How to manage behaviour in the classroom as an ECT
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There’s no set method for managing behaviour in the
classroom, but developing the skills needed forms an essential part of the
daily routine of an Early Career Teacher (ECT).
Having achieved Qualified Teacher Status, the first two
years in the classroom are spent as an ETC developing skills, especially when
it comes to managing behaviour.
As someone new to the school and classroom environment, it’s
easy to imagine that the situation for an ETC can be daunting, but there are
many approaches to take and ample ways to deal with disruptive or unruly
behaviour.
You’ll likely face a wide range of challenging situations
and should be able to learn from each with the help of your mentor, either by
discussing alternative approaches or by focusing on things to do differently in
future.
Here are a few
things you should remember as an ECT when it comes to managing behaviour in the
classroom.
Use the Teachers’ Standards as a guide
It’s important to remember that your time as an ECT will be
judged against the Teachers’ Standards, a statutory set of guidance
designed to ensure you can deliver the best outcomes for pupils.
Point seven relates to managing behaviour and is just one of
many areas to consider, as your actions should always ensure a good and safe
learning environment for all youngsters.
An ECT has just as much responsibility as a regular teacher for promoting good behaviour in the school, and this should always done in accordance with each institution’s behavioural policy.
This will vary from school to school, so the Standards put a
focus on developing a process which uses praise and sanctions when necessary,
while also rewarding in a fair and consistent manner.
If you can, look to weave elements of the Teachers’ Standards
into all of your thinking around behaviour, as it should go a long way to
helping you show that you can manage a class effectively and exercise the appropriate
level of authority when needed.
Key things to remember as an ECT
Firstly, remember that implementing behavioural processes in
the classroom takes time, and you shouldn’t expect to get it right straight
away.
You’ll need time to get to know your class, and your pupils
will need time to get to know you – however, you can make a strong start by
establishing clear routines from the outset.
Give thought to how you may use prompts to induce silence or
for encouraging pupils to be ready to learn, as well to processes for setting
up or packing away – by ensuring that pupils know what to expect, an ECT should
be able to manage behaviour more effectively.
Managing behaviour effectively will also require you to
control and manage your own emotions in challenging situations, as it’s vital
you remain professional, regardless of what you’re faced with.
Key to this is remaining calm and demonstrating patience –
both important attributes for any ECT to master.
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