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Govt to improve behaviour management ITT

03/07/2012 Kelly
Trainee teachers are to spend more time learning how to manage pupils' actions under new plans set out by the government's behaviour tsar Charlie Taylor.

Mr Taylor, a celebrated head teacher at a west London school for children with behavioural, emotional and social difficulties, has carried out a review into current teacher training practices.

In his report, he argues that more focus needs to be placed on behaviour management and discipline and outlined a series of measures that need to be taken to make sure everyone starting a new teaching job for the first time is adequately prepared to deal with any behavioural situation.

"The greatest fear trainee teachers have is that they won't be able to manage behaviour," he said.

"There are essential skills - including some which are underestimated, such as body language and posture - that all teachers need in order to manage behaviour effectively."

As part of his review, Mr Taylor discovered that there were inconsistencies across initial teacher training (ITT) providers, with some spending far greater time on the subject than others and therefore leaving their newly qualified teachers (NQTs) in a better position to begin their first teacher job with confidence.

To address this issue, he has published a document designed to help raise the standard of behaviour management tuition by outlining the skills, knowledge and understanding trainees need.

It follows the publication of a survey last week which found that 41 per cent of teachers felt their behaviour management ITT was either 'poor' or 'very poor'.

In a bid to create consistency across ITT providers, the document covers various aspects of managing behaviour; including how to use tone, volume, eye contact and body language to create authority and how to use praise and rewards to improve behaviour.

The new guidelines have been welcomed by training providers.

Commenting on the report, Jo Palmer-Tweed, the course director at the teacher training provider Thames Primary Consortium, said: "With a wide range of routes into teaching available and training programmes that are growing in diversity these guidelines will be essential to ensure the provision of high quality training."

Posted by Tim ColmanADNFCR-2164-ID-801399305-ADNFCR
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