Teachers' Standard 7

Manage behaviour effectively to ensure a good and safe learning environment

  • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in  accordance with the school’s behaviour policy
  • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
  • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
  • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Early Career Teachers can find out more by listening to our podcasts

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.

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Rules and routines: A guide for ECTs

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.

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Praise, rewards and sanctions: A guide for ECTs

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.

Top Tips for mentors on writing assessments for ECTs

Click below for advice and tips from NTA’s Quality Assurance Officers on writing ECT assessments.

60 seconds with a recently qualified teacher

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?

  1. How students perceive your subject makes it very challenging. I am a PE teacher – not all students love PE.
  2. Students’ previous experiences. They may have had a really good teacher and to begin with, they prefer their style of teaching. On the other hand, they may have disliked their previous teacher and therefore that may have made them disengaged in the subject.

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:

  1. Go and observe any ‘difficult’ students; how are they for other teachers?
  2. Contact home about students to praise them. This is no doubt one of the most impactful things you can do as a teacher.
  3. Don’t feel like you will be judged if you ask for help.
  4. Learning all the names early on is critical. Seating plans need to be changed to suit your class as the environment can be easily changed if these aren’t thought through carefully.
  5. If you are lucky enough to have your own classroom, lay it out so you can access all of the students easily so you can help them (easier for you and supportive for the student).
  6. Have a laugh with your students. Incorporate humour in the lesson as it makes the classroom fun!
  7. Final point, be prepared. Have everything you need for the lessons as students will see you as competent and reliable and will then trust you more.

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:

  • Being a PE teacher showing the amount of extra-curricular activity I was leading.
  • Observation write ups from teachers I observed.
  • Observations completed by my mentor and SLT of my own lessons highlighting this.
  • The reward system highlighting how many VIVO/Achievement points I was awarding within my lessons.
  • During meetings discussing the positive phone calls I was making with students.
  • Seating plans with justification of why I was moving them around.
  • Attending parents’ evenings to discuss the students’ attitudes and progress.
  • As a tutor, the activities I was completing to get to know students as a group and to support them through their time at school.

7.What’s your favourite sport?


8.If you were in a TV programme which one would it be?


Ryan Smart

Ryan Smart

Opening quote'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'.Closing quote

Early Career Framework

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.