SUPPORTING

 TRAINEE  TEACHERS  IN  BEHAVIOUR  MANAGEMENT  

The  2011  survey  of  newly  qualified  teachers  showed  that  around  three  out  of  
four  (74  per  cent)  felt  their  behaviour  training  was  “good”  or  “very  good”.    This  is  
a  significant  improvement  on  previous  years  but  there  is  no  doubt  that  
confidence  in  managing  behaviour  effectively  continues  to  be  one  of  the  foremost  
concerns  for  most  trainee  teachers.    These  notes  and  linked  resources  are  
offered  by  the  University  of  Greenwich  to  help  subject  tutors  support  trainees  to  
improve  their  skills  and  confidence  in  this  vital  area.  
 
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From  the  outset  it  is  worth  noting  that  there  is  plenty  of  evidence  to  show  that  
successful  classroom  management  is  far  more  complex  than  the  teacher  simply  
reducing  the  class  into  cowed  silence  in  order  that  s/he  can  teach  them.    Even  if  
you  can  maintain  this  strict  and  disciplined  approach  there  is  little  chance  that  
much  learning  is  going  to  take  place.    It  would  appear  to  be  based  on  the  false  
assumption  that  students  are  empty  vessels  waiting  to  be  filled  with  knowledge.  
In  order  to  make  progress  students  need  to  be  active  participants  in  the  learning  
process  and  this  can  only  be  achieved  if  they  are  free  to  ask  questions,  
contribute,  and  discuss  without  fear  of  getting  things  wrong.    Good  behaviour  
management  is  evident  in  an  ordered  and  purposeful  classroom  environment,  
not  necessarily  in  a  silent  one.  
 
Behaviour  in  classrooms  does  not  occur  in  isolation  -­‐  it  is  the  product  of  a  variety  
of  influences  and  not  simply  the  product  of  a  pupil's  unwillingness  to  behave  or  
learn  as  required  by  the  teacher.    This  is  the  premise  of  concepts  such  as  
Behaviour  for  Learning  or  Behaviour  to  Learn  which  emphasise  the  crucial  link  
between  the  way  in  which  students  learn  and  their  social  knowledge  and  
behaviour.  The  focus  is  upon  establishing  positive  relationships  across  three  
elements  of  self,  others  and  curriculum  
   
• Relationship  with  Self:  a  pupil  who  does  not  feel  confident  as  a  learner  
and  who  has  'internalised'  a  view  that  s/he  is  unable  to  succeed  as  a`  
learner  will  be  less  likely  to  engage  in  the  challenge  of  learning  and  (in  
consequence)  may  be  more  inclined  to  present  'unwanted  behaviours'  
• Relationship  with  Others:  all  'behaviour'  needs  to  be  understood  as  
'behaviour  in  context'.  Behaviour  by  pupils  is  triggered  as  much  by  their  
interactions  with  others  (pupils,  teachers  or  other  adults  in  
schools/settings)  as  it  is  by  factors  internal  to  the  child.  
• Relationship  with  the  Curriculum:  pupil  behaviour  and  curriculum  
progress  are  inextricably  linked.  Teachers  who  promote  a  sense  of  
meaningful  curriculum  progress  in  learning  for  each  pupil  will  be  more  
likely  to  create  a  positive  behavioural  environment.  
 
[Source:  Behaviour2Learn  www.behaviour2learn.co.uk]    
 
 
   
EXPECTATIONS  OF  TRAINEE  TEACHERS  
 
Teacher’s  Standard  7  sets  out  the  expectation  of  teachers  regarding  behaviour  
management:  
 
A  teacher  must  
Manage  behaviour  effectively  to  ensure  a  good  and  safe  learning  
environment    
• have  clear  rules  and  routines  for  behaviour  in  classrooms,  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.  
 
More  explicitly,  the  Teaching  Agency  set  out  the  knowledge,  skills  and  
understanding  that  trainee  teachers  need  in  order  to  be  able  to  manage  their  
pupils’  behaviour  in  
Improving  teacher  training  for  behaviour  (October  2012).    
 

The  introduction  contains  the  following  statement:    

“It  is  important  to  note  that  good  teaching  is  the  most  effective  way  to  get  good  
behaviour.  Teachers  who  plan  and  teach  dynamic,  stimulating  lessons  based  on  
sound  assessment  and  excellent  subject  knowledge  are  likely  to  experience  fewer  
difficulties  with  behaviour”.  

It  is  always  worth  emphasising  with  trainee  teachers  that  carefully  planned,  
well  presented  lessons  which  interest  and  motivate  students  are  likely  to  
lead  to  less  problems  with  behaviour.      

The  document  then  goes  on  to  summarise  the  required  knowledge,  skills  and  
understanding  on  behaviour  under  the  following  headings:  

• Personal  style  
• Self-­‐management  
• Reflection  
• School  systems  
• Relationships  
• Classroom  management  
• More  challenging  behaviour  
• Theoretical  knowledge  
You  might  find  it  helpful  to  use  these  headings  for  discussions  in  mentor  
meetings  around  behaviour.    Refer  to  the  Improving  teacher  training  for  
behaviour  for  the  scope  of  each  one.  

 
Having  done  this,  now  consider  the  following  statements  taken  from  school  
placement  reports  commenting  on  TS7  (Manage  behaviour  effectively  to  ensure  a  
good  and  safe  learning  environment).    See  if  you  can  decide  whether  each  
statement  relates  to  a  trainee  teacher  who  is  demonstrating  the  minimum  to  be  
awarded  QTS  (Grade  3),  is  achieving  at  good  level  (Grade  2),  or  is  achieving  at  a  
high  level  (Grade  1).  
 
Statement   Grade?  
She  can  rapidly  assess  the  mood  of  a  class  and  is  able  to  adapt  the  lesson  to  re-­‐  
motivate  pupils  so  that  they  display  high  levels  and  engagement  and  cooperation.    
She  has  used  the  school’s  behaviour  policy  to  promote  good  and  courteous  
behaviour  and  frequently  follows  up  behaviour  issues.    Lesson  evaluations  contain  
reflection  on  behaviour  in  lessons  and  sometimes  suggest  alternative  strategies.    
She  is  aware  of  and  understands  the  school’s  policy  for  behaviour  and  the  need  to    
develop  clear  rules  and  routines.    With  support,  she  is  beginning  to  apply  these,  
using  sanctions  and  rewards  to  maintain  an  ordered  classroom.    
She  recognises  that  behaviour  is  context  dependent  and  is  able  to  articulate  which    
factors  contribute  to  more  challenging  situations.    Through  planning  it  is  evident  
that  she  has  considered  behaviour  in  the  way  in  which  she  organises  group  work.    
She  uses  a  good  balance  between  praise,  sanctions  and  rewards  which  are    
consistently  applied.    On  the  few  occasions  when  behaviour  falls  short  of  
expectation  she  can  respond  quickly  and  exercise  her  authority  whilst  still  
maintaining  good  relationships.    
Where  behaviour  of  some  pupils  is  significantly  challenging  she  has  sought  the    
support  of  colleagues  in  addressing  this.    She  is  beginning  to  recognise  that  
planning  appropriate  lessons  that  meet  pupils’  needs  is  a  major  factor  in  successful  
classroom  management.    
 
In  fact,  below  are  the  criteria  for  TS7  for  Grade  3,  2,  and  1  trainees.    It  is  not  hard  
now  to  check  your  response  to  the  statements  above.    (Check  your  ‘answers’  
below).  
Note  the  subtleties  in  expectation  between  the  grades.    It  will  be  the  quality  of  
the  mentor’s  support  and  guidance  that  will  move  a  trainee  to  a  higher  grade.      
You  might  like  to  assess  your  trainee’s  current  level  of  attainment  with  him/her  
against  these  criteria  and  what  evidence  you  have  for  such  a  judgment.    The  most  
important  outcome  of  this  process  will  be  some  clear  targets  for  the  coming  
weeks.  
 
Grade  3  -­‐  All  trainees  to  be  awarded  QTS  will  have  demonstrated  as  a  minimum  that:    
   
They  work  within  the  school’s  framework  for  behaviour  and  can  apply  rules  and  routines  
consistently  and  fairly.    They  have  high  expectations  and  are  aware  of  the  range  of  strategies  that  
experienced  teachers  use  to  promote  positive  behaviour.  They  are  able  to  apply  these  
appropriately,  in  the  context  of  the  schools  policy  using  sanctions  and  rewards,  including  praise,  
in  order  to  create  an  environment  supportive  of  learning.    They  understand  when  to  seek  
additional  support  in  addressing  the  needs  of  pupils  where  significantly  challenging  behaviour  is  
demonstrated.  They  recognise  that  planning  appropriate  lessons  that  challenge  learners,  
teaching  using  a  variety  of  strategies  that  address  pupils’  needs  and  employing  appropriate  
assessment  strategies  will  all  contribute  to  successful  behaviour  management.    They  show  
understanding  of  how  barriers  to  learning  can  impact  on  pupil  behaviour  and  have  begun  to  
apply  strategies  to  address  these,  working  alongside  experienced  teachers  and  support  staff  as  
appropriate.    They  understand  that  behaviour  management  is  context-­‐dependent  and  are  able  to  
articulate  which  factors  may  contribute  to  more  challenging  behaviour  being  exhibited  within  
their  classes.  
 
Grade  2  -­‐  Trainees  achieving  the  standards  at  a  good  level  may  demonstrate  these  
characteristics:    
 
They  work  within  the  school’s  framework  for  behaviour  and  apply  rules  and  routines  
consistently  and  fairly.    They  consistently  have  high  expectations  and  understand  a  range  of  
strategies  that  experienced  teachers  use  to  promote  positive  behaviour  and  apply  these  
effectively,  including  use  of  school  sanctions  and  rewards,  and  use  of  praise,  in  order  to  create  an  
environment  supportive  of  learning.    They  manage  behaviour  effectively  so  that  learners  
demonstrate  positive  attitudes  towards  the  teacher,  their  learning  and  each  other  allowing  
lessons  to  flow  smoothly  so  that  disruption  is  unusual.  They  actively  seek  additional  support  in  
addressing  the  needs  of  pupils  where  significantly  challenging  behaviour  is  demonstrated.  
 
Grade  1  -­‐  Trainees  achieving  the  standards  at  a  high  level  may  demonstrate  these  
characteristics:    
 
They  rapidly  adapt  to  the  different  circumstances  in  which  they  train,  working  confidently  within  
the  frameworks  established  in  different  settings  and  applying  rules  and  routines  consistently  and  
fairly.    They  consistently  have  high  expectations  and  understand  a  range  of  strategies  that  
experienced  teachers  use  to  promote  positive  behaviour  and  apply  these  very  effectively,  
including  use  of  school  sanctions  and  rewards,  and  use  of  praise,  in  order  to  create  an  
environment  highly  supportive  of  learning.  They  manage  pupil  behaviour  with  ease  so  that  
learners  display  very  high  levels  of  engagement,  courtesy,  collaboration  and  co-­‐operation.  They  
actively  seek  additional  support  in  addressing  the  needs  of  pupils  where  significantly  challenging  
behaviour  is  demonstrated.  
 
 
[Answers:    1  –  2  –  3  –  2  –  1  –  3]  
 
____________________________________  
 
 
 
KEY  QUESTIONS  IN  BEHAVIOUR  
 
This  resource  is  a  good  starting  point  as  it  looks  at  the  key  questions  that  
trainees  and  newly  qualified  teachers  most  frequently  ask  about  behaviour  
management.    Scroll  down  the  page  to  see  Key  Advice  to  trainees  to  the  following  
key  questions.      But  before  you  do  so  you  might  like  to  consider  how  you  would  
respond.  
 
• What  is  the  best  way  to  begin  creating  a  positive  climate  for  learning  in  
my  class?  
• What  is  your  advice  about  setting  up  classroom  rules?  
• How  do  I  instil  in  the  children  that  I  have  certain  expectations?  
• How  should  I  structure  my  system  of  rewards  and  sanctions?  
• Is  it  important  how  I  organise  the  layout  of  the  classroom?  
 
 
SOME  COMMON  ISSUES  
 
Here  are  some  common  issues  which  might  lead  to  behaviour  problems.    Which  
of  them  have  you  seen  with  the  trainee  teacher(s)  in  your  department?    Discuss  
how  they  might  address  them  and  make  sure  the  identified  strategies  are  
included  as  targets  for  short  term  development.  
 

 
 
[Source:  Newman  University  College,  Birmingham]  
 
 
WORKING  ATMOSPHERE  IN  THE  CLASSROOM  
 
Terry  Haydn  has  done  extensive  research  into  the  classroom  environment  and  
shown  how  the  atmosphere  in  the  class  is  a  crucial  element  in  the  teaching  and  
learning  process  as  it  affects  achievement,  pupil  motivation  and  teacher  
wellbeing.    The  result  is  the  10  level  scale  below  which  you  can  use  with  trainee  
teachers  to  assess  the  mood  of  their  classroom  and  help  them  to  work  towards  a  
relaxed  and  comfortable  environment  in  which  teaching  is  an  enjoyable  
experience.  
 
10.  You  feel  completely  relaxed,  able  to  undertake  any  form  of  lesson  activity  without  concern.  
You  and  the  pupils  work  together,  enjoying  the  experience.  

9.  You  feel  completely  in  control  and  can  undertake  any  sort  of  activity,  but  you  need  to  exercise  
authority  at  times,  in  a  friendly  way,  to  maintain  a  calm,  purposeful  working  atmosphere.  

8.  You  can  maintain  a  relaxed  and  co-­‐operative  working  atmosphere,  but  this  requires  thought  
and  effort  at  times.  Some  forms  of  lesson  activity  may  be  under  less  control  than  others.  

7.  You  can  maintain  a  co-­‐operative  working  atmosphere  and  undertake  any  form  of  classroom  
activity,  but  this  requires  more  considerable  thought  and  effort.  

6.  It  is  often  a  major  effort  to  establish  and  maintain  a  relaxed,  calm  atmosphere.  Several  pupils  
will  not  remain  on  task  without  persistent  surveillance,  exhortation  or  threats.  It  is  sometimes  
difficult  to  get  pupils  to  be  quiet  while  you  are  talking,  but  there  is  no  major  disruption.  

5.  Your  control  is  limited,  and  there  are  times  when  you  would  be  embarrassed  if  the  head  
walked  in.  The  atmosphere  is  rather  chaotic  at  times,  with  several  pupils  manifestly  not  listening  
to  you.  But  pupils  who  want  to  work  can  get  on  with  it,  albeit  in  a  rather  noisy  atmosphere.  

4.  Your  control  is  limited:  it  takes  time  and  effort  to  get  the  class  to  listen.  You  try  to  get  onto  the  
worksheet  or  written  part  of  the  lesson  fairly  quickly  in  order  to  get  their  heads  down.  Pupils  talk  
while  you  are  talking,  and  minor  transgressions  go  unpunished  because  too  many  occur.  You  try  
to  keep  a  lid  on  things  and  concentrate  on  those  pupils  who  are  trying  to  work.  

3.  There  is  major  disruption  and  many  pupils  pay  little  attention  to  your  presence.  Swearwords  
may  go  unchecked  and  pupils  walk  round  the  room  at  will.  When  you  write  on  the  board,  objects  
are  thrown  around  the  room.  

2.  The  pupils  largely  determine  what  goes  on.  You  take  materials  into  the  lesson,  but  once  
distributed  they  are  ignored,  drawn  on  or  made  into  paper  aeroplanes.  When  you  write  on  the  
board,  objects  are  thrown  at  you  rather  than  around  the  room.  

1.  Your  entry  into  the  classroom  is  greeted  by  jeers  and  abuse.  There  are  so  many  transgressions  
of  the  rules  it  is  difficult  to  know  where  to  start.  You  wish  you  had  not  gone  into  teaching.  
 
For  more  details  and  to  see  Haydn’s  lecture  to  trainee  teachers  at  the  IoE  where  
he  explores  this  research  in  depth  and  offers  practical  advice  and  techniques,  
click  here  
 
 
 
LANGUAGE  OF  PRAISE  
 
It  can  easily  be  overlooked  by  trainee  teachers  how  effective  it  can  be  to  
motivate  students  by  praising  them  when  they  are  working  well  and  doing  what  
is  expected  rather  than  telling  them  off  when  they  are  not  doing  what  is  wanted.  
 
Unit  20  (Classroom  Management)  of  the  Pedagogy  &  Practice  series  (2004)  
pages  7-­‐11  has  some  good  advice  and  tasks  around  the  language  teachers  use  
and  we  would  recommend  exploring  this  with  trainees.  
 
There  is  a  useful  exploration  of  the  power  of  positive  reinforcement  at  
http://www.teachingexpertise.com/e-­‐bulletins/accentuate-­‐positive-­‐12001  
 
Capel,  Leask,  and  Turner  (2009)  Learning  to  Teach  in  the  Secondary  School,  
which  is  the  core  text  for  the  PGCE  Professional  Studies  course,  has  a  useful  
observation  task  (Task  3.2.6)  that  trainee  teachers  could  carry  out  which  
explores  positive  and  negative  comments  teachers  make  about  behaviour  and  
work  to  individual  students,  groups,  and  the  whole  class.  
 
 
BEHAVIOUR  CHECKLISTS  
 
In  2011  Charlie  Taylor,  the  DfE’s  ‘behaviour  expert’  at  the  time,  published  a  
straightforward  Behaviour  Checklist  for  schools  and  teachers  as  a  result  of  a  
conference  of  successful  headteachers  exploring  the  key  principles  for  improving  
behaviour.  
 
We  recommend  you  look  at  this  with  trainee  teachers  and,  in  particular  the  
Behaviour  Checklist  for  Teachers  towards  the  end  of  the  document.      For  
example,  
Has  the  trainee  seen  /  had  experience  of  these  simple  ideas?  
Can  s/he  identify  the  benefits  of  when  these  strategies  are  in  place?  
Are  there  any  suggestions  that  you  disagree  with?    Why?  
 
It  might  be  helpful  to  use  a  document  devised  by  the  University  of  Cumbria  to  
analyse  the  checklist.  
 
 
BEHAVIOUR2LEARN  WEBSITE  
 
The  Behaviour2Learn  website  is  a  tremendous  resource  for  supporting  trainee  
and  newly  qualified  teachers  to  understand  the  many  facets  of  behaviour  
management.      Links  on  the  homepage  are  labelled  ‘Must  know’,  ‘Should  know’,  
and  ‘Could  know’.    It  is  vital  that  trainees  explore  at  least  the  first  of  these.  
 
 
MISCELLANEOUS  RESOURCES    
 
1.  The  behaviour  management  pages  of  the  Teaching  Expertise  website  where  
there  are  some  good  practical  tips  on      
• Dealing  with  low  level  disruption  
• Rewards  and  Sanctions    
• Non-­‐verbal  Behaviour  Management      
• Behaviour  policies    
 
2.  There  is  an  extensive  bank  of  videos  dealing  with  behaviour  management  on  
Teachers  Media  Behaviour  Hub    
 
3.  26  SCENARIOS  -­‐  This  resource  is  a  set  of  classroom  'scenarios',  each  of  which  
approximates  to  a  classroom  event  which  teachers  will  probably  have  
encountered  at  some  point  during  their  career.  For  example,  Starting  lessons  in  
an  orderly  way,  Gaining  attention  in  a  noisy  class  etc.  
The  scenarios  have  been  identified  by  trainee  teachers,  as  being  those  which  
they  feel  are  the  key  areas  that  they  want  information  about.    In  each  case  there  
is  a  number  of  slides  (usually  between  8-­‐10),  which  take  trainees  through  
aspects  of  each  behaviour  being  considered.    These  scenarios  can  provide  the  
basis  for  raising  the  awareness  of  trainees  about  the  importance  of  creating  an  
effective  learning  climate  in  their  classroom,  and  the  various  components  
involved  in  doing  this.