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…Not what I expected to hear when I asked one of our recent alumni how the last year had been for her. ‘I came to realise that teaching is so terribly important, every lesson must be right. I knew I had a lot to learn and practise but I became aware that there wasn’t any time to lose for the pupils I taught. So, it felt like it was a year of dangerous doing’.
Tracey Maloney e-Qualitas’ Initial Teacher Training DirectorThis alumna, also a career changer, opened her final presentation with a slide showing artefacts from her own schooling, a Rubik’s cube, Wham, and an extraordinarily large mobile phone It served as a reminder to those of us who have expert colleague status, that expertise is hard won, a journey often charted through vast liminal spaces
There is an important point to be made here about high stakes learning, acquiring expertise when working in situations that carry huge importance, understanding the vital significance of every lesson to the overall education of pupils This is why we, as Teacher educators, share many parallels with the medical profession and the ways in which they, over time, make expertise and judgement visible to novices
Being evidence-led is another trait that we in education share with the medical profession, our evidence base at eQualitas is updated to incorporate the most up to date educational research, our trainees value their training days for the evidence and research that they can interrogate within their subject or phase community However, it is the gradual expertise that is gained within school, exercising judgement, incrementally acquiring expertise that trainees value so greatly We know that this does not come about by accident At eQualitas we talk endlessly about ‘designing in’, not leaving training experiences to chance, something we know that schools also do on our behalf; designing and crafting learning experiences that offer analysis of expertise for trainees
The landscape of ITE is shifting to making doing feel a lot less dangerous. The advent of intensive training and practice enables us all to craft very specific
learning experiences for trainees, focusing on a granular element of practice
We have looked to the research of Pam Grossman and her colleagues who have developed a framework for the teaching of practice, including the elements of representation of practice, decomposition of practice and approximation of practice An aspect we have focused on in recent mentor training is the importance of expert representations and making that explicit to trainees
The ability to decompose practice depends upon the existence of language and structure for describing practice - Grossman describes it as the ‘ grammar of practice’. Along with mentors, we are building the language for describing practice, centred around instructional coaching and being explicit with the definitions and terms related to both our substantive and disciplinary knowledge, in addition to decomposing the daily complex interactions of an expert teacher.
Grossman uses the term ‘learning inside practice’ and I’m not sure we could have come up with a better phrase to describe what we do at eQualitas. Our trainees are continually applying what they learn from their subject and phase community training days, supported by schools who are representing that practice in subject and phase departments. The eQ tutor completes the cycle of enquiry by further facilitating the decomposition and approximation of practice
So, yes there is a shift in ITE, but one that more readily
incorporates the methodology that is proven to be the most effective in achieving mastery in the aspects of the role of a teacher.
If we remember back to our own early novice teaching days, we would all confess to feeling that there were times when we felt amid some dangerous doing. We hope that with the advent of ITaP we can offer trainees the opportunity to enact elements of practice with a high degree of support, so beginning a virtuous cycle of enquiry across the partnership.
References:
Teaching Core Practices in Teacher Education, Pam Grossman, 2018
Reading for Pleasure is a priority for all teachers in all schools. ‘Reading for pleasure’ has been defined by the National Literacy Trust as “reading that we do of our own free will, anticipating the satisfaction that we will get from the act of reading. It also refers to reading that having begun at someone else’s request we continue because we are interested in it” (Clark and Rumbold, National Literacy Trust, 2006)
Promoting reading can have a profound impact on children and adults and their future and their wellbeing This includes improving their reading attainment and writing ability, breadth of vocabulary, reading confidence, general knowledge, community participation, text comprehension and grammar
The Reading Framework was published in 2023 Reading Framework, 2023 The framework includes guidance on improving reading in schools
Encouraging Lifelong Learning
Fostering a love for reading in schools extends far beyond the classroom When students develop a habit of reading for pleasure, they are more likely to become lifelong learners They understand that knowledge is not confined to textbooks and that books can be windows to different worlds and perspectives A love for learning can have a profound impact on a student’s future academic pursuits and personal development
Building Strong Foundations
Reading is the vehicle through which students acquire knowledge, develop critical thinking skills, and enhance their vocabulary. Reading for pleasure in schools not only introduces students to the joy of books but also helps them establish a strong foundation in language and comprehension skills. As students read for enjoyment, they inadvertently improve their reading proficiency, which is essential for success in all subjects.
Enhancing Empathy and Cultural Awareness
Reading for pleasure can expose students to diverse characters, cultures, and experiences By immersing themselves in the stories of others, students can develop empathy and an understanding of the world beyond their immediate surroundings This can then foster a sense of global citizenship and help students appreciate the richness of human diversity
Boosting Creativity and Imagination
In the digital age, where screens dominate our lives, reading provides a unique opportunity for students to unleash their creativity and imagination Unlike passive forms of entertainment, reading requires active engagement When students read, they paint mental pictures, envision worlds, and create characters in their minds This imaginative exercise is essential for developing creative thinking skills, which are invaluable in problem-solving and innovation
Strengthening Emotional Resilience
Books often explore complex emotions, challenging situations, and moral problems Reading about characters facing adversity and triumphing over challenges can help students develop emotional resilience This teaches them that setbacks are a part of life and that they can overcome them This emotional growth is vital for a student’s overall wellbeing
Improved Academic Performance
Studies have consistently shown that students who read for pleasure tend to perform better in school. Their enhanced reading skills translate into improved performance in various subjects, including mathematics and science. Reading for pleasure expands a student’s knowledge base and vocabulary.
Building a Strong Community of Readers
Incorporating reading for pleasure into the school culture can also foster a sense of community. Book clubs, reading challenges, and shared reading experiences bring students, teachers, and parents
Schools must prioritize and promote reading for pleasure by providing access to a diverse range of books, creating inviting reading spaces, and encouraging students to explore the limitless worlds that literature offers. In doing so, they can equip students with the tools needed to thrive academically, emotionally, and intellectually. Reading for pleasure in schools is an investment in the future of our students.
Further reading:
Batini, J , F , Luperini, V , Cei, E , Izzo, D and Toti, G (2021) The Association Between Reading and Emotional Development: A Systematic Review Journal of Education and training studies 9(1)12-48
Clark, C , & Teravainen-Goff, A (2018) Mental Wellbeing, Reading and Writing: How Children and Young People's Mental Wellbeing Is Related to Their Reading and Writing
Experiences National Literacy Trust Research Report: National Literacy Trust report
Sullivan, A , & Brown, M (2015) Reading for pleasure and progress in vocabulary and mathematics British Educational Research Journal, 41(1), 971–991. https://doi org/10 1002/berj 3180
Torppa, M , Niemi, P , Vasalampi, K , Lerkkanen, M K , Tolvanen, A , & Poikkeus, A M (2020) Leisure Reading (But Not Any Kind) and Reading Comprehension Support Each Other A Longitudinal Study Across Grades 1 and 9. Child Development, 91(3), 876–900 https://doi org/10 1111/cdev 13241
Subject Specificity is at the heart of what we do. We say this a great deal and at e-Q, we really mean it. It is not always easy to achieve but we feel that it is the cornerstone of our model, and we work very hard to preserve it.
The eQ programme is structured around subject and phase communities, headed up by subject and phase leads. We feel that this offers us the opportunity to embody subject and phase in the fullest sense. All programme staff are subject experts, they contribute within their field and have forged strong links to their subject and relative associations.
Secondary trainees have nine subject days where they can fully develop their substantive and disciplinary knowledge, taking them beyond the specifications they may teach and exploring the breadth of the subject. Trainees actively develop subject knowledge even further; we build on and demonstrate the need to hone subject knowledge as a career long aim.
Primary trainees have twelve days developing the core subjects of Phonics, Maths and English, along with training days dedicated to each Foundation subject Accompanied by our own ‘textbook’ detailing the substantive and disciplinary knowledge within each subject means that trainees are continually improving their own expertise
We have a Scientist and a Writer in residence working with trainees to deepen their knowledge yet further. Every subject and phase community has a beyond the classroom experience to explore a part of their subject at either a museum or a linked event. Our central London location is so valuable in this, as trainees and Subject Leads can offer additional curriculum experiences. We try to not only take care of the knowledge required to teach the subject successfully but also nurture the hinterland that we would all want teachers to have.
We work hard to remove genericism from the training of our trainee teachers and ensure that we allow the subject lens to permeate the work of our core training days Yes, of course everyone focuses on Behaviour in their core training, as it is an important quality first teaching principle, but the subject gaze is paramount Secondary PE will approach this in a way that differs from Secondary Science which is again different from Primary phase colleagues Shared evidence base but distinct subject lens, it’s at the heart of what we do
Esther Ambrose-Dempster is the scientist in residence for e-Qualitas. Esther is currently working towards a PhD at University College London, researching the enzymatic breakdown of plastic.
We caught up with Esther at a recent e-Q Science disciplinary training day to find out more about her work with e-Q trainees and the importance of communication in science.
(e-Q) How have you worked with e-Qualitas’ trainee Science Teachers this year?
(EAD) “I've run two sessions with the e-Qualitas’ science cohort, with the first one focussing on scientific method In that session I ran through the kinds of scientific method I have been exposed to and how I've developed my scientific method over the last couple of years while I've been doing my PhD
I had informal conversations with each of the science trainees last time as well, which was interesting In the second session I ran through advances in chemistry that have impacted on my research and work; such as the advances in technology around biochemistry that have helped me throughout my PhD I’ve explored this, alongside the idea that the breakthroughs we hear about in the media and Nobel prizes aren't necessarily the advances that make research easier on the level where I work at ”
How did your experience of science in school lead you to your chosen area of research today?
“My experience with science in school was positive I had great teachers for Chemistry, Physics and Biology While at school, there wasn't any one science that I was most interested in particularly enjoyed the most I went on to study Natural Sciences at University, which allowed me to continue with all of them, until the point I was ready to choose
When I was at secondary school, there was one particular chemistry lesson, where I remember my teacher telling us about the systematic naming of molecules; I remember looking at a bottle of moisturizer later that day and understanding what those molecules would like look like in space and that kind of brought it brought science into life for me and it was that link between the real world and science that really spurred me on to do science ”
How important are communication skills within science?
“I think that science communication is very very important It was a key focus of much of my undergraduate degree, so I received quite a lot of training in science communication with writing articles, interacting with people and communication through television and other media
I think it's very important because there's quite a hangover from a time science was only accessible to the very wealthy or the very educated, but now I think there's a better drive towards less top-down communication; creating an understanding that science is in all the world that we experience and trying not to make people scared of science So that you can so that people don't hear the word science and think, ‘Oh gosh - I don't understand that I can't do that!’; that is something I really feel quite passionate about
Science communication is extremely important within science, you must be aware of the fact that people should be expected to understand the jargon to be able to take part in it and the thought patterns around science. You must be aware of not hindering that and restricting people when they're talking about science.”
Esther is returning for a second year as e-Qualitas’ Scientist in Residence, where she will be working with e-Qualitas’ Secondary Science and Primary trainee teachers, throughout the 2023/24 Academic Year.
Nurturing the wellbeing of all within our partnership is not just desirable but an essential commitment.
We, at e-Qualitas, understand the significance of wellbeing, as we believe that a thriving and balanced educator is the key to fostering a nurturing learning environment for pupils. Our approach to wellbeing is underpinned by our Ways for Wellbeing, which encompass our working practices, wellbeing curriculum and vision for wellbeing across the partnership.
Ways of Working Ways of Watching and Winning Ways of Waving Ways of Wishing Ways of Wondering Ways of Winding Down
The partnership structure that defines our program allows for early identification of wellbeing issues and emerging needs Through open channels of communication and a dedicated support system, we ensure that trainees are not left to navigate these challenges alone Together, we foster an environment where trainees feel valued, supported, and capable of overcoming obstacles
Throughout the course, we recognise that several key areas can often become flashpoints for trainees: issues related to classroom practice, academic demands, professional relationships, workload within the school and personal circumstances We continually strive to address these effectively through adapted support and appropriate signposting to Education Support
Ways of Working
This pillar encompasses the practices that are not only currently in place but also those that can be implemented to enhance productivity and reinforce boundaries and respect in the educational journey of our trainees.
In today's fast-paced teaching landscape, managing workload is paramount Our curriculum acknowledges this, and we emphasise the integration of evidenceinformed methods and strategies that trainees can seamlessly incorporate into their practice By doing so, we empower our trainees not only to manage their wellbeing during their training year but also to carry these essential skills into their future teaching careers The Wellbeing Pause Point, which trainees complete in Term 1 1, introduces them to The Eisenhower Matrix and Pomodoro Technique to prioritise and manage their workload The trainees also explore the impact of multitasking on productivity through a focus on neuroplasticity
Finally, we encourage trainees to look ahead to flashpoints that might arise during the year to identify strategies that they may need to utilise to manage their wellbeing
The journey to becoming an effective educator is demanding, but it should never be at the expense of one's mental and emotional health By embracing evidence-informed methods, nurturing a culture of respect and resilience, and actively engaging in the wellbeing of trainees, we aim to ensure that our future educators not only survive but thrive in their roles We invite you to join us in this essential mission Together, we can build a community of educators who are not only highly skilled but also resilient, compassionate, and deeply committed to the art of teaching
Corinne Goldberg gained her QTS with eQualitas earlier this year, having enrolled on via Teaching Apprenticeship Programme.
Having now begun her first year as an ECT, at the Primary School she was primarily employed in for the ITT year, Corrine looks back at the year to discuss the impact of her Second School Placement (SSP).
(e-Q) What did you most enjoy about your Second School Placement?
“I really enjoyed working in an age group which was not familiar to me having worked in year 6 for so long I enjoyed the relationships I was able to make with younger children and also practising more of the strategies learnt in training which were more suited to children learning new skills earlier in their education I have worked in my first placement for a long time and was nervous travelling to a new school but everyone made me feel welcome and this was one of the best parts of the placement – bringing myself out of my comfort zone and gaining experience and advice from new professionals ”
How did it develop your practice or deepen your knowledge?
“My second placement allowed me to take ownership with more planning including planning long term learning sequences for topics such as Art and History I was provided with schemes but given freedom to adjust and adapt based on what I knew about the children and what I thought would allow them to learn more and remember more
I also gained experience using manipulatives and resources more in maths with a younger age group learning new skills In my first placement I did not do this as much and it allowed me to practice some of the skills and strategies I had seen in training ”
What would be your 3 pearls of wisdom to give to trainees going on their Second School Placement this year?
“The first would be to have your lunch in the staff room! Some of the conversations I had were refreshing and it was really nice to hear from teachers enjoying their job and also get to know them on a more personable level.
Secondly, plan your time in advance – ensure you have enough time to get to know the children and the schemes used but ensure you have enough time to take more responsibility and plan the way you like to teach. The time goes very quickly and I wanted to get as much out of the experience as I can
Finally, take all your planning home. I left most of mine on their systems and wish I had some of it to look back on and direct my planning now. ”
How did you prepare for SSP and how did this help with the transition from your main school to SSP school?
I visited my SSP who were prompt in giving me any information I might need. I also met with my mentor who sent me all of her log ins and things that I might need to get ahead of myself if I wanted to during the holidays
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What were you most apprehensive about?
“I was nervous walking into a new school having been at my current school for so long but very quickly settled having made an effort to get to know staff and children.”
If you could do your placement again would you do anything differently?
“I might have tried to spend a little more time in year 6 there, a year group that I am familiar with in my school and now working in as an ECT Sharing practice and knowledge is so important and when you have your own class there is very little time to do this ”
How did eQ support you while on placement?
“Shanti was always available for questions and quick to respond to any queries I had I think the time spent talking with mentors at the beginning and the training that was offered meant that tutors and mentors knew each other and could discuss anything freely Her visit was always enjoyed and while discussing the things that went well she was able to advise next steps in my remaining time at the school to ensure my time there was well-spent ”
How did your placement school support you whilst on placement?
“My lead placement mentor was able to have release time to observe alongside Shanti and my second placement mentor which meant there was always clear communication and consistent reflection on what was going well and where we needed to focus my time
How did SSP help you to develop across the 11 curriculum areas?
It particularly helped me with my planning and having to do this more independently My home school was always a partnership between me and my mentor and we did everything together but my SSP allowed me to become a more independent learner and try things that I hadn’t been able to do to this point
When teaching in SSP what new pedagogical approaches did you develop?
I had to slow a lot of my teaching and used more manipulatives and concrete resources to model to the children the best way to approach problems I had to be able to adapt my teaching more, without TA support in my class, this was valuable during my SSP
How did it deepen your knowledge of how children learn?
The I do, we do, you do approach was key in my teaching here and recognising that the children need to have problem solving modelled to them in order for them to learn With the younger children this was more evident
How did your substantive and disciplinary knowledge expand whilst on SSP?
Taking full responsibility for Art and History planning really allowed me to deepen my substantive and disciplinary knowledge alongside support from a scheme but also having the confidence to try things my way I would definitely recommend leading and planning a subject which you may not have done at your lead school to expose yourself to things you are not as comfortable teaching
What new opportunities did you have whilst on placement? (opportunities to teach other subjects for example)
I observed more external teachers at this placement which was beneficial such as MFL and music As discussed before my planning was also supported by schemes which further supported me
How did SSP support you in learning your craft from other professionals?
Observing, quietly taking notes and magpieing all the ideas that I loved to go back and share with my mentor I thoroughly enjoyed it and feel the process would be good at any stage in your teaching career!
We wish Corinne and all the 2022/23 Alumni all the very best for their ECT year and beyond!
Critical reflection at e-Qualitas is not an add on but rather a means by which trainees can move into a space of deeper understanding and deepen their knowledge from the core and subject training days. We are evidence led and within our subject communities we share models and frameworks to hone this important skill further.
Central to the field of reflection in Education is Dewey’s (1933) ideas He proposed that reflection is:
which it tends.”
(Dewey,
1933 p 118)
Dewey’s points to the examination of self and knowledge Whilst the process of critical reflection for teachers has been debated and disputed by many authors, the importance and purpose of teachers critically reflecting upon their practice and the impact of this on their professional practice has been researched and agreed by many (Boud et el , 1998; Larrivee, 2000; Korthagen, 2001; Kelchtermans, 2009 and Brookefield, 2017) They all agree that reflection can support teachers to make professional progress
The significance of reflection for teacher trainees
Teacher trainee policy in England emphasises the importance of teacher reflection in supporting the professional growth of teachers The Carter review (2016), which examined teacher training, suggests a causal relationship between strong teaching reflection and strong teacher practice However, the DfE (2016) acknowledge there is not enough training for teachers to know how to reflect on their practice Also, the Core Content Framework (CCF) states that trainee teachers must be able to ‘discuss and analyse’ (p.5) their teaching choices.
In the ‘Professional behaviours’ (DfE, 2019, p.29) section of the framework it states that teachers are expected to reflect on their practice ‘engaging with research’ (p.29) and ‘identifying steps for improving’.
Barnet (1997) commentates on the purpose of Education and describes the educational value of criticality supporting this purpose To Barnett (1997), criticality involves ‘critical thinking, analytical reasoning, critical self-reflection, and critical action (p 6)’ Accordingly, he describes three reflection domains: knowledge (critical reason), the self (critical reflection), and action (critical action)
He also asserts that, the purpose of education is to foster critical thinking skills, understand oneself critically, and act critically, thereby making critical individuals who are not subject to the world but can act independently and responsibly (1997, p 7) This purpose is notable for trainee teachers developing autonomy in their professional practice
(continued over page)
“Active, persistent, and careful consideration of any belief or supposed form of knowledge in the light of the grounds that support it and the further conclusions to
Searle, e-Qualitas’ ITT Subject Lead for English
Meizrow (1991) posits that in transformative adult expectation, and the ways in which our experiences with the world, others, and ourselves have led us to make sense of them, supports reflective action. Hatton and Smith (1995) argue that reflection leads to reflective teaching. Reflective teaching is important for the professional growth of teachers and teacher trainees because it encourages theoretical and professional linking and thinking. A key role of in school mentors and teacher trainers is to support trainees to become reflective practitioners
Problematising the impact of the challenges of reflection for trainee teachers.
Whilst the importance, purpose and strengths of critical reflection are discussed earlier, there are however, criticisms of reflection It is suggested that self-criticality and performance-focused reflection can limit teacher reflexivity (Hobbs, 2007) In line with Johnson and Cassel’s (2001) observations, some trainee teachers can be overly self-critical of their performance, and some find it difficult to contextualise their actions and planning choices In teaching, this is problematic as it diverts critical thinking about
teaching and planning to the self, rather than on their students’ learning. Boud et al (1995) assert that this could distort their perceptions and affect their engagement with critical perceptions of their practice.
Too often we hear trainees making judgements about aspects of their teaching being ‘ poor ’ , ‘bad’ and ‘weak’ This is unhelpful and is a result of self-criticality due to wanting to measure their performance
Other criticisms of reflection for trainee teachers include suggestions that it is over-theorised and selfcentred (Rushton et al , 2012) Brookefield (2017) suggests that reflection relies on experience, and this is what trainee teachers lack Van Manen (1977) explores hierarchical levels of reflection trainee teachers often focus on technical and organisational reflection because they reflect upon their school and departments and they find it difficult to make reflection directed, deep, theoretical, and challenging (Cortrell,2017, p 207)
As trainee teacher support roles, we are particularly concerned with trainees being able to examine, analyse and reflect upon their subject pedagogy with a view to improving their practice and teaching
through setting subject specific improvement goals (Locke and Latham, 2013b). This can be achieved by supporting trainees to be good at critical reflection.
How can trainee teacher support roles support trainee teachers to develop critical reflection?
1. Have good knowledge of critical reflection frameworks to be able to recommend the most appropriate framework for each reflection.
2 Integrate opportunities for trainees to reflect upon their training and its impact in carefully structured, critical dialogue with support roles
3 Model and promote critical analysis- to show trainees how to question assumptions, discuss variable perspectives and detach oneself from situations to remove the personal bias and opinions
4 Acknowledge and understand that teaching is not without dilemmas and issues Critical reflection helps to problematise teaching
References
Brookfield, S.D., (2017) Becoming and Critically Reflective Teacher (2nd Edition) San Francisco: Jossy-Bass
Cottrell, S (2017) Critical Thinking Skills: Developing Effective Analysis and Argument. 3rd ed. London: Palgrave Macmillan
Dewey, J (1933) How We Think DC Heath: Lexington Massachusetts
Department for Education (2019) ITT Core Content Framework, Education Endowment Foundation Available at: https://assets publishing service gov uk/government/uploads /system/uploads/attachment data/file/919166/ITT core con tent framework pdf
Hobbs, V (2007) Faking it or hating it: can reflective practice be forced? Reflective Practice, International and Multidisciplinary Perspectives, Volume 8, Issue 3, pp 405417
Johnson, P. and Cassell, C. (2001) Epistemology and work psychology: new agendas Journal of Occupational and Organizational Psychology, 74, 125-141
Kelchtermans, G (2009) Who I am in how I teach is the message: Self-understanding, vulnerability and reflection, Teachers and Teaching: Theory and Practice, 15(2), 257–272 Korthagen, F (2001) Linking Practice and Theory: The Pedagogy of Realistic Teacher Education Mahwah, NJ: Lawrence Erlbaum Associates.
Larrivee, B (2000) Transforming Teaching Practice: becoming the critically reflective teacher, Reflective Practice, 1(3) 293-307.
Mezirow, J (1991) Transformative Dimensions of Adult Learning San Francisco, CA: Jossey-Bass
Rushton, I , Suter, M (2012) Reflective Practice for Teaching in Lifelong Learning, Maidenhead: Open University Press
Van Manen, M (1977) Linking Ways of Knowing with Ways of Being Practical, Curriculum Inquiry, Volume 6, Issue 3, pp 205-228
“Whilst it is impossible to eradicate all misbehaviour, it can certainly be minimised and the general climate for learning can be improved through the explicit teaching of learning behaviours, reducing the need for teachers to constantly ‘ manage ’ misbehaviour.”
(EEF Improving Behaviour Report, 2021)
“A learning behaviour can be thought of as a behaviour that is necessary in order for a person to learn effectively in the group setting of the classroom ”
(Ellis & Tod, 2019)
“Pupils frequently look to one another for social cues about what is acceptable behaviour, or desired/ popular behaviour This is driven by, among other things, a desire to fit in, not stand out, and to gain the approval of peer groups It is entirely to be expected that pupils will compete for status and attention amongst one another But if misbehaviour is normal, pupils often drift behaviourally towards that norm The teacher must assert what the norms of the room should be, even if they fall short Pupils must see and hear them promoted and required constantly ”
Teaching learning behaviours Norms
“A common misperception is that ignoring misbehaviour - or addressing it by praising students who are behaving - is the least invasive form of intervention In fact, ignoring misbehaviour is the most invasive form of intervention, because the behaviour becomes more likely to persist and expand The goal is to address behaviour quickly, while is manifestation is still minimal and the required responses still small ”
(Lemov, D. 2021)
References:
(Bennett, T. 2020) Bennett, T (2020) accessed from https://tombennetttraining co uk/wp-content/uploads/2020/05/Tom Bennett summary pdf Ellis, S and Tod, J (2018) ‘Behaviour for Learning: Promoting Positive Relationships in the Classroom’, Routledge EEF (2021) Improving Behaviour in Schools retrieved from Improving Behaviour in Schools | EEF (educationendowmentfoundation org uk Lemov, D (2021) ‘Teach Like Champion 3 0’, Jossey-Bass
On August 30th, 2023, we welcomed our full cohort of trainee teachers to their induction conference, titled ‘Creating a Climate for Learning’
The event, held at Ark Globe Academy, provided an opportunity for the full cohort to meet their e-Q Subject Leads and fellow trainees This also marked the beginning of the cohort’s teacher training year, as they undertook their first training sessions and programme activities