Tsar outlines better ITT behaviour preparation

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The government's behaviour tsar has called for more practical training for new teachers to help them better manage behaviour in the classroom.

The government’s behaviour tsar has called for more practical training for new teachers to help them better manage behaviour in the classroom.

Charlie Taylor has carried out a review of teacher training and highlighted cases where some trainees receive “little more than a single lecture” on behaviour management.

It comes as a survey by the Teaching Agency revealed that more than 41 per cent of teachers rated their initial teacher training (ITT) in managing behaviour as “poor” or “very poor”.

Mr Taylor, who is to take over as chief executive of the Teaching Agency in September, this week published Improving Teacher Training for Behaviour, a document setting out the knowledge, skills and understanding that he believes trainees need in order to be able to manage children’s behaviour.

The document will complement the new Teachers’ Standards which all teachers will have to adhere to from September 2012 and also the new Ofsted inspection framework for ITT providers.

Mr Taylor said that the best ITT providers “take considerable time and thought to produce programmes that mean trainees leaves with a range of practical skills”.

He continued: “The greatest fear trainee teachers have is that they won’t be able to manage behaviour. It also remains one of the main reasons why teachers leave the profession.

“We must spread best practice because without strong discipline and good behaviour children can’t learn.”

Improving Teacher Training for Behaviour aims to ensure consistency across ITT providers and outlines key skills that trainees should be given, including being able to:

  • Vary the tone and volume of their voice to manage behaviour.
  • Stand, move, make use of the space and using eye contact.
  • Use praise effectively to improve behaviour.
  • Manage behaviour in a range of different situations such as whole-class teacher, group work, the corridors and the playground.
  • Take appropriate and effective action when they are confronted by more extreme behaviour.
  • Plan and teach lessons that take account of SEN pupils, so they are less likely to misbehave.

To read Improving Teacher Training for Behaviour, visit www.education.gov.uk/schools/careers/traininganddevelopment/initial/a00210912/improving-tt-beh.


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