Controlling Student behaviour and improving pupil's GCSE and A-Level results

8:42 AM

Controlling Student behaviour and improving pupil's GCSE and A-Level results

Here is a latest study which Peter Gale found interesting. Researchers from King’s College London (KCL) say their findings call into question the benefits of standardised exams. The study, published in the Journal of Child Psychology and Psychiatry, found teacher assessments at age 7, 11 and 14 were just as effective as using Sats results to predict pupils’ subsequent exam success. Currently children take SATs at the end of their final year of primary school, while the tests for seven-year-olds are being phased out in favour of “baseline assessments” for children at the end of Reception. 

Peter Gale TeacherThe research comes ahead of thousands of Year 6 children starting their SATs on Monday. Ministers have said that axing Sats would cause “enormous damage” to education and undo decades of improvement in children’s numeracy and literacy in the UK. The researchers made the comparison by linking data from more than 5,000 twin pairs in the Twins Early Development Study with teacher assessments and exam scores in the National Pupil Database.

Traditional teaching methods include “direct instruction”, where a teacher stands at the front of the class and presents information, drilling, where pupils repeat words or phrases after the teacher, and memorisation. But these methods have been phased out in favour of the progressive “child-centred” learning methods. The focus with this method is on keeping students interested by allowing them to learn from each other rather than exclusively taking instruction from the teacher.

This approach may involve asking students to work together in small groups, discuss issues among themselves and express their opinion. Child-centred methods have also been characterised as allowing pupils to proceed at their own pace and make discoveries independent of the teacher. This is just one of the methods that is being evaluated in the education system. According to Peter Gale, becoming a good headteacher and even teacher depends on your ability to think analytically and critically, find solutions for the problems that affect students in the classroom.

Peter is an experienced educational professional he has 20 years’ experience in education. He was headteacher at a number of schools, including Nonsuch High School in Sutton between 2012-2015. During this time the school achieved its best ever GCSE results (84% A*/A) and A level results (61% A*/A). The number of successful applicants to Oxbridge rose to 16, far exceeding most independent schools. He was also deputy headteacher at Rosebery School in Epsom where he was responsible for curriculum, data and timetabling. Find out more about him on the Peter Gale teacher page here. You can also find out more information about Peter Gale headteacher here.

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  1. Great run down of the benefits by Peter Gale teacher here.