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T-ITaP Behaviour Management

Immerse trainees in ‘near world’ classroom simulations

Offering space for reflection,  tailored feedback from expert teachers, links to current research and engaging practical teaching activities, T-ITaP courses prepare trainees for the realities of teaching in a supportive and collaborative way

 

Available October 2023

4 to 6 days of Intensive training and practice focusing on behaviour management

The new T-ITaP, Behaviour Management course has been carefully designed and tested to offer trainees opportunities to engage with authentic, phase-specific classroom scenarios, receive tailored feedback from expert teachers and practice what they have learnt through role-plays, teaching demonstrations and more.

Access everything via ‘My Dashboard’

Trainees register via a secure platform to access all sessions, view feedback reports and download their certificate of completion.

ITT providers can view key data insights for whole cohorts as well as individual trainees. All resources (introductory powerpoints, discussion questions, readings, role plays, teaching demonstrations) are available via ‘My dashboard’

Take a look at a sample module outline

All content carefully linked to the Core Curriculum Framework

Module One: Building relationships with students

This module focuses on developing effective relationships with students. This is core to creating a positive and productive atmosphere in a classroom, where participation is encouraged, students feel valued, and they understand what is expected of them both in terms of behaviour and work.

Module Two: Behaviour for learning

This module focuses on students developing the right mindset to engage positively with their learning. Underpinning the idea are  key relationships that need to be ensured and maintained: relationship with their peers, themselves, their teachers and the curriculum.

ModuleThree: Managing challenging behaviour

This module focuses on creating the right conditions in the classroom to minimise the risk of problems with behaviour developing in the first place. When, despite this, challenging behaviour does occur, the trainee learns core strategies for dealing with that behaviour calmly and effectively.

Module Four: Whole school approaches to behaviour management

This final module explores the importance of enforcing a whole school behaviour policy, and actively seeking to improve young peoples’ positive engagement with school through positive reinforcement, calling out below standard behaviour, and modelling positive behaviours.

 

Wondering how T-ITaP works on the platform? Book a demo here

 

Example primary scenario


Your students are sitting on the carpet as you are teaching a lesson. One student, Jess, makes a silly comment with the deliberate intention of making the other students laugh. While the comment was not rude or offensive, the students are now distracted, and are laughing uncontrollably. Jess frequently behaves in this manner.

Possible Response: Raise your voice to Jess and ask her to be quiet

Expert feedback

Our voice is a very useful tool in teaching, but by raising it you lose control of it. Additionally, this draws attention to Jess’ behaviour and further distracts from learning. 

Our behaviour is a way of communicating our emotions. As Jess is frequently behaving in this manner, she may be trying to tell you something. You might want to ask her, privately, about her behaviour. This should be expressed as concern, rather than reprimand. ‘Jess, I’ve noticed in the classroom, you are X. I’m worried about you, are you okay?’

Example secondary scenario

It is your first week teaching your Year 9 history class. You begin the class by asking the pupils to recap what they learnt last year. One of your students, Beth, announces to the class that their history teacher last year was hopeless, and they learnt nothing.

Response

Let the class know that it can be difficult to remember things from last year and that you will spend time recapping learning from last year

Expert feedback

“It is good to acknowledge that remembering previous knowledge from an earlier academic year can be challenging as it will make the students feel more comfortable if they can not recall very much.  By doing this you are acknowledging that the students do not feel confident in the subject, but you are not commenting on another teacher’s abilities”.