Transcript Terry Haydn Powerpoint Presentation - ITE pupil behaviour, what next?

Initial teacher education and
pupil behaviour – what next?
Terry Haydn, School
of Education, UEA
TDA’s NQT survey -2006
TDA’s NQT survey -2007
Why is it so difficult to get good
feedback from trainees?
Ruth Kelly:
Ruth •Kelly:
The (Steer)
Working Group will come
up with three or four
sharp policies that work
and there would then be
‘no excuse any more for
poor behaviour in the
classroom.’ (Quoted in
TES, 27 May 2006).
Ofsted:
• 2003,2004,2005: behaviour is
unsatisfactory in under 10% of secondary
schools.
• Gilbert (2007): behaviour a problem in
30% of secondary schools.
Reality?
• In how many schools are all
classes under the relaxed
and assured control of
teachers, with no pupils
spoiling the learning of
others?
(SR and ‘overachieving pupils’)
Reality? ‘The right to learn’
• Most teachers have to make difficult
decisions about reconciling
educational inclusion with the right of
all pupils to not have their learning
spoiled by other pupils and to learn in
a reasonable working atmosphere.
Out of 118 interviews..
• ‘I would be surprised if there were any
schools where pupil behaviour did not
have any impact on pupil attainment.’
(Headteacher)
• ‘Every timetabled lesson of every day
there will be some lessons in the school
where pupil behaviour will affect teaching
and learning outcomes.’ (Headteacher)
‘Impact’ learning
• Not just a question of giving it more
time/slots etc. (Bramble, 2007.. You could
devote whole course to it and still there
would be some….)
• Inputs can be
• a) helpful
• b) ‘neutral’
• c) worse than useless
• Plus – they forget stuff.
The ontology of managing pupil behaviour –
what is there to think about?
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Planning for learning – stirring and settling activities, interplay of high and low value
activities
Skills of interaction with pupils – tone, manner, confidence
Subject pedagogy – ability to motivate and engage pupils in the subject,
differentiation, broad grasp of purposes of subject
Understanding pupils (Holt quote, Frasier extract)
Literature – Rogers, Cowley etc.
Understanding of school contexts and systems
Control skills – adroit use of rewards and sanctions
Learning from other teachers (differences within as well as between schools)
Reflective practice and self-awareness (it’s not genetic - Joe Elliott B4L Conference
Keynote 2007)
‘It depends’ – no easy, universal formula (‘moving pupils’ and ‘getting class quiet’
extracts)
‘Coping’ skills (extract)
Students learning from each other
Other aspects…..?
Impact resources…
(‘It even made me cry when they showed that bit from the
Unteachables video.’)
• (Problematising issues and stimulating
thought and discussion, not ‘giving the
answers/solutions)
• 10 point scale: the working atmosphere in
the classroom
• Video extracts (how grim do you make it?)
• Well chosen texts/extracts
Some examples of things that our
students felt were helpful
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Some video extracts
B4L resources (1947, Sue Cowley extract)
10 point scale
Teacher testimony
Well chosen written extracts (Holt,
Heafford, McLennan…)
• Pupil shadowing
• Working with expert practitioners