NQTS NQTS
As you will know
by now, one
of the biggest
challenges for
new teachers is behaviour
Keeping
management. Dorothy
Lepkowska recaps the
basic advice for NQTs
– advice which should be the
taken into your second year
OOR PUPIL discipline is one aspect of
P
teaching that is feared by all teachers.
If you are a new teacher, and especially
an NQT, however, it can be double
trouble.
The vast majority of bad behaviour
peace
is low-level disruption, such as pupils
calling out, chatting during lessons, or refusing to settle.
While this can be highly annoying and disruptive, in
most cases it can be dealt with swiftly and effectively if
you have the right strategies in place.
With large numbers of young teachers leaving
the profession within the first five years, often citing
behaviour as one of the main causes, poor discipline is
an issue that needs to be addressed.
But what causes young people to misbehave and
deliberately obstruct teaching and learning in the
classroom?
Much research has been carried out into pupil
behaviour, and its causes and effects. A report
published earlier this year found that popular television
programmes, such as Little Britain and the Catherine
Tate Show, and reality shows like Big Brother, had
a major affect on discipline as pupils mimicked the
behaviour of characters they considered to be cool.
Other studies have sought explanations in a range of
factors from children’s home backgrounds to the size of
the schools they attend, as reasons for ill-discipline.
But different children can display different types
of behaviour, irrespective of their academic ability or
socio-economic backgrounds.
Teachers tend to label some behaviour as
unacceptable because it disrupts their teaching of the
curriculum. However, many educationalists believe
that it is the curriculum itself that may be to blame for
pupil disaffection.
Australian academic Robert Conway, who has
lectured on classroom management and pupil behaviour
in the UK, said teachers can contribute to poor pupil
behaviour by not being thoroughly prepared, and being
unable to present their lessons in an interesting and
engaging way.
Another factor was NQTs’ concerns about alienating
their pupils when starting in a new school.
He explained: “One of the difficulties experienced
by beginning teachers is the management of the whole
classroom and the concern that by being too harsh in
their management, students will not like them.
“Students have a greater respect for teachers who
know their content, who can put this across in interesting
and motivating ways, and have good management
skills. Being liked by pupils is not a quality identified
by students.”
Problems can also occur when new teachers do not
pay sufficient attention to pupils’ individual learning
needs. Rejection or neglect of underachievers, and a
failure to accommodate learning difficulties, often leads and Teaching Skills for Dummies, said NQTs should set any sanctions, otherwise they might find their authority date of the incident, and who was doing the disrupting.
to discipline problems, as does what may be perceived out their expectations of pupil behaviour in their first seriously undermined. This has the dual role of wrong-footing the pupils into
by pupils to be an irrelevant curriculum. lesson with the class. “They should also be consistent with any sanctions wondering what the teacher is doing, and therefore
“Students will not engage in the learning process This might include pinning up messages or posters or punishment they mete out, so pupils know what stopping their bad behaviour.
when their frustration level is exceeded by the around the classroom to reinforce the idea that they is in store if they don’t confirm to the teacher’s “It could be that other teachers are having problems
presentation of curriculum contact that is beyond their have certain expectations and will accept nothing less expectations. with the same pupils,” Ms Cowley added. “NQTs should
comprehension, and when teaching material and the from the students. “It is important for NQTs to remain calm, even not be afraid of asking colleagues what strategies they
teaching methods are incompatible with their learning These might include, for example, reminders that when their instinct is to shout. That really won’t help.” use in certain situations or with particular children.
style,” said Prof Conway, who is dean of education at pupils should stay quiet when asked, treat their teacher Ms Cowley said NQTs should try not to show that “They also shouldn’t be afraid to admit that they’re
Flinders University in Adelaide. and their classmates with respect, and arrive to lessons they might be fazed or panicked by bad behaviour, or having difficulties. No-one expects a new teacher
As inclusion becomes the norm in British schools, on time. are afraid of finding themselves unable to cope. to know everything and even the most experienced
so teachers increasingly have to adapt their teaching “NQTs must ask for and expect boundaries and get “Children pick up very quickly on any nervousness teachers encounter problems.”
styles to a greater number of pupils, no two of whom across that this is what they find acceptable and that this so teachers need to stay rational and composed,” she It is important to remember that the NQT year is
learn in the same way. behaviour is not,” she said. added. a learning year, when new teachers discover what
Sue Cowley, a teacher trainer and child behaviour “New teachers should also ensure they know what Every teacher loses control of a class at some strategies work and which do not, and identify their
expert, and author of Getting the Buggers to Behave the school’s behaviour policy is before they threaten point, and NQTs in particular should not be afraid own particular strengths and weaknesses. They need to
to ask for help. One way to attract attention or to ask keep a sense of perspective and a sense of humour.
for help is to write a note and ask one of the more “NQTs need to remember that their role is not to
‘
Students have a greater respect for teachers
sensible students in the class to take it to the teacher’s manage behaviour, but to teach. They should not take
mentor or another senior teacher who may be working disruption personally because it is unlikely that they
who know their content, who can put this across
nearby. However, teachers should not leave the class are being targeted because they are not popular with
unattended. pupils.
in interesting and motivating ways, and have good
“New teachers should not feel it is a sign of “The reason it is happening it because pupils try it
weakness to ask for help in such a situation,” Ms on and push the boundaries, and because they perceive
Cowley said. “If they believe the class is out of control, a new teacher as a bit vulnerable.
management skills. Being liked by pupils is not a
or that they or other pupils are at risk then they must “Relationships with children can take time. Disruption
ask for help.” is more likely to be down to problems that children
quality identified by students
Another useful tip is to get into the habit of writing themselves have rather than anything the teacher has or
’
down, there and then, what has happened to keep a hasn’t done, and there might be issues going on in their
record. This log should include the class name, time and personal life which are leading to this behaviour.” SecEd
18 SecEd • June 25 2009
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