Introduction

‘The difference between effective and ineffective teachers is not how they stop bad behaviour at the end of an escalating chain of events but whether they are “able to stop the chain before it starts”.’
- Kounin citing Lane, 2009

Understandably, managing good behaviour forms part of the Teachers’ Standards. Teachers’ Standard 7 – ‘manage behaviour effectively to ensure a good and safe learning environment’ - notes that teachers should:

• have clear rules and routines for behaviour in the classroom, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
• have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
• manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
• maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

Key Points

In this chapter, Barton warns that watching experts at work can be deceptive as they are often charismatic and masters of what they do.  To benefit from observation, find colleagues who demonstrate step-by-step how to manage groups and focus on the techniques they use, such as:

• picking up on the pace of the lesson dropping
• pre-empting a student who is drifting off task and is about to become foolish
• picking up on the mood of the whole class and responding accordingly.

It is also important to spend time in lessons to get a feel for how children behave.

Developing a climate for learning

As a developing teacher, you need to ensure that you develop a climate for learning by:

• having routines in place
• being explicit regarding your expectations
• being attuned to the emotional temperature of your class.

Barton stresses the importance of pre-empting behaviour rather than relying on sanctions and punishments. He also advises setting clear expectations and modelling the behaviour and language you want to see in your learners.
When faced with challenging behaviour teachers should:

• give learners options and choice, rather than boxing them into a corner, to enable them to do the right thing
• avoid public confrontations, defer issues or redirect the focus to support learners.

What does this mean in practice?

As a teacher, you need to create a climate for behaviour in how you meet, greet and instruct learners, in your seating plan, in your lesson plan and in your delivery. In order to do this:

• give effective emotional feedback by smiling and engaging positively with learners
• make it clear that courtesy isn’t an optional extra by both expecting and modelling good manners
• understand the importance of lesson planning and the way it shapes students’ behaviour
• deal with misbehaviour calmly.

Strategies for Developing Routines

When developing a routine, consider these key factors:

• where you need to stand when learners arrive
• what you need to ask learners when they arrive, for example ‘take your coats off’ and ‘remove your bags’
• how you need to take the register (explicitly, publicly and in complete silence)
• how you want to kick-start the lesson (do you need a hook? Do you need to remind learners of the behaviour expectations? Do you need to provide a settler activity?)
• how you can transition between one activity and the next
• how you can pull activities together.

How to Meet the Standard

Always remember that you need to meet the Teachers’ Standards consistently and in conjunction with one another. For example, make sure you reflect on how to meet Teachers’ Standard 7 alongside Teachers’ Standard 1.
When lesson planning, you might want to consider:

• when you welcome the learners
• when you introduce the learning objectives and outcomes
• when you do the register
• what your seating plan is, and how this affects the different needs of learners and how they engage with each other
• how you will use your learning support assistant or any other adult in the room
• how to start the lesson in order to engage and hook the learners effectively
• the pitch and the chunks of each section of the lesson
• the different activities you plan to use and how these will engage and challenge learners, considering gender, diversity range and needs
• the pace of the lesson (moving on at the right time to ensure that all your learners are able to engage effectively).

Praise and feedback

Reflect on how you use specific feedback and praise to motivate learners and always remember that specific praise and feedback is more effective.

Evidence

For your portfolio, always provide a range of examples of your planning, feedback, use of the rewards system of the school, how you had to address issues, and your observations and feedback.
These examples should demonstrate how you are consistently meeting the Teachers’ Standards throughout your learning journey.

This introduction to Geoff Barton’s chapter was written by Lizana Oberholzer, NASBTT and UEL, UK.
The chapter is taken from Barton, G. (2015), Teach Now! The Essentials of Teaching: What You need to know to Be a Great Teacher (London and New York: Routledge).

Introduction

Teachers’ Standard 1 dictates that teachers should set high expectations which inspire, motivate and challenge pupils. In order to do this, teachers should:

• establish a safe and stimulating environment for pupils, rooted in mutual respect
• set goals that stretch and challenge pupils of all backgrounds, abilities and dispositions
• demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils.

Key Points

Safety comes first and this means having clear expectations for learners on how to behave, how to relate to one another, and how to act on social media. Although having expectations is the key, at times it might mean expecting more of learners than they would expect of themselves.
In the classroom you should:

• be intolerant of poor behaviour, sloppiness and lateness
• show mutual respect when addressing key issues.

‘Mutual respect’ is often a challenge, and it does not mean being the learners’ friend. It means a having a professional approach to building relationships and working with learners.

How to Meet the Standard

Always remember that you need to demonstrate that you are meeting the Teachers’ Standards consistently.
In order to do this when lesson planning, you should:

• make a note of the health and safety considerations you have made
• demonstrate how you will pre-empt risks
• write ‘none’ when you don’t need to make any considerations, in order to demonstrate that you have made clear considerations regarding the wellbeing, health and safety of all in your care
• pitch work in order to make sure it appropriately challenges all learners, including the most able (pitching work at the right level enables learners to be more engaged and contributes to effective behaviour management)
• include learning objectives, targets, or a summary of challenging knowledge and skills to be learned in all lesson plans
• when marking and giving feedback, comment occasionally when a student has responded to a challenge well, and use praise to motivate and engage
• keep copies of examples of marking in your portfolio (remember that it is a portfolio and so you should collect the best examples throughout your journey; this does not mean you need to copy every single example)
• build on a range of evidence to support your progress.

This introduction to Geoff Barton’s chapter was written by Lizana Oberholzer, NASBTT and UEL, UK.
The chapter is taken from Barton, G. (2015), Teach Now! The Essentials of Teaching: What You need to know to Be a Great Teacher (London and New York: Routledge).

Introduction

Key Points

Language is a teacher’s bread and butter, and in order to learn how to manage behaviour effectively, you will also need to consider how you use language effectively. It is important to pay attention to how language is used from the very start of your career, and when training or developing as a teacher, you should observe great teachers so as to learn how to also talk like one. You will learn that skilfully using language and body language is fundamental to becoming a great teacher, and that pausing, silence, and lifting an eyebrow are all ways to communicate.

Strategies to Consider

Insist on silence

One of the main differences between a lesson taught by an expert teacher and one taught by a newcomer is that the expert will insist on absolute silence when he or she is speaking. There is an unwritten agreement that learners don’t talk when the teacher speaks to ensure that they are able to learn; without this unwritten agreement, high quality learning is very unlikely to happen. By expecting silence, you will cut down on low level disruption.

Don’t’ raise your voice

Don’t raise your voice to gain the attention of the class; wait for silence and insist on it.

Use set phrases

‘Thank you. Pens down and everyone look this way.’
Make ‘thank you’ part of your repertoire; it is more powerful than ‘please’ as it is built on the expectation that learners will do what they are asked to do.
Asking everyone to put their pens down requires learners to take action and enables you to observe who is paying attention or not, to ensure that they are all with you before you deliver your next instruction. The physical expectation of stillness that is required from this command is crucial.
Using familiar and repeatable cues are extremely useful to reengage the group. Examples include ‘pens down please’, and ‘did you hear me ask you to put your pens down and look this way?’ The key is to insist on the required behaviour.

Develop visual and verbal cues

You need to develop your own visual and verbal cues to ensure that your learners are clear on the expectations.

Ask better questions

Teachers ask a wide range of questions, often questions we already know the answers to. The key is to find out what learners know, their prior learning, and how they are engaging during the lesson.
It is important not to focus on a few learners, but to develop a culture of questioning where anyone in the room can be asked.
High quality, purposeful questions need to be used to provide you with feedback, but also to challenge learners and deepen their understanding. What? How? and Why? questions are key. Using questioning effectively also ensures that learners are fully engaged and allows you to create a behaviour for learning atmosphere in the room, where learners are motivated and keen to learn.

This introduction to Geoff Barton’s chapter was written by Lizana Oberholzer, NASBTT and UEL, UK.
The chapter is taken from Barton, G. (2015), Teach Now! The Essentials of Teaching: What You need to know to Be a Great Teacher (London and New York: Routledge).

Introduction

Key Points

Creating a calm and orderly ethos through classroom routines is key to establishing good behaviour.

Learners will behave well if they see the relevance of what they are doing, if they are enjoying it, or if they will receive some other intangible reward motivating them to do it.
In order to establish a culture from which positive, courteous behaviour arises:

• aim not to overcomplicate your practice by using systems to reward good behaviour to deter learners from bad behaviour
• motivate and encourage learners to behave in a desired way rather than doing things that are not appropriate
• don’t over-fixate on these systems
• establish a classroom routine
• set the expected tone clearly.

Ground Rules

• set out your expectations clearly
• model behaviour and language, we expect from students.

The Reality

For most learners, these clear expectations will work well. However, sometimes you will need to respond to poor behaviour.
You should:

• give students a choice, rather than boxing them into a difficult situation (for example: ‘If you choose to do the task well, you will be able to…’)
• avoid confrontation and, where necessary, defer addressing issues until the end of the lesson.

Strategies to adopt

Setting the tone for behaviour:

• try to be in the room before the students arrive
• stand at the door as the students come in
• ensure that coats are taken off, equipment and books are on desks, bags are on the floor and planners are on their desks
• take a register within the first ten minutes (Health and Safety – Teachers’ Standard 1 and safeguarding)
• make the learning objective clear at the start of the lesson and return to it by the end of the lesson.

Dealing with lateness:

• never ignore lateness
• ask any late students why they are late politely
• don’t provoke a public row
• ask to see the late students at the end of the lesson
• make a note of a first offence (depending on the school’s policy) either in the planner or electronically.

Using Praise:

• praise students as much as possible
• ensure that praise is specific and meaningful, such as ‘excellent focus on adjectives and lovely use of metaphors. Well done!’
• Include the phrase ‘well done’.

Dealing with Disruption

• make it clear to the learner how it is affecting the class
• ask the learner whether s/he would prefer to move to sit nearer to you (offer a choice)
• if necessary, move the student
• if the behaviour persists, defer the matter to the end of the lesson and deal with it in private (depending on the nature of the issue).

Concluding or finishing a lesson

• allow time for learners to review their learning
• refer back to the learning objective
• check that homework is recorded in planners and walk around the room to look at planners
• it might be wise to introduce homework much earlier before the end of the lesson to ensure that learners focus on it more clearly.

This introduction to Geoff Barton’s chapter was written by Lizana Oberholzer, NASBTT and UEL, UK. The chapter is taken from Barton, G. (2015), Teach Now! The Essentials of Teaching: What You need to know to Be a Great Teacher (London and New York: Routledge).

Introduction

Why is Research Important?

Roland Chaplain highlights the importance of rigorous research about what works best regarding behaviour management. He argues that judging the validity of a claim that one approach is better than another should be based on objective empirical research. Now what sounds like a good idea!

Roland challenges practitioners who reject research and outlines that rejection of theory and research in this way demonstrates ignorance of what a theory is. He points out that practitioners who only believe in practice argue that the facts speak for themselves, but that this is not the case;
he argues that facts are interpreted and these interpretations rely on theories that go beyond the facts and give them meaning.

Roland further highlights that although personal theories might work for some, these theories might be wrong or inappropriate, and could impact negatively on someone else. He considers teaching to be a profession and, as professionals, we should ensure that we have the practical skills and knowledge necessary to do our jobs.

Evidence-based practice means adopting methods based on sound theoretical principles and supported by empirical research. It applies to all areas of pedagogy, including behaviour management.

The Department for Education (2012) states:

‘Theoretical knowledge: trainees should know about scientific research and developments, and how these can be applied to understanding, managing and changing children’s behaviour.’

Behaviour Management Theories, Models and Frameworks

Roland has selected theories, models and frameworks on behaviour management with the strongest empirical evidence.  He summarises it as follows:

The cognitive behavioural approaches, models and methods are housed in empirical evidence drawn from educational, psychological aspects of human behaviour. Applied correctly, these approaches, models and methods will provide a framework to organise your classroom management planning to quickly establish and maintain authority. You will be able to develop pupils’ engagement; build effective classroom relationships; create conditions for teaching and learning; and develop pupils’ self-control and social competence.

Behavioural approaches

Behavioural approaches focus solely on observable behaviour, whereas cognitive-behaviour approaches focus on both observable behaviour (overt behaviour) and thinking and emotions (covert behaviour).

Behavioural approaches change behaviour by reinforcement and/ or punishment.

Cognitive approaches

Cognitive approaches change the behaviour by changing the thinking (and emotions) behind the behaviour, actively trying to persuade learners to think differently.

Cognitive behavioural approaches

Cognitive behaviour approaches aim to combine the two approaches in different proportions depending on the specific approach. Cognitive behaviour approaches have been used successfully to decrease disruptive behaviour in the classroom (Sukhodolsky and Scahill, 2012); to improve pupils’ self-control (Feindler et al. 1986); and to have lasting effects (Lockman, 1992).

Detailed Outlines of the Key Theories

Behavioural Approaches

The basics

The basic premise of these approaches is that all behaviour, including unacceptable behaviour, is learned through reinforcement and deterred by punishment. There is evidence of behavioural approaches in all schools: schools have rewards for behaving in the required way, or sanctions for misbehaving. However, often the principals of behavioural approaches are misunderstood and these approaches become ineffective.

Behavioural approaches offer a scientific approach to behaviour management. These approaches are based on:

• structured observation
• manipulating the environment
• measurement of behaviour.

There are three areas of focus which occur:

• what occurs before a behaviour (antecedent) and what starts it off
• the behaviour itself
• what follows the behaviour or keeps it going (consequences)

Though behaviourists recognise that something goes on inside the brain (covert behaviour), they argue that we can only theorise about what the individual is thinking and how their previous history might impact their actions.

The focus on the measurement of overt behaviour is not limited to behaviourist theories. Other disciplines such as psychological and educational research also rely on measuring behaviour to support theories.

Roland highlights that neuroscience has provided key information on what the effect of rewards and punishment is and how it impacts on motivation. Dopamine, a neurotransmitter, helps to control the brain’s reward and pleasure centres through pathways between the limbic system and the forebrain (Thompson, 2000). It also enables individuals to prioritise rewards and to take action to approach them. The moment the brain recognises something it likes, it will encode it, remember that you like it, and motivate you to move towards it (Galvan, 2013).

The reality:

Competent and experienced teachers make behaviour management seem easy.

When Teacher A (experienced) walks into the room and gives a disappointing look, learners respond by behaving appropriately. When Teacher B (inexperienced) walks into the room and gives a disappointing look, learners continue with their behaviour.

There are a number of reasons for this:

• lack of association between stimulus and the required response or consistency
• an association that needs to be established and reinforced over time.

Classical and Operant Conditioning

The two most familiar origins of behaviour approaches are classical and operant conditioning.

Classical Conditioning:

Classical Conditioning is the most basic form of associative or automatic learning in which one stimulus brings about a response and Pavlov, known with his research with dogs, is the most notable theorist on this matter.

Through Classical Conditioning, desired behaviour is reinforced and rewarded until it becomes automatic. Experienced teachers spend the first few weeks with a new class establishing routines and teaching pupils to associate the particular cues with specific behaviour requirements.

Operant Conditioning:

The basic premise of Operant Conditioning is that any behaviour that is followed by reinforcement is likely to be repeated, and behaviour followed by punishment is less likely to be repeated.

Skinner (1974) is most notable for his work on Operant Conditioning. Skinner highlights that a stimulus or response should be defined by what it does, and not by its value. He highlights that the emphasis should always be on positive reinforcement of required behaviour, rather than on punishment of undesirable behaviour.

Operant conditioning is used in all schools. Learners might not always want public praise, but a quiet word or a postcard home reinforces their positive behaviour (Burnett, 2001).

Reinforcement of unacceptable behaviour often causes challenges in school

What does it mean in practice?

Rewards and Reinforcement

Rewards and sanctions are referred to in school behaviour policies and government publications (DfE, 2014a) and, as such, they represent a loose connection to behavioural approaches, loose because behaviourists distinguish between the terms ‘reward’ and reinforcement.

Rewards vary between both schools and classrooms. A reward can be defined as something given to someone to denote an accomplishment. A reinforcement is an effect, which must lead to an increase in a specific behaviour (Maag, 2001), something that not all ‘rewards’ do. A reinforcer is anything that initiates or sustains a behaviour, and it can be positive or negative.

For some learners, just working with a particular teacher is motivational. For others, providing them with physical rewards reinforces good behaviour. For others still, praise is motivational. For some learners, being removed from a lesson negatively reinforces poor behaviour, which leads to a negative impact on learning.

Specific praise is key. Non–targeted praise is most commonly used in lessons (77% of lessons according to Burnett and Mandel, 2010), but praise needs to be delivered immediately, enthusiastically and specifically (Loveless, 1996).

Effective practitioners are sensitive to how rewards and reinforcements impact learners’ behaviour to ensure that they are able to make appropriate progress, and use it effectively.

Getting pupils to self-manage

The long-term objective should be to move pupils from external reinforcement towards regulating their own behaviour. The time to teach learners to self-regulate might vary due to a range of factors, such as individual pupils’ starting points and their self-control.

To start, desired behaviours need to be continually reinforced. Once the behaviour becomes automatic, intermittent reinforcements are required to maintain the behaviours. Establishing a new routine usually begins with using a regular reinforcement system (Alberto and Troutman, 2013) to encourage pupils to engage with learning.

If the teacher is inconsistent at this initial stage, learners become unsure of what is expected of them. Once initial learning has been achieved by constant reinforcement, intermittent reinforcement will cement the learning even more (Cameron, 2002).

There are four basic forms of intermittent reinforcement:

• Fixed–ratio reinforcement schedule - a reinforcement is given after a ‘fixed number of correct responses’
• Variable ratio reinforcement schedule – reinforcement frequency will vary, for example the teacher will reinforce after one correct response, then after two and then after five
• Fixed-interval reinforcement schedule – reinforcement will be available after a specific period of time
• Variable–interval reinforcement schedule – specific varying periods of time must be met before reinforcement becomes available.

Effective teachers develop a system whereby their learners become intrinsically self-motivated and don’t rely on constant reinforcements. They use intermittent reinforcements to maintain desired behaviours, but learners and learner behaviour is no longer dependent on the reinforcements to continue in a certain way.

Rewards and pupil motivation

There is a considerable amount of empirical evidence to suggest that teachers who do not offer rewards to pupils for behaviour as required run the risk of creating a negative classroom climate (Colvin, 2004; Evertson et al., 2003; Kauffman, 2008). The impact of incentives for low attaining learners at GCE was reflected in a study by Burgess et al (2016), focusing on outcomes of 10,600 learners in 60 schools. Underachieving learners improved their performance by 10% via the use of incentives, but they had a limited impact on stronger learners. Other theorists such as Deci et al. (1999) highlight the importance of intrinsic motivation, and argue that extrinsic rewards demotivate motivation.

Experienced teachers evaluate outcomes and balance the use of intrinsic and extrinsic motivation carefully to ensure that learners fully engage with their learning.

Punishments

Punishments or sanctions are described as the relationship between a specific misbehaviour and a consequence which is likely to follow (Alberto and Troutman, 2013). Students can avoid behaviours to avoid punishment. As with reinforcement, punishment can be positive or negative.

Adolescents give little thought to the present, and long-term consequences are difficult to grasp. Punishments are only effective if they reduce or stop behaviour. Experienced teachers will detect how learners might perceive this and adjust their engagement with the class to reflect appropriate next steps.

Cognitive Behavioural Approaches (CBA)

The basics:

• Cognitive behaviour methods aim to change overt behaviour alongside self-directed change of covert behaviours (cognition) (Larson and Lochman, 2003).
• Cognitive behaviour methods are not informed by a single coalesced theory.
• These methods are represented by a loose collection of models and methods arranged around the premise that emotions and associated behaviours result from a transaction between the environment and a pupils’ interpretation and appraisal of it, which can be positive or negative (Friedberg and McClure, 2002).
• CBAs utilise two interacting approaches – cognitive and behaviour – to produce tailored responses to address a behaviour issue (Kendall, 2000).
• Cognitive elements address cognitive deficiencies or distortions (misinterpreting social cues) (Kendall and MacDonald, 1993).
• The balance of the CBA depends on the development level of the pupil.
• Given the emphasis on language in cognitive approaches, pupils with a limited language development will require a larger behavioural element.
• The difference between CBA and BA is that learners are able to learn by observing others being rewarded for their behaviour.
• The interconnection between your thoughts, feelings and physical sensations and actions mean that getting locked into negative thoughts and feelings can draw you into a negative behavioural cycle.
• The key is to focus on enabling learners to reflect on positive ways forward.

What does the research show?

A large number of studies have demonstrated Cognitive Behavioural Approaches’ effectiveness in managing disruptive and aggressive behaviours in schoolchildren. For reviews see Ho et al., 2010; Mennuti et al., 2012; Sukhodolsky et al., 2004; Wiesz and Kizdin, 2010.

Social Cognitive Theory

Bandura (2001) argued that direct reinforcement of behaviour could not explain all forms of learning; observing others being rewarded or punished for behaviour can bring behaviour change. Social influence alongside external and internal reinforcement highlight the importance of self-reflection and self-regulation.

Bandura proposed that a reciprocal relationship between personal factors, behaviour and environmental factors, all influence the individual and how they respond and feel.

Changing one of these elements can impact how an individual responds. For example, if a teacher changes his/her teaching style, it may result on an increase in engagement, which may lead to enjoyment and positive outcomes. However, it might not suit other learners, completely disengaging them and affecting how they feel. Experienced practitioners consider learners’ needs carefully and how changes might impact them.

Self–Efficacy

Bandura (2001) argued that through personal agency, individuals can influence and regulate their own behaviour (self-regulation) and their environment in a focused, goal-directed way.

Personal agency is an individual’s belief in their capability to originate and direct actions. It is influenced by the belief that you have the capability to complete a task (self-efficacy). Research over 40 years has found that that self-efficacy in learners is a powerful predictor of achievement and affects how much effort they will put in, how long they will persist, and their resilience. Efficacy is not the same a self-esteem.

• develop strategies to enable learners to succeed
• incremental steps, achieving goals, using specific praise to enable learners
• coping with setbacks provides opportunities to learn.

Strategies

• vicarious experiences – observing others who are similar to oneself
• verbal persuasion – feedback should be frequent and focused and not generalised
• emotional state – can have a profound impact on self-efficacy. Engaging with others can be an enabler or an inhibitor.

Self-efficacy is not the same as confidence. Confidence is a nondescript term that refers to strength of belief but does not necessarily specify what the certainty is about (Bandura, 1997). Self-efficacy is how individuals regulate their own behaviour. You should aim to develop self-efficacy in learners.

Modelling behaviour

Bandura promoted the concept of vicarious reinforcement whereby an individual, observing someone being rewarded for behaving in a particular way, encodes that relationship and then copies the behaviour in anticipation of achieving a similar outcome.

You should aim to develop strategies where learners can observe desired behaviour and language use in your practice.

According to Bandura (1997), the following elements of modelling will make behaviour change:

• attention – if learners struggle to pay attention they will struggle to engage with the observations required
• retention – learners’ ability to remember what they observing to embed it into their practice
• reproduction – copying and practicing what they observe, replicating the good models of behaviour
• motivation – learners need to be driven to succeed and change.

The classroom practitioner needs to evaluate what learners’ needs are and ensure that practice is adapted accordingly; for example, more repetition might be needed, or shorter modelling opportunities. Adjustments to support learners will lead to greater success.

Modelling is more likely to have an impact if the behaviour is modelled by someone learners trust. Having positive relationships with learners is key.

Inner speech and self-regulation

Corey (1986) outlines that learners’ difficulties are rooted in their beliefs, expectations, and interpretations and evaluations of their worlds. When learners’ have a distorted view, it therefore might lead to difficulties regarding behaviour.

CBAs aim to address negative thoughts on self-defeating behaviour, anger management and problem solving; the aim is to help learners self-regulate their thoughts and self-instruction, and to develop their ability to consider how to think, rather than what to think.

Vygotsky (1978) argued that every function in a child’s psychological development occurs twice; it happens first, at the social level and then second, within the child. Once the child starts to internalise the action, it leads to higher order thinking skills and the ability to guide actions.

As a classroom practitioner, modelling desired behaviour and highlighting and praising desired behaviour in the classroom allows learners to observe, enabling them to anticipate that similar behaviours will gain similar rewards. They can consider this and make choices to align their behaviours in a similar way. As a practitioner, you should think of ways you can continue to model the expected behaviour you want to see in your classroom.

Effective Functioning and Impulse control

Effective functioning and impulse control refers to higher order, ‘supervisory’ mental structures, which control complex thoughts and behaviour. These structures enable learners to solve problems in the presence of distractions and involve working memory, planning and goal setting.

Effective functioning is the growing ability to manage undesired behaviour. Neuroscience suggests that effective functioning and impulse control is linked to the maturity of the prefrontal cortex.

Vocabulary is strongly linked to executive functioning. There is a link to learners with a limited language ability and physical aggression (Hongwanishkul et al., 2005). It is therefore important as a teacher to consider how to support learners with limited literacy levels, to enable them to progress effectively too.

Further Reading

Porter, L. (2006) Behaviour in Schools: Theory and Practice for Teachers (Buckingham: Open University Press).

This introduction to Roland Chaplain’s chapter was written by Lizana Oberholzer, NASBTT and UEL, UK.

The chapter is taken from Chaplain, Roland (2018), Teaching without Disruption in the Secondary School: A Practical Approach to Managing Pupil Behaviour (London and New York: Routledge).

Introduction

It is key to know your learners well, in order to build a trusting working relationship with them and to ensure that you can become confident in your approaches to managing them effectively. Alex Quigley highlights the need for learners to feel secure and to trust their teacher, and explains that they will observe you closely, focusing on your body language, gestures and how you move. The more confident you are, the more confident they will be with you.  Be caring and consistent in your approach and create a safe classroom that is founded on trust and care.

Some learners have very complex personal stories, and it is important to know pupils well. Building trusting relationships will enable you to meet their needs effectively.

The Importance of Trust

Kidd’s experiment, ‘rational snaking’, (University of Rochester, New York, USA) highlighted that trust can drive behaviour.

When thinking about trust, the key questions to consider are:

• how do you earn the trust of your learners?
• what actions can you take to be fair and consistent in your practice in order to develop trusting relationships?

Principles of Behaviour Management

For successful behaviour management, you should:

• be consistent, reliable and trustworthy
• develop a relationship founded upon trust
• calmly and consistently model the behaviours you expect
• relentlessly make your high expectations clear to all your learners.

All learners need confidence in their teacher.

This should not be confused with being the learners’ favourite. You should aim to:

• establish clear boundaries
• create a safe learning space by being explicit regarding expectations
• model desired behaviour
• use language effectively
• establish and build effective routines.

Confident Control

Over time you will start to develop a repertoire of learning behaviours. The key is to address any behaviour issues with control and confidence. You should:

• think clearly about what your expectations are
• be consistent
• insist on learners meeting these expectations
• share your needs with colleagues to support you in your learning too.

Quigley argues that your reputation precedes you. He states that the act of effective behaviour management begins before you meet the class and that learners pick up on your expectations. Do you stick to policies and rules consistently?

1. Adopting a positive approach to dealing with behaviour

• Make it clear to learners what good behaviour looks like, sounds like and feels like. Be explicit!
• You can model what you mean by co-creating a character with your class, pinning down these expectations. Alternatively, you can continue to repeat expectations to reinforce what you expect.
• Model subtle behaviours too – for example, demonstrate what good listening looks like.
• A combination of modelling and repetition often works best.

2.Establish rules

• Quigley highlights that rules do not crush the humanity and individuality of our students.  Rules provide clear expectations for learning.
• You might want to negotiate rules with your group.
• You can be explicit about the rules you want to establish in the classroom, such as respecting to listening to others.
• Keep it simple and clear, aim not to have more than 3 – 4.  This will provide a foundation and platform on which to build.  Learners can easily be reminded of the agreed rules at the start of lessons or activities, to reinforce expectations.

3. Confidently manage the physical space of the room

• Quigley highlights the importance of teachers managing the physical space of their classrooms effectively and positively.
• Moving around is key to engaging with learners and therefore to their progress.
• In addition, he outlines that the opening of lessons are key, in order to welcome learners calmly and introduce learning.
• Direct your room.
• Anticipate small acts and off-task behaviour, intervene and refocus learners.
• Use language confidently – use imperatives and commands, and say ‘thank you’ to outline your expectations.

4. Voice Control

• Using your voice effectively can be a vital tool to ensure that learners behave effectively.
• Think carefully about the tone of your voice and how you employ your voice. Avoid shouting.
• Varying the volume of your voice is very effective – quieter when you want learners to be more attentive, or slightly louder when you want to highlight or emphasise a point.
• Changing the pace can be done with your voice as well.
• Varying the tone, being light and nimble, or deepening your voice will impact on learners’ responses.

5. Managing confrontation

The following strategies can be considered to support you in managing challenging behaviour:

• Recognise stress – acknowledge the feeling and calmly talk it through with the learner
• Assume a non-threatening body position.
• Take care with eye-contact – at times eye contact might make a learner feel you’re staring. Looking in the same direction as the learner might be appropriate and helpful.
• Mirror and use calm gestures – avoid pointing or clenched fists.  Calmly talk through key points.
• Listen carefully, paraphrase and check that you have understood any questions or issues.
• Identify and explain the problem. Once you have listened to the learner you will be able to regain control and talk the issue through.
• Assert your position and negotiate with care. Always stay calm.

Effective Group Work

The following strategies will enable you to manage group work more effectively:

• Establish ground rules
• Outline clear roles and goals (check that all learners engage equally)
• Precision timing – time reminders are key
• Short, sharp stops to check on progress via mini plenaries – monitor progress.

This introduction to Alex Quigley’s chapter was written by Lizana Oberholzer, NASBTT and UEL, UK.

The chapter is taken from Quigley, A. (2016), The Confident Teacher: Developing successful habits of mind, body and pedagogy (London and New York: Routledge).

Introduction

The Ideal Scenario

Imagine the perfect classroom. Every child engaged, all focused, a buzz in the atmosphere and the room filled with enthusiasm and industry. Children share ideas, discuss their learning and know what they are trying to achieve.

Every child is focused on their progress and doesn’t see education as a competition; they ask questions and are curious about their learning.

The reality is that there is always a range of learners in a classroom:

• learners who question
• learners who compare
• learners who are less engaged.

With so many variables, it is not surprising that it does not always go right, even for the most experienced teacher.
Always remember children do not set out to behaviour inappropriately. They are always keen to please.

It is important to develop an understanding of why children misbehave as a classroom practitioner. When you consider strategies to support your learners, the key is also to consider how to support a range of needs. The aim is to focus on:

• the position of the pupil
• family context
• school influence.

The Pupils

It is important to know your learners well; you need to have a detailed and clear understanding of each learner’s individual needs. All learners have specific learning needs and it is your role to make considerations for these in your planning and the way in which you support learners in their lessons.

Possible Needs to Be Aware of:

• blindness or partial sight
• deafness or difficulty hearing
• speech difficulties
• mobility difficulties
• other clinical conditions.

Specific Conditions to Be Aware of

Key Principles of a Behaviour for Learning Approach

Attention disorders

The most well-known attention disorder is Attention Deficit Hyperactivity Disorder (ADHD), which can be a huge barrier to learning and to others in the classroom. The main feature is the learner’s inability to concentrate on an activity for an extended period of time. It is difficult to diagnose but once diagnosed, learners can be placed on medication. However, it is important to be aware how to support learners with ADHD well.

Signs to look for to identify ADHD:

• difficulty in concentrating or focusing on tasks
• overactive behaviour, fidgeting or squirming
• difficulty taking turns
• blurting out answers to questions
• difficulty following instructions
• being noisy when playing
• talking excessively
• interrupting regularly
• being disorganised and losing things
• engaging in dangerous behaviour.

Key strategies to consider when supporting learners with ADHD:

• make sure tasks are short and digestible - the ideal length for a child without ADHD is the age of the child plus two minutes, but for a child with ADHD it needs to be shorter. Five minutes will be ideal
• give rewards for staying on task
• explain the task carefully - check understanding and limit instructions and be as clear as possible
• provide appropriate activities to channel the learner’s energy
• check for low level disruptions and intervene before the learner goes off task.
• support with time management, suggesting small incremental steps.
• avoid copying out
• encourage the learner to avoid clutter and keep the learning space tidy and to use a personal checklist daily
• embed movement into the lesson and avoid detentions – alternatives are key.

Hyperactivity

Hyperactivity is a medical condition that may be aggravated by food with chemical additives.  It impacts negatively on how learners behave.

Similar strategies can be considered to support learners with hyperactivity as outlined for learners with ADHD.

Tourette’s Syndrome:

Tourette’s Syndrome is a rare disorder of movement. It begins in childhood with repetitive tics and facial grimaces, and involuntary grunts and other noises may start as the disease takes hold. In 50% of cases, the sufferer has episodes of foul language. It is often more common in males and undiagnosed because of its symptoms.

Autism

Children with autism exhibit behaviour that ranges from being barely noticeable to extreme. The milder form of autism, known as Asperger’s Syndrome, is more common in mainstream schools. The following characteristics might occur:

• dogmatic and set in their ways
• gaze avoidance, or no eye contact                                
• socially inept
• unaware of the way conversation is developing, resulting in interruptions
• physically weak with poor co-ordination
• unexplainable outbursts of anger
• inability to cope with changes in routines

Key strategies to consider when supporting learners with ADHD:

• provide the learner with a timetable of the day’s events or the lesson outline
• inform the learners as soon as possible of any changes
• use time reminders to signal the ends of tasks 5 minutes in advance
• reflect on strategies to address behaviour issues (eye contact will be minimal and learners interpret what you say in a literal way so be clear and specific; avoid metaphors and figurative language. They also might have alternative ways of doing things)
• be aware work may be untidy or in a different format, due to coordination issues
• provide safe places to have breaks and lunch
• using social stories can be effective to support children with particular issues.

Non-clinical Reasons for Poor Behaviour

These might include:

• poor self-esteem
• the boundary-tester
• poor motivation
• peer pressure
• rifts and rivalries
• no self-control
• the ‘out there’ culture – learners often blame others for incidents and don’t take responsibility for their actions.

It is important to always remember that serious misbehaviour is a cry for help! Make sure you notice when a learner needs additional support too.

The Impact of Family

Family dynamics and the home can be a major factor in determining a child’s behaviour. The level of stability and the parents’ attitudes must have an influence.  Often when critical incidents occur it impacts on learners’ behaviour. It is key to be aware of these to ensure that you are able to respond to the learner’s needs effectively.
Some examples include: 

• parents divorcing
• parents arguing’
• prenatal depression
• being disowned or neglected by a parent
• redundancy and long-term unemployment of parents
• illness
• learners being bullied at home
• involvement in crimes.

It is key to be mindful of issues such as poor levels of care, abuse and neglect as a professional. As a developing teacher, it is important to work closely with the pastoral team to support learners effectively. When becoming aware of any issues such as neglect or abuse, ensure that you discuss it with the safeguarding officer as soon as possible.

School and the Teacher

It is important to reflect on what the school’s impact is on learners’ behaviour. Learners are in the care of the school and its teachers for 6 hours a day, 5 days a week, 39 weeks a year.
The way in which lessons are delivered and expectations are set can impact a learner’s behaviour. The same lessons day in and day out might impact on the best of learners in a negative way. It is therefore important to reflect on your practice and ensure that you make the most of the time learners have in your lessons.
In order to do this, you should:

• reflect on how you can hook learners, engage them in lessons and ensure that they are clear on expectations
• be consistent and fair in your practice
• reflect on your views of individual learners and avoid situations where they become a self-fulfilling prophecy
• ensure that each learner starts fresh every day in every lesson
• avoid being confrontational with learners; look at how you can support them rather than challenge them
• respond to behaviour issues and incidents strongly; be clear on expectations and be consistent
• avoid being bad-tempered; be positive and enthusiastic with learners
• deliver engaging lessons reflecting a range of activities, where learners feel safe to ask questions, and try new things to activate their minds
• have high expectations of your learners; low expectations where the pitch is not right will impact negatively and result in poor behaviour
• personalise learning, addressing specific needs and considering the content with range and interests of the learners in mind
• have clear expectations and boundaries to ensure that learners are clear and feel safe
• use a seating plan to manage behaviour and support specific needs
• ensure that interventions are in place where learners were absent to avoid gaps
• address bullying immediately and ensure that learners are safe.

This introduction to Geoff Barton’s chapter was written by Lizana Oberholzer, NASBTT and UEL, UK.

The chapter is taken from Wright, D. (2016) Classroom Karma: Positive Teaching, Positive Behaviour, Positive Learning (London and New York: Routledge).

Introduction

Key Points

According to Department for Education (DfE) (2010a) guidance, teachers have statutory authority to discipline pupils whose behaviour is unacceptable, who break the school rules or who fail to follow a reasonable instruction.
Philip Garner outlines that there has been a noticeable move away from reactive approaches to dealing with unwanted behaviour over the last 15 years or more. Such approaches were preoccupied with ‘discipline’ being something that the teacher imposes on pupils (Robertson, 1996).
Instead, a greater awareness of behaviour for learning has become apparent, which is consistent with the quest to develop inclusive schooling. Garner stresses that this emphasis shift does not diminish the importance of clear and explicit classroom rules to govern pupils’ behaviour and he highlights the importance of consistency.

What is the ‘Behaviour for Learning’ Approach?

The ‘Behaviour for Learning’ approach emphasises the teacher’s role in creating an appropriate climate in which all pupils can learn effectively.
It encourages you to link the pupils’ behaviour with their learning via three interlinked relationships:

• how pupils think about themselves
• how they view their relationships with others
• how they perceive themselves as learners in relation to the curriculum.

It is key to recognise the interplay between these three relationships – a preventative approach. The importance of learners being able to manage their own behaviour is vital too.

Official Advice and Guidance

Inclusion has continued to be emphasised in mainstream contexts (DfE, 2010) over the past 20 years (DfEE, 1999; DfES 2001a and 2003a).
All learners’ needs must be met as outlined in the Teachers’ Standards (1 and 5).
Teachers are therefore encountering a wide range of learning and behavioural needs in classrooms.
Pupils who exhibit social, emotional and behaviour difficulties (SEBD) will be present, even though recent changes in the SEND Code of Practice: 0 – 25 (2015) have resulted in this category of pupils being removed.
Traditional learners with SEBD have represented 20% of all pupils who have SEND.
These learners will most often also underachieve and have specific learning needs.
In the past learners would have been supported by the SENCO and behaviours would at times also include mental health issues.
In your practice, you will also encounter learners with other learning needs such as ADHD and ASD.
DfE (2011d, 2014a) outlines that an important feature of a school’s approach to positively addressing behaviour is a whole school behaviour policy.  It is important to make sure that you have a clear understanding of your school’s behaviour policies.

What is Unacceptable Behaviour?

The national guidance emphasises the development of appropriate, positive behaviour, which has been identified as bringing significant benefits for all pupils (Redpath and Harker, 1999).
The guidance stresses that teachers need to be clear regarding their expectations of how learners should behave, and they need to model this as part of their practice (Teachers’ Standards 1, 7 and Part 2).
In the past, ‘behaviour’ connoted unacceptable. The Elton Report (DES, 1989a) refers to misbehaviour as ‘behaviour which causes concern to teachers’, suggesting disruptive, challenging, antisocial and off-task actions.
It is important to arrive at your own conclusion of what unacceptable behaviour is.

Factors Causing Unacceptable Behaviour:

Ayer and Prytys (2002) highlighted that ‘[t]he way which behaviour is conceptualised will determine the treatment of emotional and behavioural problems.’ Garner highlights casual factors of unacceptable behaviour. He points out that understanding and recognising some of these clues can enable you to draw on helpful strategies in your practice, such as:

• individual factors –work is too challenging; learning difficulties; mental health issues; stress
• cultural factors – adolescence leading to resistance; tension between expectations and cultures; peer pressure; negative experiences of school by parents
• curriculum relevance – learners might find it inaccessible; the value the school might place on academia vs skills and creative options
• school ethos and relationship factors – some learners might find the school ethos oppressive; the school might be less inclusive
• Eternal barriers –family breakdowns; poverty and hardship; sibling and caring responsibilities, which might impact on learners being tired and stressed.

Having an awareness of these issues might enable you to consider these more carefully and support learners more effectively.

It is key to know your learners well.

Key Principles of a Behaviour for Learning Approach

It has been recognised that emotional awareness (Goleman, 1995) can assist with relationship development and positive behaviour in the classroom.
A more positive approach strengthens relationships and enables learners to make good progress, whereas punishment often has a negative impact (Weare, 2004). Understanding the ‘self’ is the notion of ‘behaviour for learning’ and the corner stone for learner motivation. As a result, learners can:

• be effective and successful learners
• make and sustain friendships
• deal with and resolve conflict
• solve problems with others
• manage strong feelings such as frustration
• recover from setbacks
• work and play cooperatively
• compete fairly, and win and lose with dignity.

The key is to use the above as guidelines to develop your thinking about pupils’ behaviour and how they can engage positively.

Behaviour Checklist

Getting the simple things right:

Classroom

• know the names and roles of any adults in the class
• meet and greet pupils when they come into the classroom
• display rules in the class and ensure that the pupils and staff know what they are
• display the tariff of rewards in the classroom
• have a system in place to follow through with all rewards
• have a visual timetable on the wall
• follow the school behaviour policy.

Pupils

• know the names of pupils
• have a plan in place for pupils who are likely to misbehave
• ensure other adults in the class know the plan
• understand pupils’ special needs.

Teaching

• ensure that all resources are prepared in advance
• praise the behaviour that you want to see more
• praise pupils doing the right thing more than criticising those who are doing the wrong thing (parallel praise)
• differentiate
• stay calm
• have clear routines for transitions
• teach pupils the class routines.

Parents

• give feedback to parents about their child’s behaviour; let them know about the good days as well as the bad ones.

Classroom leaders need to address 3 broad elements that help to define the ethos of the classroom. They are:

• motivation – outline what learners learn and why at the start of the lesson
• emotional well-being – to reduce anxiety, outline the lesson structure clearly
• expectations – outline the needed behaviours at the start and end of each task or session.

These three elements underpin more specific teacher actions. These include:

• having good communication between yourself and your pupils
• having secure subject knowledge (detailed subject knowledge enables you to focus on other aspects of the lessons more clearly and allows you to deepen learning)
• providing lively, well-paced lessons
• understanding and meeting learners’ personal needs
• demonstrating confidence and direction in managing pupils
• modelling desired behaviours yourself.

The key to effective behaviour management is building positive relationships, such as by:

• modelling desired behaviour
• giving positive reinforcement and targeted praise
• consistently and firmly applying rules
• using both verbal and non-verbal communication
• listening to pupils and respecting their options
• remaining vigilant
• dealing decisively with lateness and non-attendance.

Effective relationships mean that there is a common ground between pupil and teacher.

It is important to structure your lessons to promote positive behaviour. Effective lesson design takes into account:

• focus and structure (clarity on what is learned and why it needs to be learned)
• how to actively engaging learners
• how to develop pupils’ learning systematically and effectively use scaffolding
• how to encourage learners to become more independent
• effective use of assessment for learning to review progress
• how to motivate learners with well-paced lessons, creating an environment for learning.

This introduction to Geoff Barton’s chapter was written by Lizana Oberholzer, NASBTT and UEL, UK.
The chapter is taken from Garner, P., cited in Capel, S. Leask, M. and Younie, S. (2016) Learning to Teach in the Secondary School: A Companion to School Experience, 7th ed. (London and New York: Routledge).

Introduction

The Importance of Focusing on Positive Behaviour

The need for focusing on positive behaviour is clearly outlined in the national guidance. According to the Elton Report (1989), an emphasis on the positive, including praise for good behaviour as well as good work, and sparing and consistent use of reprimand and sanctions is needed in teachers’ practice. The DCSF (2009a) also outlines the importance of positive reinforcement, highlighting that the rewards to sanctions ratio needs to be at least 5:1.
Whatever the origins of the ratio, the message is that there needs to be a strong emphasis on positive behaviour. The current Teachers’ Standards (DfE, 2011a) require teachers to ‘establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly.’

Positive Feedback and Rewards

In the context of the behaviour for learning approach
The purpose of praise and rewards is to foster the development of positive learning behaviours. Praise is conceptualised as the provision of verbal encouragement that is focused on the learning behaviours required. It provides learners with feedback on their behavioural performance.
It is important that when rewards are given, specific, positive feedback is included to ensure that it is effective. The positive feedback has a positive impact on the ‘self’ and highlights to the learner that the positive behaviour has been noted and valued.
Using behaviour for learning approaches means evaluating strategies appropriate for learners to strengthen relationships, rather than following a formula.

Positive Feedback Rather than Praise

Although praise is commonly used, positive feedback is a more helpful phrase to consider.
Focus on giving feedback on learners’ choices and actions their performance, such as ‘John, thanks for waiting, how can I help?’. This provides the learner with positive feedback on performance and conveys, in a subtle way, that the teacher noticed when the learner behaved appropriately.

What Do We Know About Effective Positive Praise? 

A teacher’s praise needs to have the following qualities:

• contingency – the praise needs to be contingent on performance to be reinforced
• specific – it needs to outline specific features
• sincerity/variety/credibility – it needs to come across as sincere and meaningful

The following key points need to be considered when using positive praise:

• feedback should be provided within a known context where behaviour is observed
• phrase the feedback so that it is descriptive and provides information on the specific behaviour
• if evaluative elements are used such as ‘good’ without a descriptive component, you are missing an opportunity to convey information to the pupil
• positive feedback needs to focus on effort, improvement and achievement
• within the feedback, any reference to reasons for success should relate to factors the pupil can influence
• positive feedback should not be insincere or experienced as manipulative
• don’t mix positive feedback with negative feedback
• avoid a give and take approach.

The Importance of Giving Positive Feedback

Carter and Carter (1992) highlights that 90% of teachers’ comments were negative.
It is important to provide positive feedback. t is also important to remember that all positive feedback doesn’t have equal weight; positive feedback from someone who is important to the pupils and whose opinion they respect may carry more weight than several pieces of positive feedback from someone else. 
Focus on building strong, trusting, working relationships with learners to ensure that your feedback has value and impact to support them well.

Rewards

Positive feedback is a form of reward. Often with feedback, non-verbal signals are embedded into our practice, such as a smile, a nod or a thumbs up.
There are key principles to consider when focusing on the effective use of rewards:

• intrinsic rewards – the most desirable reward: the enjoyment learners get from engaging in their work
• success and making progress
• praise and approval – verbal via feedback and non-verbal acknowledgements
• token rewards such as house points
• tangible rewards such as sweets and vouchers (ot always ideal to use by a single teacher)

(Macphillimy, 1996)
Intrinsic rewards are more challenging when it comes to behaviour management. Learners need to learn how to self-manage and choose what is right and proper.
The key emphasis of behaviour for learning is that more parallels need to be drawn with learning. When learning, positive feedback is used. The same focus on feedback for behaviour can enable learners to be motivated to choose appropriate behaviours to impact positively on their learning, and overall success.

Tailoring Praise to Individuals

Praise needs to be a positive experience for learners. However, learners often react differently to the way in which praise is delivered. It is therefore important to consider how praise needs to be tailored for learners to ensure that it is a positive experience.

• Public or private positive feedback – some learners prefer to be praised in private. A quiet word or a postcard home is far more effective than a public display. Think carefully on how you need to approach this with each learner.
• Depersonalising positive feedback – as mentioned, some learners find it difficult to accept feedback and praise. A stronger emphasis on the descriptive element of the feedback might help. In addition, by depersonalising the feedback by referring to the group’s good focus and work, it will enable learners to receive positive feedback more readily.
• Reducing the evaluative component further – avoid using ‘good’ or ‘well done’ and provide feedback without the evaluative component. For example, ‘you settled really quickly at the start of today’s lesson.’
• Positive feedback to the whole class – focus on the principle of 5 positives and one negative. Providing feedback in a more general way will outline key points and next steps clearly.

This introduction to Geoff Barton’s chapter was written by Lizana Oberholzer, NASBTT and UEL, UK.

The chapter is taken from Ellis, S. and Tod, J. (2014) Promoting Behaviour for Learning in The Classroom (London and New York: Routledge).

Introduction

What is Control For?

Terry Haydn highlights that it is important to evaluate the working atmosphere in the classroom.

Politicians outline that control in itself ‘is a good thing’. Teachers outline they want enough ‘control’ to teach what they would like to teach in the way in which they would like to teach it.

The word ‘relaxed’ outlines that control needs to be embedded in a flexible way to allow for positive ways of working in the classroom to enable learners to make progress.

Learners outline that if teachers are too strict it impacts negatively on the classroom atmosphere. Learners outline a preference for a teacher who is able to keep control of the classroom – to allow all to make progress and learn.

How Much Control is Needed?

Most teachers indicated that they would like a situation where learners don’t talk when they are talking. They are also keen to undertake a wide range of activities and not be limited by considerations of learners’ behaviour.

Teachers identified three criteria about the degree of control which they felt was necessary in the classroom:

• learners need to listen in silence when the teacher is talking
• teachers don’t want to feel constrained by activities due to behaviour issues
• the amount of learning should not be limited because some pupils are impeding the learning of others.

The most commonly encountered problems of low-level disruption are:

• not being quiet when the teacher is talking
• off-task behaviour with other learners
• arriving late for lessons
• not bringing equipment
• calling out or shouting across the room
• not doing work when asked to do so
• inappropriate or offensive remarks
• not completing homework.

Teachers at the start of their development often want specific advice, guidance and direction. However, the craft of teaching is developed over time, and experience is required to address all these issues.

Prescribed courses of action are not often as helpful as they might not be appropriate for the context you are working in, or the learners you are working with.

Key Areas and Strategies to Consider When Developing as a Teacher

Getting the class quiet

Getting the class quiet is one of the most commonly mentioned problems by teacher trainees. Cowley (2002) outlines that her first engagement with a class is to make her expectations clear, especially her requirement for silence whenever she is addressing them. She makes it clear that she will achieve this ‘no matter what’.

Key strategies to consider

• Wait for silence – if you hold out, many classes will become quiet
• Try not to talk over the class, although there are varying opinions on the success of this strategy.
• Use cues to indicate the start of the lesson.

Teaching Styles

Styles vary and might impact on how learners respond to a teacher as well. Some examples of teaching styles:

• Discursive or business like – some learners enjoy it if a teacher goes of topic, others prefer a strong focus
• Flexible or consistent – some teachers are more creative and flexible, whereas others have clear routines in place.
• Pedantic or casual – some teachers are very prescriptive on how things need to happen, others have a more casual approach.
• Friendly or formal - some teachers are more informal and friendly, whereas others are far more formal and expect learners to engage in a similar way.

You need to reflect on what suits you best and your learners.

Moving Pupils

The use of moving to address behaviour issues can be an effective strategy, depending on the group you are working with. In addition, carefully considered seating plans will also aid how you manage learners’ behaviour and address their personal needs.

Sending Pupils Out

A common dilemma facing teachers is whether to send learners out when they disrupt learning. It is important to consider whether the learner is developing a pattern of wanting to be sent out to avoid engagement with learning, and to explore all the possible underlying issues that could be causing the behaviour.

At what point does a learner forfeit the right to be in the lesson? One key consideration to think about when answering this question is whether the student’s behaviour is impacting on learning. In addition, you should reflect on the health and safety of both the pupil and the other learners, and decide whether the best way forward is to remove the learner from the lesson.

It is important to maintain a low-key, understated tone, asking the learners to leave the room calmly.

Be aware, frequently removing a learner from a lesson might impact negatively on their behaviour and learning. It might be worth exploring what triggers these issues, and consider specific strategies to reinforce more positive outcomes.

Refusal

Sending learners out can lead to learners refusing to leave. The prevalence of pupil refusal varies from school to school; in some schools it is very common, but in others it seldom occurs.

Refusals are perceived as very serious, but teachers won’t use ‘force as is reasonable’ if a pupil is committing a criminal offence. It is not advisable for developing teachers to consider this approach.

What is sensible is to seek help and support from senior colleagues.

How to cope with you are not in full control

• don’t take it personally if learners are challenging
• keep things in proportion – on balance, remember that you are working with learners who are developing and not as fully balanced as one can expect in the adult world.
• keep things in perspective and be realistic.

Characteristics and Strategies of Teachers Who are Good at Managing Learning in the Classroom

• Starting lessons promptly, continuing with the flow of the lesson and not allowing interruptions to stop it.
• Getting learners prepared for learning even before the start of the lesson - corridor calming (Rogers, 2002)
• Giving clear instructions – Fontana (1994) highlights the importance of clarity. Make sure that learners know what they need to do, why they need to do it, and how they need to get there.
• Clear warning, then do what you said you would do – be consistent, and follow through to ensure that expectations are made clear to learners.
• Calibration of choice – the ability to gradually increase seriousness, from a polite and friendly request to calmly but firmly sending a learner out of the room. Olesen and Cooper (2001) states that it is important to have a clear hierarchy of sanctions.
• Vacillation, indecisiveness and inconsistency can antagonise pupils further.
• Observing learners, noticing what they are doing, and how they are feeling – being attune with the mood and anticipating behaviour.
• Perseverance – having resilience and not giving up on learners or moving matters forward for improved outcomes.

This introduction to Terry Haydn’s chapter was written by Lizana Oberholzer, NASBTT and UEL, UK.

The chapter is taken from Haydn, T. (2015), Managing Pupil Behaviour: Improving the Classroom Atmosphere, 2nd ed. (London and New York: Routledge).