Last year I delivered some behaviour training and I did the same this year. This post summarises some of their questions.
On Thursday 22nd September, I delivered some training to a group of NQTs as part of our Academy Trust training programme. The session was great, very informal in terms of delivery style but well structured. At the beginning of the session, some of them put up post-its with particular questions that they would like answering. Rather than paying them 10 minutes lip service at the end, I said that I would respond to them as a whole by email so that they could be used as a starting point for further discussion if necessary.
This blog post is simply the questions that were on the post-its and the answers that I gave in the email. It seemed a shame to waste them!
A child who interrupts to correct/tell you how to do things
Some children just have to tell you everything that you do wrong. This can be frustrating but as soon as you let the frustration show, it will manifest itself. Being frustrated will not change the child’s behaviour. Speak to them about whether things are useful to know or vitally important. When they correct you, start threading in and asking whether what they just said was vitally important at that point or not. You may have to categorise with them. Keep doing this consistently and when they’ve got it, as soon as they start to interrupt you or shoot their hand up when you know that it is something that isn’t imperative, ask them whether it is vitally important or whether they can tell you at the end of the lesson because you’ll have time to listen to them. It will work in one of two ways – they will either get fed up of coming back and telling you at lunch that actually called John by the name of James (or something else pointless) or it will give them a more appropriate time to tell you. Some may just need to say it. If it is at an appropriate time, just thank them. This is then dealt with courteously and you can get on with your lesson.
As educators working in schools, our primary job is to impart knowledge to others. Maths, literacy, scientific skills et cetera. There are many other elements to the job but the only thing that we should be doing when directly working with children is to educate them, to teach them something. This may be something academic but it can also be a whole plethora of other things, such as how to ask politely for something, how to share, how to resolve their issues, communicate… In fact, every time we interact with children, we should always teach them something.
“One of the most important things we adults can do for young children is to model the kind of person we would like them to be.”
Carol B Hillman
The new academic year is nearly upon us and I work in a large primary school with about 550 children in it. Seeing as though we have 20+ classes, we always have a few teachers move on and start somewhere else for September. We have three new teachers this year, all NQT’s and as part of my additional responsibility for my new role, I am their mentor. This got me thinking… There are all of the formal ways to support them as laid out by the appropriate body for the Local Authority that I work within but I think they will learn far more from the informal discussions, support and most importantly, observations of other staff around the school. This post isn’t about NQT’s per se, but about how adults act in and around the school and the monumental impact that this can have, positive and negative on the children.