Learning to manage behaviour requires more than just theory

Behaviour is arguably the most ideologically charged element in education. Nowhere else are the philosophical fault lines more exposed than in how we prepare trainee teachers to manage behaviour in the classroom.

In recent years, there has been a growing realisation that behaviour and routines need to be explicitly taught. However, in some quarters, ideological lenses are overly leaned on when delivering training around behaviour – approaches that may not necessarily be the most effective.

This is commendable in principle, but in a large, diverse all-through school like mine, these approaches alone can fall short.

That’s why our partnership with the University of Northampton on the Initial Teacher Assessment and Preparation (ITP) programme has felt like a breath of fresh air. It is a collaboration rooted in mutual respect – we bring the practical expertise of a lead school, they bring pedagogical depth. Together, we offer a more grounded approach to behaviour management training.