Trainee & NQ Report June 2016

Trainee & NQ Report The marking myth

PHOTO: SARAH TURTON

Excessive marking does not equate to being a good teacher and can, in fact, undermine your effectiveness in the classroom.

That was ATL policy adviser Anne Heavey’s message to the ATL Future group of trainee and newly qualified teachers when she spoke at a fringe session at Annual Conference.

Heavey told members: “There is a kind of cult of marking: ‘I mark lots so that makes me a good teacher.’

“We need to make sure we are not perpetuating that myth that you have to be a slave to your marking,” she added. “You need a work-life balance.”

Heavey went on to say there is no evidence deep marking, which came into fashion in 2011, has a long-term positive impact on attainment, adding it should have a place in the ‘marking toolbox’, but be reserved to specific rather than all pieces of work.

ATL Future members gather in Liverpool at ATL’s Annual Conference

“Marking can impact negatively on the curriculum that’s taught, because, if you have spent the whole night marking, you are not in a fit state to teach,” she warned.

Urging members to remember that marking is only one part of feedback, Heavey said a Department for Education workload report on marking, one of three reviews on the main drivers of teacher workload, has recommended that it should be meaningful, manageable and motivating.

Earlier in the session, Chris Henley, a teacher with 35 years’ experience, offered tips to the new teachers on how to reduce the time spent on marking.

“You cannot conceivably wholly mark every single thing that comes your way,” he said, adding that teachers can save time by live marking in class.

Other pointers include asking students to have their books open at the right page, which stops time being wasted by hunting through exercise books.

“You can save your marking time by a third by asking them to have the books and the folders open at the right page,” said Henley.

Finding out if the school has a marking convention is also worthwhile, he added, giving an example of a school that used ‘sp’ for spelling, ‘p’ for paragraph and ‘ww’ for wrong word.

TAKE CONTROL Tips for dealing with a noisy class ATL FUTURE Louise Atkinson on marking for pupils’ benefit

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New teachers need support Newly qualified teachers need more support if they are to stay in the profession, said ATL general secretary Mary Bousted in her recent TES blog. Read it at http://bit.ly/1R67994.

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ASK ATL Liz Coston answers questions on parents’ evening and securing a TLR

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JUNE 2016

IN THIS ISSUE…

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2 TRAINEE & NQ REPORT BEHAVIOUR ADVICE

From chaos to calm

FORMER DEPUTY HEAD AND AUTHOR ROB PLEVIN SETS OUT SOME STRATEGIES FOR GETTING AND MAINTAINING CONTROL OF THE CLASS ONCE UPON A TIME, a fresh-faced, idealistic young teacher emerged blinking from teacher training camp. Armed only with a dream of putting the education world to rights, brand new elbow patches and a burning ambition to be the most popular teacher in school, he tackled the world head on.

He challenged the establishment and won. He changed the face of education forever. The kids loved him, his results were outstanding and Benedict Cumberbatch won an Oscar for playing him in a film.

And then I woke up.

I have to admit I found the real teaching world a bit of a shock and came down to earth with a bump. At the start of my teaching career, I used to go home in the evenings in a rage, so angry that my students could get away with the things they did, furious that there seemed to be no way of reaching or dealing with them.

Then, by chance, things changed.

I took a job at a pupil referral unit. I decided there and then that I wanted to really connect with these young people.

I wanted to help them succeed and I wanted to learn the skills that would enable me to manage their behaviour.

In Take Control of the Noisy Class, I provide a wide range of ideas you can dip into – here are some extracts from the book: Be vigilant – what you miss persists By simply moving around the room more, walking to the back when addressing the group or spending a few moments

offering friendly support and checking the work of students you normally avoid, you will be amazed at how the atmosphere in the room changes.

When you act as though you own the room – all of it – you will see an immediate and marked decrease in the amount of disruptive behaviour you have to deal with.

Give the impression of being in control The way you move and hold yourself in the classroom gives a clear message as to how confident you are feeling.

Standing limply with your head on one side, looking at the floor, curling one hand behind the other and clasping your hands are all obvious invitations for a

tough class to walk all over you.

Young people are experts at noticing when our limits are being reached, and some will take advantage of a teacher they feel is ‘losing it’. Refrain from making lots of wild hand gestures and keep an ‘open’ posture when you’re talking to students. Don’t forget to smile.

A smile makes you much more approachable and suggests you’re relaxed and comfortable.

Remain calm A calm, matter-of-fact approach is far more effective than shrieking. Shouting gives the impression you have lost control, so keep the emotional outbursts for when they have done something right. Keeping calm is about not getting drawn into

ATL support Dealing with classroom behaviour is a challenge for all teachers. ATL’s 2015 behaviour survey, which was answered by almost 1,000 education staff, found that 89% had dealt with disruptive behaviour in the past six months, ranging from 94% who had experienced verbal assaults to more than 67% who had been on the receiving end of physical aggression, such as scratching and hitting. Poor behaviour resulted in classroom disruption, said more than 80% of the survey respondents.

More than half said poor behaviour caused them stress.

The impact of students with

special educational needs who do not receive enough support in the classroom was also considered by respondents to have an impact. More than 59% said initial teacher training does not provide sufficient training to prepare new teachers for dealing with disruptive and challenging behaviour.

ATL offers a range of CPD on managing behaviour, both online and in workshops. Visit www.atl. org.uk/learningzone to find out more. You can also download or order our publication, Managing Classroom Behaviour, from www.atl.org. uk/managingbehaviour.

students’ backchat or attempts to start an argument with you, no matter how much eye-rolling, muttering, complaining and swearing they try. This will not only give them the reaction they are trying to provoke, but you also run the risk of the situation escalating into a much more serious incident. Once they get you started, they really don’t like the show to end.

Be consistent In every classroom, there are going to be students who push boundaries too far, no matter how positive and student-centred you are.

All students need to see you being consistent.

Giving clear instructions Issuing clear instructions is about ensuring we communicate the right message to our students in the right way, so as to minimise confusion and confrontation and to maximise the chances of us getting the behaviour we want.

The way we use our voices has a large effect on the way our message is interpreted.

Give clear instructions in a calm, assertive manner. Use warm, open, non-threatening body language. Frowns and scowls should be replaced by a confident, welcoming smile.

If we want young people to behave responsibly, we need to model what we want to see.

Losing your temper and shouting only makes them upset and encourages them to mirror this communication back at you.

TRAINEE & NQ REPORT 3 ATL FUTURE

“Shouting gives the impression you have lost control” Avoid excessive teacher talk Giving too many verbal instructions can become very distracting for students. I see new teachers doing this a lot – you rush through the instructions for an activity and then keep interrupting and stopping the group from working while shouting more instructions, which they either forgot or you didn’t explain properly.

Eventually, students tune out, which makes it difficult to get their attention when you have something more important to say. If you are explaining a complex task, you need to break it down into very simple steps (or single teaching points) and go through each of these carefully – ensuring students have completely understood each stage. Try writing down your instructions as a concise, one-step-at-a-time checklist, cue card or reminder sheet, and give one to each student at the start of a task. Then, rather than

constantly telling them what to do, you can just refer them to the checklist.

Dealing with inappropriate comments Calmly state that the conversation is inappropriate and must stop. Make the statement without emotion and then move on with the lesson. It should be a complete brush-off. Don’t get drawn into a conversation with this student and don’t respond to any more of their comments – you’ve dealt with them and they deserve no more of your attention. Or you can create a diversion. Another way of dealing with inappropriate comments is to take out a pen and paper and write them down and say you’re making a record so you don’t make a mistake when you’re explaining the behaviour to another person.

Establish your support network There are three main sources of support available to you: your students, your colleagues/ management team, and parents and guardians.

Extracts taken from Take Control of the Noisy Class by Rob Plevin © Rob Plevin 2016 ISBN 9781785830082

WIN A COPY of Take Control of the Noisy Class: From Chaos to Calm in 15 Seconds (£18.99).

Email your name and contact details to report@atl.org.uk

YOUR FIRST TEACHING JOB YOU HAVE OUR FULL ATTENTION hays.co.uk/education

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ATL Future

Louise Atkinson, ATL Future steering group vice-convener A green pen and three different highlighters are my constant companions; marking seems to take up all of my time. I have 26 children in my class.

If I spend two minutes marking each book, which is not long and I find next to impossible to stick to, a set of books takes the best part of an hour. I stopped taking more than one set home on a week night.

It was soul-destroying taking them back to school unmarked because I simply couldn’t get them all done. I have fallen asleep on pupils’ books many times!

Monday to Thursday I take home one set of books, and two sets on a Friday night. My pupils peerand self-assess in some of my lessons, some work is marked with the children during lessons and I mark books during my lunch hour. My teaching assistant marks all the homework for me. I still work at least six hours a week over my directed time in order to keep up with my marking.

Is it for the parents to look at during open evening?

Is it to impress my headteacher or the inspectors when they call? Or do I mark to improve children’s progress and inform my planning and assessments?

I ask questions of pupils in my marking. I give them a hint or tip to the next step and get them to correct their own work. When I mark a pile of books I split them into the ‘can dos’ and the ‘can’t dos’, and those who have not succeeded get a group session during the next lesson. I believe that, by marking everything, the children make an extra effort in everything they do. They know I will read it.

Marking is a vital conversation between myself and the pupils that enables them to be successful, to learn and to progress. I mark for my pupils. Make sure that you set up a routine for marking that is manageable and allows you to have a good work-life balance.

Hays Education and ATL have a unique partnership to offer new members the very best in career advice and job opportunities.

With a network of over 40 offices, Hays has access to the best permanent and temporary jobs across the country. If you are looking for your first position, we can offer a personalised service to help you find the role that is perfect for you.

To search for your first job visit hays.co.uk/jobs/atl For more information email us at atl@hays.com or to find your nearest office call 020 7259 8794

03/05/2016 10:41

4 TRAINEE & NQ REPORT ADVICE

Ask ATL…

ATL MEMBER LIZ COSTON IS A DEPUTY HEADTEACHER AT A JUNIOR SCHOOL. HERE SHE ANSWERS SOME OF YOUR COMMONLY ASKED QUESTIONS I HAVE MY FIRST PARENTS’ EVENING COMING UP, AND AM NERVOUS, HOW CAN I PREPARE TO MAKE SURE IT GOES WELL?

I AM ABOUT TO FINISH MY NQT YEAR AND AM STARTING TO THINK ABOUT TAKING ON MORE RESPONSIBILITY. WHAT STEPS COULD I TAKE TO IMPROVE MY CHANCES OF SECURING A TLR?

Meeting parents can be nerve-racking, but it is a very important session to plan for.

I have always found parent meetings to be enjoyable and productive, because building relationships with parents and carers is essential to our success as teachers.

I always make notes about each child so I am clear about what they are doing well in, and the areas where they need to improve. Parents and carers want to know how their child is doing academically, how they can help and, above all, if their child is happy in school. These notes will guide you in each meeting.

If you have to make a negative comment, make sure you start with a positive first. There should be no major

First, well done for nearly finishing your NQT year.

Second, well done for wanting to develop yourself. There are various things that you can do to improve your chances of securing a TLR in the future.

Talk to your mentor and headteacher about the future, your passions and interests. All good senior leadership teams want to develop their staff.

Show your leadership team that you are keen to develop by running an after-school club that relates to an area you are interested in, eg a maths club.

Ask your mentor if you can attend any relevant courses that will develop your interests and skills. Of course, there are other ways to develop, too – through reading, online courses and so on.

surprises. Hopefully, you have shared any concerns before the meeting.

Some parents are trickier than others, so if you have any concerns regarding a certain parent, ask someone from the senior leadership team to be around or sit in the meeting with you.

Good preparation will also help you keep to time. Running late with your appointments is never helpful and can make parents who have been waiting rather annoyed.

If a parent needs more time, arrange another meeting.

Be confident when you talk to parents. Be honest too.

If you can’t answer a question tell them that you will get back to them. Above all, try to enjoy it.

YOU ARE NOT ALONE PROFESSIONALLY

Other colleagues can be a great source of help and support. You can also seek advice from the ATL rep in your school, your local district/branch secretary, or one of ATL’s member advisers on 020 7930 6441.

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Sudoku competition

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JOIN THE DEBATE…

An excellent way to develop your skills is to ask to shadow a subject leader. This will enable you to begin to learn about the responsibilities of leading an area without being fully responsible, eg developing resources, doing a book scan, learning walks or looking at data together. This may bring you to other things, such as helping to lead a staff meeting.

Focusing on becoming an outstanding classroom teacher is also essential if you want to get that promotion. All good leaders lead by example.

Being positive, flexible and hardworking is also super important. Schools work well when everyone pulls together, so show you are a good team player.

Good luck!

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WIN!

One lucky winner will win £50 in Marks & Spencer vouchers, courtesy of Hays Education.

Simply send your completed sudoku to: TNQR sudoku competition, Think Publishing, Capital House, 25 Chapel Street, London NW1 5DH

Closing date: 28 June 2016

Tick here if you do not wish to receive the latest information from Hays Education.

Write your name and contact details, including your email address, here:

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2 Terms & conditions: Please include your full name, address (including postcode), email address and telephone number. The winner will be picked at random from the correct entries on 29 June 2016. They will be notified and their name will be published in the next issue. The editor’s decision is final. No purchase is necessary. The prize is non-transferable. Employees of ATL and Think are not eligible for the prize draw.