5. WMGT emphasised classroom management; students said that tackling poor behaviour matters
In 2013-14, 83% of schools were graded as having good or better behaviour:
Pupils respond very quickly to staff’s instructions and requests, allowing lessons to flow smoothly and without interruption. Low-level disruption in lessons is rare.
However, Ofsted’s Below the Radar Report (2014) stated that, “broadly one in 12 secondary teachers said that more than 10 minutes of learning was lost per hour.” PISA results from 2010 cited here found that 31% of pupils in England felt that “in most or all lessons… there is noise and disorder” whilst OECD research cited here suggests national differences: 28% of UK students reported that teachers had to wait a long time for students to quieten down, compared with 7% in Japan. Haydn’s research into behaviour reported here, found that classroom management might be the biggest factor in underachievement, with poor international comparisons due to comparatively poor behaviour in English schools. The Sutton Trust mentioned the “teacher’s abilities…to manage students’ behaviour” as a key environmental factor in effective teaching.
Unsurprisingly, students disliked shouting, empty threats and time spent on bad students. They also disliked being put into ‘forced’ groups where they were used to control the behaviour of other students – an interesting perspective on seating plans. Students from lower sets also stressed the desirability of being taught by a teacher in a good mood!