Is it normal to feel like this? NQT-related

[SandyBeachandtheDeckchairs]

This is only my 3rd week and I feel like I am sinking already. Can never fit everything in, don't seem to be able to manage the behaviour policy and feel like I never know I'm doing. Am finding my class really annoying and when I get home I find my own DD really annoying too (and she's not really) and am snapping at her all the time.
I really hate it and just want to leave.

I've only known one nqt outside my school and Im just on placements but yes I think it is common.
Do you have anyone at the school you raise it with?
Can you identify what bits you are struggling with - i.e. trying to make a perfect lesson plan rather than one that is good enough,

I'm going to email my mentor and ask for someone to help me with behaviour management. I just need someone at the back of the room to tell me when someone should be on orange/green/red!

Could you try making the decisions yourself (so you dont lose control of the classroom) and then asking if you can reflect on them (some key or worrying ones) with your mentor to check your approach is in line with school policy?

My problem is that I need to be more black and white about it, but spend ages weighing up each incident and then get bogged down and destracted by it. Should be able to say 'right you are on amber', but instead say if you do that again you will go on amber (seems silly I know) but it's a big thing in my school and I don't seem to be able to do it!

I am not a school teacher, but have taught adult ed for years..... to me it sounds like you are not being direct enough.

Your class need to know that xxx = orange, xxx = green and xxx = red and that is it. End of. If it happens, just look your student straight in the eye and say in a calm, firm, no nonsense voice "you are on orange / green / red."

Do you have a 'ground rules' discussion at the start of term, so everyone knows what the expectations are. Can you have agreed ground rules on the wall, as a visual reminder?

This is what I would do, but obviously I don't know whether this is allowed in schools.....

Good luck and remember your body language, stand up straight, use a positive voice and encourage and reward good behaviour. :)

The NQT year was definitely the toughest for me and most people I know, particularly if you've come from a PGCE. It seemed to be a staggering increase in workload and given the teaching shortage ATM I felt NQTs were regarded as fully fledged teachers rather than being recognised as technically still training and in need of support!

I'm not sure what stage you're at but I worked in a challenging secondary and was shocked at the impact of positive behaviour reinforcement. I never thought it would work on some of my tougher classes but they all seemed to love it. It also allows you to focus on how many things are going well in your classroom (of which I'm sure there are a lot of)
Even when they are writing the date calmly and neatly it would be 'thank you x, y, good job a, b' and it just gave an incentive for the well behaved children to continue as well as the more challenging students to realise they could get my attention in a positive way.
Building positive relationships with parents is also key.

Having said that I started using this more in my post NQT year when I was semi established- going OTT with these strategies straight away may have you seen as a pushover.

Behaviour is something you definitely want to be confident in even an amazing lesson can go to shit if control isn't there. Definitely speak to your mentor and ask for what you have suggested- just a very clear guideline on what behaviour goes where. Know
Workload is tough ATM but could
You also observe a teacher who's recognised as having great behaviour management? That was golden in my experience.

Good luck and - it's bloody tough Xx

So is the problem that you dont know What equals amber, green etc? Id try to observe a Teacher who is good at this to get a better understanding. Is this a school with a lot of discipline issues so taking a hard line approach? If so id go stricter even when you arent totally sure.

Have you read 'getting the buggers to behave'? Its a great book for behaviour management techniques.

It's completely normal. Teaching is a job where you never get everything done. Just do the best you can. Get your mentor to help you- that's why they are there!

That is the problem is this too nosy what is 'disruption' and what is normal behaviour for a 7 yr old. [scream]

Ask your mentor if you can observe a couple of teachers with different teaching styles. There is no 'one way' to do things. I also came on to recommend the book 'Getting the buggers to behave'.

The trouble with observing teachers with good behaviour management skills is it can look like they're not doing anything, that the kids just behave for them, which can be pretty soul destroying. Do it, definitely, but bear this in mind!

Write a list of things kids have done in your class before you meet with your mentor, then ask about them all - what level would they be?

The other vital thing is fairness. If one kid does x and gets orange, every other kid who does it has to as well. Even if it creates huge detentions or masses of paperwork. Kids are into fairness (as we all should be!)

I agree that sometimes good behaviour management is invisible. It can be hard to pinpoint what exactly they are doing differently. If the behaviour has created a problem in the lesson then it's disruptive, it might also be perfectly normal for a 7 year old. Decide what your threshold for an amber is and then stick to it. If you set the threshold too low though you may find you can't actually keep track of it all.

Hi Sandy. Am also NQT. I am pretty sure it is exactly the same for all of us! I asked a head of year to drop by one of my lessons today as year ten are just incredibly rude and disruptive and I have no idea of where the balance between actually keeping them in the lesson vs kicking them out lies. I would be mortified if my kids behaved like that!
We're all knackered and it is pants. But 12/70ths of the way to the end of term.

What happens when a child is 'on red' or 'on orange'? Is it an empty status or does it carry a sanction?

Are you getting generalised low-level disruption?
If so, re-iterate class and school rules/ expectations to class.
Look at routines and how you manage hot-spots or difficult moments.
Observe how mentor or another teacher with similar-age pupils manage their class - this is perfectly acceptable use of your NQT time.
Observe e.g. your mentor teaching your class and see how they handle them. They may have more suggestions to help you. You may be more likely to see the root of the behaviour and who is starting it.

Or have you a few individuals who are misbehaving?
Speak to last year's class teacher
Flag them up with your KS lead/ mentor/ SENCo/behaviour lead/ family support as appropriate

Ask mentor to observe them and give you suggestions as to how to manage them.
Meet with parents (get mentor to support).

Speak to child, without peers, in their break-time.

NQT in secondary here, no advice but you're not alone! Also struggling with school's behaviour policy and wondering if I'm getting it right. As someone said earlier, kids are sticklers for fairness and I'm getting a lot of "but miss, he did xyz and you didn't give HIM a warning..."

You will probably have one or two children who need a slightly different form of behaviour management, but NT 7 year olds are perfectly capable of not talking when told to be silent.

I observed a NQT with Y3 yesterday. What I said to her was basically prevention.

• arrange them on the floor. Do not let them sit next to a friend if you know they are going to chat.
• Start off your lessons with clear behaviour instructions. 'It's time to sit cross-legged and show me that you are listening.'
• Then reward Sam/Sophie who is doing so.
• Anyone who choose not to follow instructions and listen (again, not the children who can't do it, the ones who are deliberately choosing not to) receives a warning.
• Before you send them back to their seats re-iterate your expectations. Don't beat about the bush.
• Send them back a row at a time.
• Split up bad partnerships.
• Keep your voice low as much as possible.

Another thing I noticed with her was engaging with low-level stuff like someone shouting out the right answer. Don't encourage that by praising the answer.

Don't be afraid to go over the little things again and again. If someone in your line talks, put them to the front (not the back) and stop until there is silence.

This is the hardest part of term. You think your class should be perfect by now, you've probably got a stinking cold, your paperwork is piling up.... but keep going. You'll get there!

Thanks everyone. Apple23 Amber is a warning and Red is timeout, if behaviour continues then sent to another classroom.
I try to move them about, but if I scatter the boys in question they end up disrupting the whole class, I keep them together I need to be on the all the time. It's ridiculous. I know they are testing me, because they seem to be smirking at each other all the time. They are completely playing me, but I don't seem to know how to stop it. Argh!
I spoke to last years teacher they had a very firm TA who worked with the boys and was teachers back up. I have a parent/TA who isn't firm at all, and who I need to 'support'.

Balfe thanks for your suggestions, good point about rewarding the good one. I don't think there is a reward mechanism actually, but I can offer housepoints. I seem to have turned into a yelling harridan so you are completely right, need to be more positive.

I always tell every NQT I mentor they will want to quit by Christmas. It is normal! Get your mentor to set up observations for you so you can see other people implementing the behaviour policy. Seeing how others do it is essential for anyone in a new setting I think, even experienced teachers.

Have you spoken to parents yet? Don't be afraid of doing that, and ask your mentor to sit with you if you do feel nervous.

I'd split them all up. Divide and conquer, get one on side and you'll make a wee inroad. Have you got group points?

Definitely start with the house points on Monday. Tie them into rewards- e.g. the four people with the most house points from 9-12 will be the four team captains in PE.

The other thing I mentioned to my NQT was using concise instructions. She was issuing instructions and then saying 'because.....' which dilutes its effect. Similarly, don't say 'sit down please'. 'Sit down, thank you' is much stronger.

Another good point Balfe I think I am probably gabbling a bit, because I'm nervous. Will give more thought to how I phrase my instructions.