning strategy views low level disruption as something more profound than students wilfully exhibiting poor behaviour for teachers to punish.

It is an issue of internal conflict generated between our co-operative, selfless instincts and our competitive selfish conscious mind's search for knowledge.

It affects all children and worsens when childhood ends.

This makes existing management techniques extremely difficult for children to accept and for adults to deliver.

Watch our short video below to find out more.

... that regains 1000s of hours per school per year

Over 9000 hours per year are taken away from teaching and learning per year in an average sized secondary school. Much more when the factors above are included.

In schools this happens due to existing low level disruption management systems doing so little to address the causes of low level disruption.

In simple practical terms they are solutions for high-level disruption events which can't manage low level disruption events productively, creating a self-defeating cycle:

Sanctions take longer to administer than the low level disruption event took to start, stop and move on.
Teachers are forced to choose which events to sanction (because the system they use isn’t quick enough to sanction all of them),
Accusations of unfairness and inconsistency quickly - and correctly - ensue from students,
creating new forms of low level disruption, now against the unfairness and inconsistency in addition to the original disruption.

Ninety-two percent of these problems can be completely removed from classrooms.

Why it works

In 2014 Ofsted's 'Below the radar' report identified 38 days being lost in schools due to low level disruption. Students hate this as much as teachers.

Part 1 of the Return to Learning strategy shows teachers how to demonstrate three simple actions that can return 34 of those days, not by punishing low level disruption, or suppressing it, or trying to ‘out-think’ it as existing strategies do, but by demonstrating a:

fast, fair, consistent and sustainable system that balances co-operative and competitive need in both students and teachers.

In short a demonstration of how much better humans could be.

Which is all that students want - and urgently need - to see.

Students understand precisely how and why it is so effective within seconds of the strategy beginning. Outcomes they see are considerable:

much higher levels of concentration in the classroom,
much higher levels of co-operation in the classroom,
almost four times as many directed teaching and learning opportunities every lesson.

An average increase of sixty-five percent academic achievement in mixed-ability groups was recorded during testing and students requested that the strategy be used every lesson after the first without prompting.

Summary

RTL Part 1 is the practical classroom solution that releases thousands of hours per school for higher level learning, as well as RTL parts 2 and 3.

Go to Part 2

RTL part 1: optimising teaching and learning.

A better way of defining low level disruption

... that regains 1000s of hours per school per year

To find out how how the RTL classroom strategy works in practice ...

Why it works

Summary

INSET training

RTL part 1: optimising teaching and learning.

A better way of defining low level disruption

... that regains 1000s of hours per school per year

To find out how how the RTL classroom strategy works in practice ...

Why it works

Summary

INSET training

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