TDA’s NQT survey -2006

1. Initial teacher education and pupil behaviour – what next? TDA’s NQT survey -2006 Terry Haydn, School of Education, UEA

2. TDA’s NQT survey -2007

3. Ruth Kelly: Why is it so difficult to get good feedback from trainees? Ruth Kelly: The (Steer) Working Group will come up with three or four sharp policies that work and there would then be ‘no excuse any more for poor behaviour in the classroom.’ (Quoted in TES, 27 May 2006).

4. Ofsted: • 2003,2004,2005: behaviour is unsatisfactory in under 10% of secondary schools. • Gilbert (2007): behaviour a problem in 30% of secondary schools.

5. Reality? • In how many schools are all classes under the relaxed and assured control of teachers, with no pupils spoiling the learning of others? (SR and ‘overachieving pupils’)

6. Reality? ‘The right to learn’ • Most teachers have to make difficult decisions about reconciling educational inclusion with the right of all pupils to not have their learning spoiled by other pupils and to learn in a reasonable working atmosphere.

7. Out of 118 interviews.. • ‘I would be surprised if there were any schools where pupil behaviour did not have any impact on pupil attainment.’ (Headteacher) • ‘Every timetabled lesson of every day there will be some lessons in the school where pupil behaviour will affect teaching and learning outcomes.’ (Headteacher)

8. ‘Impact’ learning • Not just a question of giving it more time/slots etc. (Bramble, 2007.. You could devote whole course to it and still there would be some….) • Inputs can be • a) helpful • b) ‘neutral’ • c) worse than useless • Plus – they forget stuff.

9. The ontology of managing pupil behaviour – what is there to think about? • Planning for learning – stirring and settling activities, interplay of high and low value activities • Skills of interaction with pupils – tone, manner, confidence • Subject pedagogy – ability to motivate and engage pupils in the subject, differentiation, broad grasp of purposes of subject • Understanding pupils (Holt quote, Frasier extract) • Literature – Rogers, Cowley etc. • Understanding of school contexts and systems • Control skills – adroit use of rewards and sanctions • Learning from other teachers (differences within as well as between schools) • Reflective practice and self-awareness (it’s not genetic - Joe Elliott B4L Conference Keynote 2007) • ‘It depends’ – no easy, universal formula (‘moving pupils’ and ‘getting class quiet’ extracts) • ‘Coping’ skills (extract) • Students learning from each other • Other aspects…..?

10. Impact resources…(‘It even made me cry when they showed that bit from the Unteachables video.’) • (Problematising issues and stimulating thought and discussion, not ‘giving the answers/solutions) • 10 point scale: the working atmosphere in the classroom • Video extracts (how grim do you make it?) • Well chosen texts/extracts

11. Some examples of things that our students felt were helpful • Some video extracts • B4L resources (1947, Sue Cowley extract) • 10 point scale • Teacher testimony • Well chosen written extracts (Holt, Heafford, McLennan…) • Pupil shadowing • Working with expert practitioners