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Richard Middlebrook

Richard Middlebrook. Deputy Headteacher – Ashton on Mersey Training School and Broadoak School. Insanity Doing the same thing the same way and expecting a different result. The Induction Period. The Induction period is designed to: Offer support during the first year of teaching

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Richard Middlebrook

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  1. Richard Middlebrook Deputy Headteacher – Ashton on Mersey Training School and Broadoak School

  2. Insanity Doing the same thing the same way and expecting a different result.

  3. The Induction Period The Induction period is designed to: • Offer support during the first year of teaching • Provide a firm foundation for future professional and career development. To complete induction successfully an NQT must, by the end of the induction period (3 terms), show that they have continued to meet the QTS standards and met the Core standards. How have the first 3 weeks gone? Have you been ‘Firm but Fun’? (see sheet)

  4. What to Expect in your First Year - Officially • No more than a 90% timetable • An official, fixed timetable ie. not supply • No cover lesson supervision • An Induction Tutor / Mentor • An individualised induction programme • A programme of professional development opportunities • Regular lesson observations and review meetings • The chance to observe other staff • Additional support in case of difficulties • Termly assessments against national standards and reports on progress

  5. What to Expect in your First Year - Unofficially • Being tested because you are ‘new’. “What if ……?” • Huge ‘highs’ – bigger ‘lows’. Use the support in place! (Do not ignore issues or pretend they are not there!) • Pressure, lack of time, exhaustion at times. • Self doubt – but believe in yourself and your principles / expectations – the pupils will get to them in the end. • Limited praise but plenty of criticism! It is the best job in the world – “don’t smile till Christmas” = rubbish! Pupils respond to positive relationships, be friendly, smile, sense of humour but firm / confident (even if you don’t feel it). You are the adult – stay in control!

  6. Your personality – warm, friendly, greet pupils at door confident, smile, positive sense of humour but firm. Your teaching environment – warm, inviting, clean, colourful displays, litter free etc. Establish expectations, routines and rules – stick to the them. Pupils like consistency. Lesson planning – prompt starter, brisk pace, challenge, differentiation, engagement etc Seating plan – tactically sit children, you’re the boss you decide. Reward good behaviour – stress the positives and make time to praise (see rewards sheet). Proactive Behaviour Management – Tips.

  7. All instances of disruptive behaviour should be dealt with individually and on their own merits – ‘rubber boundaries’. However, there are some basic principles to follow; Avoid public confrontations. Escalate through warnings – see sanctions sheet. Always treat the pupil(s) with respect “you are behaving like an idiot, not you are an idiot.” Never really ‘lose it’ – remember it is an act, you are the adult. Remain calm. Don’t look for revenge. Be firm and decisive. Reactive Behaviour Management - Tips

  8. You can keep a child during breaks / lunch without permission but they must be allowed to have lunch. Only physically handle a child if they are a danger to themselves or others. A Few Legal Tips • You can keep pupils behind after school for up to 10 mins without parental permission. Any more than that you must get parental consent or give 24 hours notice. • Do not block a doorway or try to prevent a pupil from leaving a room.

  9. Conclusions • Be positive and confident – even if you don’t feel it! • Smile and use humour – build relationships with pupils. • Your first year in teaching is by far the most challenging. • Be pro-active – there are many ways to reduce the number and level of behaviour management issues. • Always remain calm and in control – you are the adult and it is an act! • Use the systems and policies in place at your school – don’t try to tackle it on your own. Seek advice and have an ‘open door’ approach – don’t try to hide away or ignore problems. • Treat pupils how you would want to be treated. • You are the adult – they are children!

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