Looking back at my first year of teaching with extremely fond, if slightly distant memories, I remember being very excited at getting my first teaching job and very keen and eager to start. However, thinking back now, I wish someone had sat me down and given me a quick list of the main things I needed to do or look out for to help me prioritise my actions during that first week and half-term. So, here are my 10 top tips for any trainees out there preparing to start their NQT in September...
Student names
Learn student names as soon as possible – get students to introduce themselves or each other during your first lesson by asking them to write their name and two details on a sticky note which they put on the wall.
Student data
Make sure you have looked at the data for each class that you teach. If you don’t understand some of the data, ask someone. Think about how to use the data to plan lessons which include all the students in your classes; know your students!
Classroom presence
Own your classroom. Stand by the door and greet your students on arrival, move around your classroom when you are teaching. Think about your body language: what signals do you give off? You need to be approachable, with students feeling that you care about them, but you also need to ensure students know you are in charge. Build relationships based on mutual respect and trust. Remember to keep a teacher-student relationship at all times, do not lapse into a teacher-friend relationship.
Classroom routines
Although all schools will have a Behaviour Policy that you will need to follow, it is really important that you build your own classroom behaviour system around a set of routines that are clear to all students. Make your expectations clear from the outset and verbalise these in positive language. Have no more than five routines/rules that students follow.
Behaviour for learning
Establish a clear set of behaviour expectations within your classroom. Ensure you use positive praise more than you use negative sanctions. Look for and reward the behaviours you want to see. It is important you establish positive relationships with students from the outset.
Consistency
Be consistent with all that you do. Do not make empty threats – if you tell a student or a member of staff you are going to do something, do it. Students will see that you are serious and mean business.
Marking
Establish a routine for marking student work. Ensure that you calendar marking over a half-term, giving yourself time to mark student work on a rotational basis. Mark smart and use appropriate strategies such as self and peer-marking for different pieces of work. Plan time for students to read and respond to your marking.
Work/life balance
Ensure that you build in adequate down time for yourself. You need to get enough sleep, you need to eat healthily, you need to spend time with family and friends. Learn to say no when you feel you need to – practise saying “can we talk about this later?” to give yourself space.
Lesson observations
Ensure you make the most of lesson observations. Ensure you are observed and provided with detailed feedback about how you can make progress but also ensure you observe other staff to observe good practice. Ask for feedback all the time, from anyone and everyone.
CPD
Ensure you make the most of the CPD opportunities afforded to you – learn from other staff. Complete a self-audit to check your strengths and areas for development, reflect on your practice and set yourself targets. Try and use research to underpin your development. Visit other classrooms and schools. Be proactive and let staff know what you feel you need for your own development.
What else can you expect?
At my school, we have a robust NQT programme aimed at both supporting and challenging NQTs. By considering some of the things we have in place, you will get an idea of what to expect this September:
- An individualised NQT portfolio where NQTs can store their evidence from across the year aimed at meeting the Teachers’ Standards.
- An NQT Action Plan with SMART targets set at the beginning of the training year, with a review at the mid-term point and the end of the year
- A subject mentor who is a subject specialist and who has received appropriate training to be a mentor – and a professional mentor who is a senior leader.
- Weekly NQT CPD sessions for the first term, targeting different aspects of pedagogy and practice.
- NQT lesson observations with detailed feedback on a regular basis (at least half-termly).
- NQT visits to other schools to observe good practice.
- Half-termly assessment meetings to discuss progress against targets and a termly assessment meeting to discuss and complete the NQT Report.
- Fatima Rodrigues is acting principal of the The Hathaway Academy in Essex.
NQT Special Edition
This article was published as part of SecEd's NQT Special Edition on June 30, 2016. Published with support from the NASUWT, the Special Edition features eight pages of best practice and advisory articles aimed at NQTs as they come to the end of their first year of teaching, and trainee teachers as they prepare for NQT life in September. Download a free pdf of the Special Edition, via our Supplements page at www.sec-ed.co.uk/supplements or directly via http://bit.ly/290nqhD