Partnership, innovation and
research to improve practice
Behaviour Management Forum
Imagine you are a trainee teacher. You have been at university
for 3 weeks working with peers and tutors preparing for your
first School Placement in a secondary school comprising 1200
children (aged 11-18) and 100 staff.
Work with a partner (preferably never met before) and identify 3
agreed priorities for your early development as a teacher.
Steve Holden
Partnership, Teacher Education
Department of Teacher Education
Partnership, innovation and
research to improve practice
Behaviour Management Forum
Steve Holden
Partnership, Teacher Education
Department of Teacher Education
Sheffield Hallam University
Undergraduate, post graduate, GTP
Partnerships
 Teaching schools
 Training Schools
 Consultation schools
 Local Authority
 School Designation
Identified need:
 NQT survey 2011
 Yorkshire and the Humber schools
Key deliverables
 Further development, of strong and sustainable
working partnerships
 Co-design, implementation and evaluation of
innovative and effective classroom-based
experiences for trainee teachers
 Development of future training models and
sustainable high-quality ITT and CPD practice
 Dissemination of learning
Behaviour Forum
26th & 27th January
2012
420 secondary
trainee
teachers
4 Teaching
School
Alliances
30 + schools
40 + staff
Day 1: School based
Day 2: University based
Programme Day 1
 The school in context – Headteacher input
 "Top tips" for managing behaviour
 Lesson observations – secret students
 Meeting with NQTs
 Student panel
 Staff panel
 Behaviour simulator
 Videos
 Forum theatre
 Plenary sessions
Programme Day 2
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40 minute presentation on social and emotional
aspects of behaviour for learning
General Professional Studies session
collaboratively presented
Subject specialist aspects of BfL
Input from teachers from schools
Focus on Behaviour for Learning. Reasons
children might present with certain behaviours
which challenge learning
Short term and longer term strategies
Critical success factors
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Sponsorship from each school’s Senior
Leadership Team
Schools expertise in working with trainees
Collaborative, high trust partnership work
Schools investment in preparation and planning
Participation and staff time in schools to deliver
Student voice
Robust link between day in school and day in
university
Balance between common core and differences in
individual schools programme
Challenges

Logistics
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Balancing cohort sizes/geography
Mix and match of trainees
Coordinating pre-event paperwork
CRB/ID checks
Communication – Schools/Provider/Trainees
 Trainee expectations – observed outstanding
teaching and effective behaviour management

What worked well
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Experiencing behaviour strategies within the school
context
Opportunity to discuss experiences with NQTs
Discussing behaviour and learning with a student panel
Tightly focussed lesson observations - learning how to
observe for behaviour and classroom management
techniques eg First 20 minutes then log effective teacher
behaviours together
Picking up practical strategies from teachers rather than
theory
Regular plenary sessions throughout the day to gather
and consolidate techniques
Behaviour Simulator/Forum Theatre activities/Videos
Evaluation
Sheffield Hallam University evaluation - schools
 Notre Dame Teaching School TDA evaluation
 Trainees' evaluation
 NQT survey 2013

Dissemination
 Teaching School networks
 SHU ITT Partnership Portal
 SHU ITT Summer Conference and regional
events
‘It made me realise that outstanding behaviour
management is achieved thanks to the sum of many parts’
‘Insightful, lots of good practice, a rare opportunity to see
teachers in action’
‘Getting different ideas of what can and is used has helped
me to think about tactics that can be implemented
in my classroom’
‘Pupils say a good teacher is “firm, fair and fun”
so I’ll be just that’
'Very impressed with the structure, context, organisation,
and delivery of the day. Thanks for all the effort that must
have gone into arranging the day'
Wickersley Teaching School