Manage behaviour effectively to ensure a good and safe learning environment
Our short podcasts offer advice and tips from our expert guest speakers, who look at what ECTs should focus on to meet the different teachers’ standards, what great practice looks like for ECTs, and how they can build evidence and work with their mentor to pass their assessment.
Mally Dolphin, the Lead Professional Tutor for Secondary at The Sharnbrook Academy Federation gives her advice on what ECTs need to know about Rules and Routines to pass their induction.
Bev Collier, the Lead professional Tutor for Primary at The Sharnbrook Academy Federation shares her experience of working with ECTs and gives her advice on how they can develop and evidence this area of practice for their assessment.
Click below for advice and tips from NTA’s Quality Assurance Officers on writing ECT assessments.
Where do I get evidence from to show that the ECT is meeting TS7?
Evidence needs to demonstrate that the Early Career Teacher can manage behaviour effectively to ensure a good and safe learning environment. Examples of where this can be found include:
For more advice on how to get evidence for ECT assessments, watch NTA's short presentation below.
Points to consider when writing evaluative statements for Teachers’ Standard 7:
Does the ECT:
Example evaluative statements
‘Teacher X uses seating plans to effectively pre-empt and prevent behavioural issues in a year 9 science lesson. This was explained in the lesson plan and considered in the lesson evaluation’
‘Teacher Y has well established routines, which maximise learning time and makes students feel safe – routines are used for entrance, exit, transitions between tasks, during the modelling of practical experiments and in the peer assessment of work. The routines are efficient and students are clear on the different steps. This has been observed in learning walks and in lesson observations on 14th October, 22nd January and 7th March.’
How to write an evaluative statement
An evaluative statement should include a qualitative statement along with something that is being judged, the extent to which it occurs and an example that helps to demonstrate the circumstances in which this was perceived or observed. This could be described as an ESEE statement where:
E = Evaluation
S = Subject
Ext = Extent
Exa = Example
Areas to consider when setting targets:
‘Introduce and establish routines at the start and end of the lesson, as well as when transitioning between tasks, in order to maximise learning time. Ensure routines are simple, steps are numbered and time is allocated to practise these routines’.
‘Develop a safe learning environment by consistently using the school’s behaviour policy and systems when issuing rewards and sanctions. Build in time each day to log rewards and sanctions and ensure you follow them up. Show your log to your mentor at your weekly mentor meetings’.
How to write an area for development
When designing areas for development there should be a clear line of sight with the evaluative statement.
|Focussed||Is the afd focussed on the specific standard?|
|Practical||Does the afd provide a practical action?|
|Developmental||Is the afd likely to develop knowledge, skill, understanding?|
|Achievable||Is the afd realistic?|
|Measurable||Will the afd be able to measure this quantitatively or qualitatively?|
For more detailed guidance on writing a good assessment, read the following guide.
Recently qualified teacher Ryan Smart talks about what helped him pass his induction.
1. What advice would you give to an ECT trying to develop their practice of maintaining good relationships with pupils?
See the students outside of your classroom and by that I mean get involved in as many extra-curricular activities as you possibly can (without burning yourselves out!), have conversations whilst out on duty, turn up to their after school events. Reference these in your lessons as they enter for example saying: ‘Well done the other day, I saw your dance show – it was amazing!”.
I even danced in the staff dance for the school talent show (I can’t dance!). Students loved it.
If you show you truly care, then they will appreciate you as a teacher.
2.How did you develop your knowledge of creating a positive learning environment?
First and foremost, observing other teachers teach. Don’t just stick within your own department – see how other subjects classroom environments are, they may not all be positive, but that also helps you think how you would make yours more positive. If you are a classroom-based teacher go and watch a practical lesson and vice versa.
Also, have discussions with various staff of all experiences to see what they do or what advice they have. They may have been at that school longer than you and know the students better.
3.Is there anything you think is a must read to help you to know how to develop good relationships with pupils?
You need to read the school’s policy on rewards and sanctions. Use this to your advantage as dealing with behavioural issues in class, as well as rewarding positives, helps build relationships with students. It sets boundaries and also lets others know that your classroom is a safe space. Be consistent with your application of the system.
4.What challenges did you face as an ECT when trying to create a positive learning environment and how did you overcome this?
To overcome these challenges I had to put the time in at the beginning; I had high expectations and would be consistent with them. You need to try new things and not be afraid to apologise when they go wrong (students appreciate the honesty).
Reward, reward and reward! Call home, email home, contact their tutor and ensure those ‘praise points’ are added on to the system – this will bring such positivity into your classroom. Also doing the same with the sanctions side of it so they know the line, but they also know that you will praise and that is your aim. I truly believe that your behaviour impacts a student and vice versa: if they do well, you will reward them; if they misbehave you will sanction. Which are they going to choose?
5.What support and guidance did you find useful that your mentor gave you to help you to be able to develop positive relationships with your pupils?
My mentor gave me the following advice:
My mentor also helped to build my own confidence so I could ask to be observed with a challenging class to get help on how to create those positive relationships without feeling the pressure.
6.How did you evidence how you maintain good relationships with pupils for your assessment?
I was able to evidence this through the following:
7.What’s your favourite sport?
8.If you were in a TV programme which one would it be?
'Reward, reward and reward! Call home, email home, contact their tutor and ensure those ‘praise points’ are added on to the system - this will bring such positivity into your classroom'.
The Early Career Framework outlines what early career teachers should learn about, as well as what they need to learn how to do. It is based on expert guidance and research evidence. The framework should be central to all ECTs’ development.
Click below to see the “Learn that…” and “Learn how to…” statements.
Develop a positive, predictable and safe environment for pupils, by:
Establish effective routines and expectations, by:
Build trusting relationships, by:
Motivate pupils, by: