Diary of a BSEM teacher: Part 2 Ready to Learn routines

In this series, Jock Allan, Teaching and Learning Leader at Brisbane Independent School, reflects on embedding BSEM in school culture and practice. Part 2 explores the importance of Ready to Learn routines and daily check-ins, which help assess students’ readiness for learn.

You can also read Part 1: Sharing Power and Part 3: Behaviour Policy.

So here we are, about halfway through the year, and another cold morning. It has been another disrupted term. Just when we all think that things will get back to ‘normal’, along comes a wave of the flu that knocks out half a dozen kids, and COVID still lurks in the background. The wet weather means mould and mud and stagnant puddles. Prices are rising and buying petrol stings the back pocket.

The morning routines of the class are well set now. Low music plays, some kids are at their desks doing some drawing, a game of monopoly has been set up. Most of the kids have drifted down to the floor space in little pods, a few of the boys are hanging out by the bag rack having an animated conversation about Roblox. There are a few kids I haven’t seen yet this morning. I wonder who is absent today.

There’s a general mood of late-term tiredness in the space – from me too.

“Morning Circle, please,” sets the final wheels in motion. The kids sit down together on the floor.

Even though we have been here 100 times before today, the gentle reminders to put things behind you, and to choose a good spot, becomes the patter that gets it all going.

“Coming together now, kids.”

“…can you start our greeting circle?”

“Wait for your classmates to be ready, please.”

There is so much data to be gathered in this important ten minutes of the day.

Who is ready to learn and who would benefit from another check in with me? Who needs food and who needs to regulate? Who is looking tired? Who is still a bit crook? How is our motivation today? What values do we need to fire up as a collective effort to learn today?

After a round of high-fives and fist-bumps, we get the day started.

“Don’t know about you guys, but I am feeling a bit tired this morning. I didn’t sleep very well last night and getting my kids to the bus station felt really rushed this morning. Using your arm like a fuel gauge, how ready are you to learn this morning? Here is empty tank and here is full. Can you show me?”

As the kids start shaping their arms, Ms C. pipes up. “Do you mean physically or mentally? Because I have heaps of physical energy but my brain doesn’t really want to be here.”

“Yeah,” Nelly says. “Do you mean socially or emotionally? Like I feel like I want to be by myself this morning, but I’m pretty good otherwise.”

The others start to nod in agreement, adding caveats to their own energy levels.

“Right you are, let’s break it down.”

My goal as always is to support physical, mental, and social learning. What follows is a conversation about how we, as a collective, can deal with all these different types of energies in the room.

“What can we do with this information now?” I ask.

“Well, if someone is low energy and not social, don’t get up in their grill and be loud and stuff.”

“Yeah, ask them before you do something.”

“I might need a friend to work with because I am low energy.”

“Maybe grab a fidget tool, or sit somewhere different if you are a bit escalated…”

At the end of a few minutes, we have a read of the room and a set of strategies for how we might deal with each other and ourselves as we get into the Ready to Learn zone for the morning session.

I take note that a physical break to get some blood flowing will be good after the first 40 minutes, and that I will need to take the time to have a quiet chat with 2 or 3 of the students who were a bit a low.

I have noticed who is better working by themselves this morning and who needs a peer to help them along. I can see that one of my students is going to need a whole lot of side-by-side co-regulation from me to get through this morning session, and that another needs an engaging individual task so that she can de-escalate and find her flow.

We get to morning tea having completed our learning aims and remaining connected to one another as best as we could. We have all referred to our shared value of ‘consideration’ during the morning. Effort towards ‘consideration’ has been noticed and praised.

Halfway through the year, and the students themselves are now a critical part of the identification of their readiness to learn and are beginning to support each other with regulation. They can reflect on what they need and identify speed bumps that will set them off. They are open about their needs – they feel safe enough to be a bit vulnerable around each other.

How do Ready to Learn check-ins work in your class?

About the author

Jock Allan, Master of Education (Evidence-based teaching) has worked as a tour and production manager, PE teacher, classroom teacher, learning specialist, principal, leadership consultant and coach. Jock also worked with the Australian Football League supporting regional and rural football clubs to survive and thrive as hubs for volunteering and community spirit. 

About Brisbane Independent School

Brisbane Independent School’s mission is to nurture, develop, and trust our pupils’ innate love of learning. We aim to produce graduates who are confident, competent, and respectful, and to equip them with the skills necessary to continue learning courageously in all facets of their lives. We provide a supportive and flexible educational environment for the development of the whole child, including social, emotional, ethical, physical, and cognitive development, within a school community that supports our values.