Education Exposed: Leading a school in a time of uncertainty

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A secure understanding of containment, attachment andbehaviouras a language of communication is inclusive within this approach. This is because the areas of containment will then become the strategies within themselves, which go on to support the modification ofbehaviourover time. The key promise was time – the most cited reason for why things don’t get done (or done well) in schools. New teachers would receive a two-year induction programme and an in-school mentor to support them; they would have a reduced timetable commitment, with time off to access relevant training; and the time off would also apply to their mentors. This additional time would have no implications for their pay progression. Depending on what they are, our habits will either make us or break us. We become what we repeatedly do.” ―Sean Covey An evaluation was published by the Education Endowment Foundation (EEF). However, the trial was affected by partial school closures, and researchers concluded that due to the cancellation of Sats it wasn’t possible to get a measure of impact. Some evidence did suggest that when teachers attended at least four out of six training sessions, the intervention had a small positive impact on pupils’ behaviour. I don’t give them the airtime: the more time you dedicate in that lesson to their disruption, the more they’re winning, the more you’re feeding it”

One thing is certain, though: low-level disruption is something the majority of teachers are struggling with. It might not result in suspensions or exclusions, but day in, day out, it undermines teaching, damages teachers’ wellbeing, and slows down learning. Our Training Programme finds the right teachers for your school. Includes expert support for trainees and their mentors. Teachers said it made a big difference to behaviour and reported that relationships with their pupils were much more positive. Researchers also found that pupils who were taught in the first year by a teacher who went through the programme were rated as less disruptive by their next teacher. This refutes the third claim thatcentralisedapproaches suffocate staff. I would strongly argue that most teachers do not want to spend their entire working day managing and policingbehaviour. Is their role to enact crowd control or to actually teach the curriculum? I know which side of the fence I sit on here.Teach First believe thatbehaviour is an important component of school cultureand that when behaviour improves in general across a school, it has a positive impact on pupil achievement, as well as staff satisfaction and retention.Ensuring good behaviour is an important priority for allteachers andleaders - andcan be a barrieror an opportunityto a lot of other prioritiesand improvements. It’s like saying a well-designed neighbourhood won’t have any burglaries. Kids will be kids. You can have dancing bears and holograms and 25-part lessons with differentiation up the yin-yang and it won’t make a difference to some kids,” he says. In terms of entrance routines, staff should consider standing at the threshold of their classroom to welcome pupils to their class/lesson and use positive language to welcome pupils, for example: ‘Good morning Masie, it is lovely to see you, let’s give 100 per cent again today. We are going to have an amazing lesson’,” he says.

Cogswell says that a typical mainstream class may include pupils “with a broad range of additional needs, including behavioural, emotional and social difficulties”, which can result in this type of behaviour. Restorative practice is] about fostering a greater sense of community and encouraging a willingness to act in the right way for the right reasons. Joe McCann, MBA, NPQH, Managing Director of IQM, Trust Member, TDS Governor and Chair of the Governing BodyTake the time to ask yourself: what’s really going on? What’s the influence on that behaviour? And then consider intervention strategies which will respond to that, rather than focusing on the behaviour itself.” The second year of ECT training is set to focus on subject-specific matters. But if the execution, materials and approach are built upon the same generic approaches adopted in year one, the impact on retention is likely to be substantial just when we need new teachers most.

In every class where there are some students causing disruption, there are one or two students looking at you pleadingly, like ‘Please, can you just deal with this so I can learn?’ You feel like you’re letting them down,” she says. As much as assemblies are about conveying messages to the children, they are also an opportunity to remind and retrain staff. Every single time you have a public forum is an opportunity to train children and staff in what your culture is all about. With any training it is important to consider the starting point of any given colleague, to carefully consider their needs and the context within which they are operating. Behaviour management ideas We believe in a whole child approach whichrecognisesthat social and emotional development and wellbeing is an integral part of achieving success in school and for the future.Supporting goodbehaviourand a positive learning environmentfor all is an important part of that.Teachers can read the following case studies from schools and teachers about their experiences adapting the curriculum:

BA (Hons),FCCA - Trustee and TDS Governor, Chair of the Resources Committee and the Nominated Governor for Finance

How to maintain your momentum 

However, there is still a lot more that can be done. Behaviour training can frequently be treated as a bolt-on, assumed or even forgotten. Didau D (2015) A few thoughts about character education: https://learningspy.co.uk/leadership/a-few-thoughts-about-character-education/ Behaviour management is so much more than a system based on punishments though. Behaviour might well be suppressed due to punishments, but our long-term objective is to change poor behaviour. Balliet and Van Lange (2013) analysed 83 studies involving over 7000 participants and they argued that punishments are only effective when there is a great deal of trust between the members of its examined societies. Therefore, where there is trust present, members of a society adhere to norms that encourage both cooperation and the punishment of individuals who defy cooperative social norms. Teachers are natural salespeople, and it is our duty to build and sell this trust in our classrooms. We sell our subject and the content every day, so selling the benefits of good conduct cannot be out of our skillset. The study found evidence of “reduced disruptive behaviour across all 30 months of follow-up”, and also that there was “evidence that [the Incredible Years Teacher Classroom Management Course] reduces the percentage of children who are classified as struggling…and reduces the inattention/overactivity scores across the full 30-month follow-up”. Balliet, D. and van Lange, P. A. M. (2013) ‘Trust, punishment, and cooperation across 18 societies: a meta-analysis’, Perspectives on Psychological Science 8 (4) pp. 363–379.