NQTS Dealing with behaviour
Managing poor behaviour and supporting SEN children are perhaps two of the biggest challenges for new teachers.Dorothy Lepkowska looks at how NQTs and young
teachers can cope and succeed in both of these crucial areas P
itself is at fault, so one of the challenges for teachers is to make
‘
lessons interesting and engaging, particularly
when students perceive the subject content to be otherwise
Some academics believe the curriculum itself is at
fault, so one of the challenges for teachers is to make lessons interesting and engaging, particularly when students perceive the subject content to be otherwise. Most disruption in lessons is low-level, such as
’
children chatting to each other, calling out or refusing to settle. This is annoying and frustrating, but can be dealt with swiftly with the right strategies. Most experts now believe that positive reactions to
bad behaviour are more effective than taking a hard line and, for example, putting a child in detention for the first misdemeanour. At the same time, though, do not be afraid of setting down boundaries as young people expect these and respond to them. Alison Winson, acting head of secondary and course
leader for secondary PGCE at Worcester University, said establishing positive relationships with students right from the start is vitally important, including understanding what makes them tick. It can take time to build up this trust though, so you must persevere. However, relationships should not get too personal,
and new teachers certainly should not give out any details such as mobile phone numbers to students, and avoid linking up with them on social networking sites. “What new teachers need to concentrate on in
the first instance is finding out about their pupils, but ensuring that they retain their professionalism, particularly with older students such as 6th-formers,” she said. “Although many NQTs these days are older, mature entrants, there are still those who begin their
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OOR PUPIL discipline is feared by all teachers to a greater or lesser degree. It is disruptive, and at its worst can make life utterly unbearable for staff and pupils alike. For NQTs it can be a particularly difficult problem, because new teachers
do not yet have the strategies in place to deal with it. While it might be the job of teachers to teach rather
than to manage behaviour, it is virtually impossible to do one effectively without getting the other right. Children and young people can be quick to pick up on a new teacher’s relative inexperience, nervousness and vulnerability, and play on it with cheeky comments or just general disruption. But do not worry and do not take bad behaviour
personally – usually pupils are just trying to see how far they can push the boundaries so it is up to you to let them know what your expectations are. Poor discipline is certainly an issue that needs to
be addressed in schools. It is said to be responsible for teachers leaving the profession early, and can cause stress and related health problems. Experts claim the reasons children misbehave
in schools are many and varied, but can include mimicking popular television characters they consider to be cool – such as Catherine Tate’s Lauren or Vicky Pollard from Little Britain – to difficult home backgrounds, and pupils bringing their domestic and community problems into the classroom.
Some academics believe the curriculum
careers at the ages of 22 or 23, so there may be little age difference between them and the oldest pupils in the school. “Learn their names quickly and find out about their
interests and what’s important to them. Keep up-to-date with the latest in youth culture, music, football results and television programmes they enjoy as they will appreciate you have informed views on the things that interest them.” It is important for all teachers to read and become
familiar with school policies on rewards and sanctions. “Praise is very important as it can prevent a situation where sanctions are needed, and is often more effective than using sanctions,” Ms Winson added. Praise, or at least acknowledging good work and
conduct in some way, also has the effect of increasing self-esteem and confidence. “If a pupil is misbehaving and you needed to pull them up on their conduct it is best to reason with them in the first instance. “It is better to give them a choice rather than to
back them into a corner. For example, if they are disrupting the pupils around them you should ask them to move desks, or alternatively to see you after the lesson. “This gives them the choice and forces
them to make a decision, and then to have to deal with the consequences of whatever decision they make.” Equally, criticising or humiliating
them in front of their peers may just lead errant students to seek to re-establish their credibility at a later stage, exacerbating the problem even further. It is also important not to let a situation
drop once the bell has gone – tempting though this may be at the end of a long, hard day. NQTs must follow up any requests they make to pupils to come and see them, otherwise it may create the impression that the misdemeanour was not that bad and lead to similar behaviour in subsequent lessons. “It is also preferable
to talk to students after, rather then during, the lesson when it is best just to diffuse a situation quickly. Once their classmates have left the room their audience has gone, so they have no-one left to try to impress.” A good habit to get into is to record
the worst incidents, including the child’s name and class and the date and time it happened for future reference and to monitor the activities of different classes and individual students. This can have the dual impact of wrong-footing the perpetrator into wondering what the teacher is writing, and so hopefully putting a stop to their bad behaviour. Having high expectations both of conduct and
achievement is vital. “You must have high expectations and make sure pupils know what these are,” Ms Winson continued. “Draw up a list of the five things you expect of them and which are important to you as a teacher in your classroom – such as completing and handing in homework on time, punctuality, wearing the correct uniform, and so on. These should be displayed prominently in the class for all to see as a reminder of what is required. Set clear parameters of the behaviour you expect to show that you mean business!” Ed Vickerman, the Outstanding New Teacher of
the Year at last year’s Teaching Awards, agrees. The business studies and enterprise teacher from the Freeston Business and Enterprise College in Normanton, West Yorkshire, told SecEd: “Classroom management is one of the hardest aspects of the job, and children will not just behave because you want them to. There has to be mutual respect between yourself and the students.” This includes having clear strategies in place from
which the teacher should never deviate. For example, Mr Vickerman expects his students to line up outside the classroom before each lesson and then to stand behind their chairs before being invited by him to sit down. He believes this instils calm into the class and prepares students for learning. “If you deviate from the standards you have set then they will take advantage and it will be harder to rein it
SecEd • June 24 2010
back in,” he said. “So you have to be strong, calm and clear about what you want.” Equally, at the end of every lesson, clear up and
prepare the room for the next class. This sets a good example to students, who can see that their teacher is completely focused on them and their learning. Another important factor for new teachers is looking
the part. Coming from a student environment may make that adjustment difficult, but just as a high emphasis is placed on pupils arriving wearing the right uniform, so teachers should come to work dressed appropriately. This creates a business-like impression and shows the teacher demands respect and appropriate behaviour in return. Remember, that every teacher will lose control of a
class at some point and this is not a sign of failure or weakness. Neither is asking for help from a colleague. “Don’t be afraid to speak to you mentor, head of
department or another line manager,” Ms Winson said. “This is something you will have done as a student but don’t necessarily think of doing as an NQT.
“You should be timetabled for 90 per cent of the
week, so use some of the rest of the time to see how others deal with awkward and difficult situations, or with the group or students you’re having problems with. “Ask to do lesson observations and see what other
teachers are doing that you aren’t. It is possible that other staff are having difficulties with the same students but have found successful strategies for dealing with these, so don’t be afraid to mention it to colleagues and seek their advice.” Sue Cowley, a teacher trainer and child behaviour
expert, and author of Getting the Buggers to Behave, agrees. “No-one expects a new teacher to know everything, and even the most experienced teachers encounter problems. “It is important for NQTs to remember that their
first two or three years in teaching will be learning years, when they discover what strategies work, and which are less successful. They need to keep a sense of perspective and a sense of humour.”
SecEd
Further information
www.behaviour4learning.ac.uk
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