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Not Quite a Teacher: Target practice for beginning teachers
'I will translate every acronym and portmanteau the panjandrums of education feel we can't live without. I will tell you which mug to buy, and where your biggest worries will come from.' Tom Bennett, the Behaviour Guru
There are many, many teacher training books that claim to offer practical advice; some of them are even useful. There are also humorous books aimed at teachers claiming to offer a zany, sideways look at our madcap world; some of them even contain a joke.
This book, although light in tone, has a serious to reassure trainee and beginning teachers that are parachuted into difficult schools without anything like the right level of preparation. Tom Bennett walks you through the training and initial teaching practice, offering practical advice and wisdom from the more experienced vantage point of hindsight. This double-narrator style allows you to identify with the situation, learn from the experience and then critically reflect on your own teaching journey. But most importantly, this is a teacher training guide disguised as something actually readable.
There are many, many teacher training books that claim to offer practical advice; some of them are even useful. There are also humorous books aimed at teachers claiming to offer a zany, sideways look at our madcap world; some of them even contain a joke.
This book, although light in tone, has a serious to reassure trainee and beginning teachers that are parachuted into difficult schools without anything like the right level of preparation. Tom Bennett walks you through the training and initial teaching practice, offering practical advice and wisdom from the more experienced vantage point of hindsight. This double-narrator style allows you to identify with the situation, learn from the experience and then critically reflect on your own teaching journey. But most importantly, this is a teacher training guide disguised as something actually readable.
224 pages, Paperback
First published January 1, 2011
43 people want to read
About the author
Tom Bennett
60 books18 followersTom Bennett was a teacher in inner-city London schools for thirteen years.
Currently he is the Director and founder of researchED, a grass-roots organisation that aims to make teachers research-literate and pseudo-science proof.
Since 2013 researchED has grown from a tweet to an international conference movement that so far has spanned three continents and six countries. He is also the series editor for the best-selling range of researchED books, and the editor of the quarterly researchED magazine.
In 2009 he was made a Teacher Fellow of Corpus Christi College, Cambridge University. From 2008-2016 he wrote a weekly column for the TES and TES online, and is the author of five books on teacher-training, behaviour management and educational research. In 2015 he was long listed for the GEMS Global Teacher Prize, and in that year was listed as one of the Huffington Post’s ‘Top Ten Global Educational Bloggers’.
In March 2017, Tom published a review of behaviour in schools for the UK Department of Education (DfE). In 2019 he chaired the Behaviour Management Group for the DfE and was appointed their independent Behaviour Advisor. He trains teachers and schools around the world in all aspects of behaviour management and research integration. He currently leads the Department for Education’s Behaviour Hubs project, a £10 million program designed to reboot behaviour skills in disadvantaged schools throughout the UK.
Currently he is the Director and founder of researchED, a grass-roots organisation that aims to make teachers research-literate and pseudo-science proof.
Since 2013 researchED has grown from a tweet to an international conference movement that so far has spanned three continents and six countries. He is also the series editor for the best-selling range of researchED books, and the editor of the quarterly researchED magazine.
In 2009 he was made a Teacher Fellow of Corpus Christi College, Cambridge University. From 2008-2016 he wrote a weekly column for the TES and TES online, and is the author of five books on teacher-training, behaviour management and educational research. In 2015 he was long listed for the GEMS Global Teacher Prize, and in that year was listed as one of the Huffington Post’s ‘Top Ten Global Educational Bloggers’.
In March 2017, Tom published a review of behaviour in schools for the UK Department of Education (DfE). In 2019 he chaired the Behaviour Management Group for the DfE and was appointed their independent Behaviour Advisor. He trains teachers and schools around the world in all aspects of behaviour management and research integration. He currently leads the Department for Education’s Behaviour Hubs project, a £10 million program designed to reboot behaviour skills in disadvantaged schools throughout the UK.
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Displaying 1 - 4 of 4 reviews
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June 13, 2011This is good - top marks for the brilliant description of Purple Table in the primary school he observed. Many of the classes I teach seem to be almost entirely shades of purple...
I would recommend it, although I have to say the tone gets a bit too much at times. DFW has nothing on TB when it comes to unnecessary footnotes, and I don't think most aspiring teachers need quite so many reminders about not trying to adopt a "street" persona or suddenly start addressing the kids in patois, or whatever.
A few nits to pick...
"Once you have completed Initial Teacher training, then you're free to get a job in a state school, where you'll proceed from being a Beginning Teacher (i.e. a complete rookie) to your induction year; three terms (one academic year) where the goal will be to achieve Newly Qualified Teacher (NQT) status..."
Nope. You are an NQT at the start of that year. Passing your induction means an end to NQT status.
He suggests that the SEN register will list children learning English as an additional language. Only those who have a special need separate to their language status - Ofsted would crucify you for putting pupils on the SEN register just because they aren't native English speakers.
He also says that during your induction you should expect weekly meetings with your mentor. Actually, you're supposed to have half-termly meetings (try asking for weekly ones if you want the other staff to have a good laugh at your expense).
Finally, he states, "If the worst happens and you fail the induction year, you can still try again in another school." To quote the TDA, "An NQT has one chance only to complete induction. An NQT who has failed to meet the core standards in completing the induction period is not permitted to repeat induction." I hope no one reads this book and is under the happy illusion that they will get a second chance, because they won't.
I would recommend it, although I have to say the tone gets a bit too much at times. DFW has nothing on TB when it comes to unnecessary footnotes, and I don't think most aspiring teachers need quite so many reminders about not trying to adopt a "street" persona or suddenly start addressing the kids in patois, or whatever.
A few nits to pick...
"Once you have completed Initial Teacher training, then you're free to get a job in a state school, where you'll proceed from being a Beginning Teacher (i.e. a complete rookie) to your induction year; three terms (one academic year) where the goal will be to achieve Newly Qualified Teacher (NQT) status..."
Nope. You are an NQT at the start of that year. Passing your induction means an end to NQT status.
He suggests that the SEN register will list children learning English as an additional language. Only those who have a special need separate to their language status - Ofsted would crucify you for putting pupils on the SEN register just because they aren't native English speakers.
He also says that during your induction you should expect weekly meetings with your mentor. Actually, you're supposed to have half-termly meetings (try asking for weekly ones if you want the other staff to have a good laugh at your expense).
Finally, he states, "If the worst happens and you fail the induction year, you can still try again in another school." To quote the TDA, "An NQT has one chance only to complete induction. An NQT who has failed to meet the core standards in completing the induction period is not permitted to repeat induction." I hope no one reads this book and is under the happy illusion that they will get a second chance, because they won't.
August 11, 2019
This is far from the average training book, and it's all the better for being so. Tom's wry wit and absurd honesty is a joy to read. The only negative? I'm afraid that teacher training books have peaked here.
June 30, 2011
Absolutely brilliant. I would recommend this book to anyone beginning (or thinking about beginning) teacher training, particularly secondary as it is written from the author's own experiences in the secondary sector. Sometimes slightly patronising and even harsh, this book will help you to decide whether or not you definitely want to teach if you are unsure, as teacher training is not something to be entered into lightly, and the book drills that home.
The reason I rate it so much, is because I started the book feeling nervous about the behavioural aspects of teaching, and finished it feeling much more confident about how to set and enforce my expectations. Although a lot of it is common sense, I know when I am in the thick of it I will lose sight of my aims and expectations, and want this book for a kick up the backside and a reminder of what consistency and determination can achieve. I borrowed this book from the library but because I will want it to hand during my training I had to buy myself a copy. It is useful for so much more than behaviour management techniques, and I'm sure everyone who reads it will get something from it and have really thought about the kind of teacher they want to be.
The reason I rate it so much, is because I started the book feeling nervous about the behavioural aspects of teaching, and finished it feeling much more confident about how to set and enforce my expectations. Although a lot of it is common sense, I know when I am in the thick of it I will lose sight of my aims and expectations, and want this book for a kick up the backside and a reminder of what consistency and determination can achieve. I borrowed this book from the library but because I will want it to hand during my training I had to buy myself a copy. It is useful for so much more than behaviour management techniques, and I'm sure everyone who reads it will get something from it and have really thought about the kind of teacher they want to be.
December 15, 2013
A very frank and unapologetic sharing of the struggles of any beginning teacher. It is a must read for anyone who is considering teaching as a career.
Displaying 1 - 4 of 4 reviews