Teachers TV Lesson Plan Title Primary NQTs Practical Tips

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					                   Teachers TV Lesson Plan

Primary NQTs Practical Tips

Associated Teachers TV Programme
Practical Tips

Programme Description
Expert Sara Bubb gives top advice on common NQT problems.

Note to Teachers
This lesson plan was not created by Teachers TV but the author has allowed us to publish it
here to be used for educational purposes.
Practical tips for NQTs

How many people fail the induction year? Is it a significant risk?

Sara Bubb:
At the moment only about one in 500 don’t pass their induction year. Remember, the
whole system is set up to support you. If you’re having behaviour management
problems in the first term, it is the school and the LEA’s duty to make sure that your
induction support programme helps you with those problems. Somebody failing
should be an absolutely last resort.

The NQTs say:
    Remember that no matter how nervous you are on your first day, the kids are
      more nervous.
    You may know literacy and numeracy strategies inside out, but the way
      they’re implemented in schools is so different. Don’t worry about asking really
      basic questions.

I won’t have time to get into school before I start in September because I’m
on holiday. Will that be a problem?

Sara Bubb:
It would be nice to think that it wouldn’t be a problem, but in a primary school it will
be. When you go in to most primary classrooms at the end of the summer holidays,
the furniture is just in a heap in the middle of the classroom because everything’s
been clean and tidied. It’s up to the teachers to set up the classroom. Setting
everything up can take the best part of a week. Those poor teachers who can’t get in
because they’re away may never have that time again, because once term starts,
the pace of life is so fast.

      Get back as soon as you can and do as much as you can
      Get the schemes of work and all your planning done before you go away
      Even doing little things like getting your labels for tray done will help
      Warn the school that you will be away

The NQTs say:
It’s great reading in theory about how to set up a classroom, but when you walk in
and you’ve got a pile of furniture sitting on the carpet, it takes hours!

      Get your friends in to help you set up the classroom.
      Draw a plan.
      Don’t be afraid to ask people for advice and help. Everyone remembers what
       it was like to be an NQT.

Q: How do I assert my authority from day one without coming across as a
tyrannical control freak who will scare off the kids?

Sara Bubb:
    Think about the behaviour you expect and what behaviour you’re not going to
      put up with
      Think about all the little nitty-gritty: what happens when a child calls out
       without putting up their hand and gives the right answer? The natural instinct
       is to say “well done”. But it’s the last thing you should do
      Spend the first hour drawing up classroom rules and talking about behaviour

Instead of saying, “don’t call out” or “don’t push and shove”, phrase your rules very

Have five or ten golden rules, for example:
    We treat people like we’d like to be treated ourselves
    We’re here to learn and we must care for each other
    We must listen

When you’ve set up your rules you also need to think about the consequences for
those rules. Make it clear to the children that they have choices. No matter how
young they are, they have the choice to do the right thing, to stick to the rules and
do what’s expected of them. Make sure those reward systems are set up properly
and are systematic and fair.

How do I establish classroom rules? What sort of expectations and attitudes
should I have for the students?

Sara Bubb:
    The non-verbal stuff is very powerful: that rather cross face, that “I’m very
      disappointed in you” look
    It helps to move physically to the child who’s not paying attention or who’s
      talking when they’re not meant to be and it won’t interrupt the flow of your
    Think why a naughty child is behaving the way they are:
          o Why are they like that?
          o Are they doing it as an avoidance tactic? They can’t do their work, but
             don’t want to say it, so they mess around. So you need to make the
             work easy enough for them to do.
          o Or maybe it’s a power struggle: in Year 6, the hormones are kicking in
             and it’s cool to take on the teacher. In that sort of situation, you want
             to get them on their own.
          o You need to look at why they are choosing not to do the right thing.

The NQTs say:
    You must always remember you are the boss, you are in control. What you
      say goes. This shouldn’t be in an authoritarian way, but if you start getting
      into too much negotiation, you’ll get in trouble.
    The most important thing in terms of behaviour management is to have fun
      lessons. Your lessons need to be exciting. If children enjoy them, you’re not
      going to have problems.
    If the children are dozing off to sleep or getting a bit hyper-, get out of your
      chairs and do something a bit physical.

Q: How should I approach working with a teaching assistant?

Sara Bubb:
Some NQTs can feel a bit threatened by a TA who clearly knows more than they do,
gets the children quieter and has more status in the classroom. That can be hard to
manage. But it can be a very positive thing: you’ve got someone in the room who
can keep the children in order.

      Be open in trying to learn from them
      Get them on your side
      Don’t be shy about asking a TA to take a back seat
      Have a code between you for when you’d like them to chip in and help out
      Keep the dialogue going

The NQTs say:
Include them in your planning, talk to them about what you’re doing. Your TA may
have lots of resources stored away.

They’ll have done it before and might know what needs to be done in three weeks’

Q: I’m worried about parent’s evening. How do I win their confidence?

Sara Bubb:
You need to be so well prepared for parents’ evening. If you get them on your side, if
you win their confidence, things are going to go really smoothly. If the parents leave
the PE feeling twitchy about their child’s teacher, you’re in for a lot of trouble. So:
     Prepare well
     Write notes about each individual child, with several things that are good and
       one thing that needs to be worked upon
     Be honest about the child
     Bring a piece of the child’s work that is illustrative of how they’re doing

If the parents know you’re an NQT, make sure that they see the advantages that can
     If you come across as highly confident, extremely enthusiastic, caring and
        very up-to-date in the latest teaching methods and subject knowledge, they
        won’t see having an NQT as a bad thing.
     Be very well organised.
     Think good ways to end the conversation - parents love speaking about their
        child and want as much time as possible.

The NQTs say:
Photocopy the first piece of writing that a child does and keep it in a folder and if
you’re ever feeling like you’re not getting anywhere, look at that piece of work.

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