Category: behaviour

“That Wouldn’t Be Said Now”… Or Would It? Supporting beginning teachers in an emboldened climate where schools are caught in the crossfire

Author's note: This blog has been hard to write and will be hard to read. I'm grateful for the support of colleagues, mentors and beginning teachers who have helped me to shape it. I hope it will be read in the spirit it is intended. It is an attempt to open up an important conversation … Continue reading “That Wouldn’t Be Said Now”… Or Would It? Supporting beginning teachers in an emboldened climate where schools are caught in the crossfire →

Using purpose not power to create a positive learning culture

Photo by Tima Miroshnichenko on Pexels.com Fernando, a brilliant mentor in our partnership, is often heard to say that his mentees, need to teach with ‘purpose not power’.  Beginning teachers often find classroom management hard, struggling with the idea they have the right to ask for and expect pupils to follow their instructions.  Usually this … Continue reading Using purpose not power to create a positive learning culture →

Setting granular targets for beginning teachers

Photo by Mikhail Nilov on Pexels.com Saima’s teaching practice placement is well underway, and she is getting used to the pattern of her teaching week and her regular mentor meetings.  Things have been going pretty well, but she is gathering rather a formidable list of targets, including: "Improve classroom management around transition points." "Develop subject … Continue reading Setting granular targets for beginning teachers →

Sensing a change in the weather: The importance of reading the room to pre-empt behaviour

Photo by Brett Sayles on Pexels.com During the past two years I’ve been on a rapid learning curve in my role as a basketball mum.  I am still learning the rules of the game so this week, as I found myself watching a professional league basketball match, I was still having to seek clarification about … Continue reading Sensing a change in the weather: The importance of reading the room to pre-empt behaviour →

It’s as easy as 1-2-3: The importance of contextualised behaviour routines and mentoring support for beginning teachers

Photo by Magda Ehlers on Pexels.com Jessie is starting to assume more responsibility for her classes.  So far, she’s taught around 15 whole lessons, but hasn’t had to do any teaching completely independently.  Her mentor, Jasdeep, has always been on hand to step in if behaviour started to creep out of control or Jessie was … Continue reading It’s as easy as 1-2-3: The importance of contextualised behaviour routines and mentoring support for beginning teachers →