Diary of an NQT: Leading my first CPD

Written by: Diary of an NQT | Published:

Asked to lead a CPD session for trainee teachers, our NQT diarist was thrilled to find other teaching and support staff colleagues also keen to take part...

I have recently delivered my first training session to colleagues, focusing on advanced behaviour management techniques in the classroom.

I have written before about my school’s excellent CPD programme, particularly the support available to NQTs and trainee teachers. For the first two terms, the school’s NQTs and trainees attend weekly CPD sessions on a Tuesday afternoon. These have been varied and informative, helping us to develop our practice and explore new ideas in the classroom.

Now that we are settled into the job, the NQTs have all been asked to deliver a CPD session for this year’s cohort of trainee teachers. As behaviour management has been highlighted as one of my strengths, my NQT mentor suggested that this should be the focus on my CPD session. Due to the universal nature of the topic, he also suggested that the session be opened up to other colleagues as well as the trainee teachers. In the end, around 30 colleagues attended the session, including support staff, teaching assistants and inclusion workers.

In preparation for the session, I attended a course which explored behaviour management theories and strategies. This was informative and offered the opportunity to discuss behaviour management with professionals from other schools. I came away with an abundance of materials to help me plan my training.

I began my session by asking my colleagues to think of two pupils – one who they work well with and one who they struggle to manage. This created a lively discussion and I asked them to keep referring back to these two students throughout the presentation.

I moved on to discuss the importance of assertiveness in behaviour management. Although it is crucial to be firm and confident when dealing with behaviour, I made the point that the word “assertive” has both negative and positive connotations. As a group, we explored these negatives and positives, linking them to our own approaches to behaviour management.

Using Maslow’s hierarchy of needs as a reference point, I then asked my colleagues to discuss external factors that may affect a student’s behaviour. We discussed several potential barriers to good behaviour, touching on self-perception, personal relationships, emotional/mental health, and lifestyle, among others.

This segued into a discussion about differentiated behaviour management techniques and I encouraged colleagues to consider all of a child’s additional needs when confronting negative behaviour. We also discussed what qualities students wanted to see from their teachers.

I rounded off the session by asking colleagues to reflect on their own practice by referring back to the two students that they had identified earlier.

I found the planning and delivering of the CPD session to be one of the most stimulating tasks that I have undertaken since starting my NQT year. The presentation ran smoothly and my colleagues were very engaged in the discussions. I have also had some lovely feedback from those who attended. As a result of this, I have spoken to the school’s NQT mentor about delivering more CPD sessions next year.

I have thoroughly enjoyed my first taste of delivering training to colleagues and this is an area that I would very much like to explore further in the future. As well as helping others in their professional development, the researching of the presentation was invaluable in terms of reflecting on my own practice.

Although behaviour management seems to be one of my strengths as a teacher, I still have much to learn and I am sure I will continue to explore strategies and theories around this topic throughout my career.

  • Our NQT diarist this year is a teacher of history at a comprehensive school in the North of England.


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