Behaviour Management
Behaviour isn’t itself defined
There is a section on ‘what we expect of our pupils’
o ‘to behave at all times in an orderly manner’
Makes reference to the publication of a ‘tariff’ system of guideline punishments for
beahviour infringements
14 references to exclusion
No reference to culture
In the strategy section, there is a list of staff actions
Identity: shaped by background factors
Values, political beliefs, ethnicity
Persona: who you are in the classroom, what culture you want to create
Fun, strict, don’t smile until xmas etc
Lecture
Identity is dynamic and shifting
Influenced by:
o Biography and personal history
o Values and beliefs
o Relationships with colleagues and students
Context of the school
o Sense of self-efficacy
How good you think you are
o Teacher role as subject expert
o Context and social situations
o Emotions
Interpretative frame- like glasses through which we see ourselves as teachers
Maguire et al 2010 looks interesting
Teacher persona: Persona you adopt in front of students, adaptable and like playing a role
What is “good” behaviour
o One teacher’s disruption is another’s freedom
Low-level disruption
o Costing ‘hours of learning’?
o Could some lld be good?
Tom Bennett: culture developed through norms
o Norms
o Routines
o Behaviour feedback/consequences
o Teachers must prioritise what culture they want
Creating your classroom culture: your teacher persona
o Balancing act- figuring out what kind of teacher you want to be
o Process of trial and error
o Can be shaped through reflection and dialogue with others
o How to reconcile strictness with flexibility and warmth
o Tension especially for younger teachers
o Reflect on how to find the balance between being in control vs being
kind/approachable
Sue cowley
o Be definite: ‘I know what I want’
o Be aware: ‘I know what will happen if I do/don’t get what I want’
o Be calm and consistent
o Give them structure
o Be positive
o Be interested
o Be flexible
o Be persistent
o Engage them
Palmer (1997) The Heart of a Teacher: Identity and Integrity in Teaching
We teach who we are
Good teaching cannot be reduced to technique; good teaching comes from the identity and
integrity of the teacher
[Link]
Sue Cowley- getting the buggers to behave
Class notes
Arthur- start off very happy then get a bit more strict from there on out
o Students to realise that you care about them, but also to set boundaries
Normalise authoritarianism- does it work for everyone?
Be careful with the authority that you have as a teacher
o You are talking to another human being
Never allow misbehaviour in classrooms to become a personal issue for you
o Try to separate student from their behaviour
o If you tell a student off, be nice to them again soon when you can
Build a teacher persona to reflect your values
How did your teachers manage behaviour?
o Consistency
o Don’t want to have emotional problems- too strict can lead to
Would you prefer teaching in a very strict or not very strict school?
Arthur-
o Limit to strictness, if you cross a line then students can respond badly
o Overreaction can bread overreaction
o Having a private chat with a student, showing overconcern could work really well
sometimes
SDP: read the stuff online (handbook + KEATS)
See slides that Arthur will send too
Conclusion- pull together the whole essay. Signpost.
15th November 5pm
Notes
Don’t make a big deal out of lateness
o Reduce disruption as much as possible
Body language
o Shush + point?
Shouting out
o Got the right answer but I need to hear from others in the class- turn it into
something positive
o About setting consistent rules
Non-verbal communication
o Circulation tap on desk
Bill Rogers
When you don’t know kids
o Don’t go up and ask why aren’t you working
o Greet them- I noticed you’re not working- how can I help you
o Be supportive in those first few meetings- don’t be confrontational
o Establish trust early on
Tactical ignoring
o Focus on what matters in the moment
Ensuring a settled and focused class
o Challenge is getting calm and focus
o Use calm clear directional language
o ‘Settling down everyone’/Settling down thanks/Several students are still calling
out/Hands down for now thanks/Eyes and ears this way thanks/
o Brief cue-ings are positive
o Describe what they’re doing, tell them what to do instead
o Calm but positive and cueing the class to settle/look/listen
o Say to the whole class- ‘a number of students are ….. [eg fiddling with objects’
o Brief descriptive cue then strong directional cue (you need to be….)
o At the end when they’re clam, say good morning
When kids are mucking about
o Be a teacher first- talk about the work
o When leaving give them a task
o If hassle- get back to primary issue
o ‘Eg I’m sure you can, but this school has clear rules’
o Get back to primary issue calmly
o Focus still on teaching/learning dynamic
When a child says no
o Address the behaviour that’s primary not secondary
o ‘We’ve got a school rule’- don’t care about the eye rolling etc
o If they still say no- make the consequence clear
o Then leave them with the consequence
Class notes
Teacher interactions should never result in greater disruption than the behaviour which is
being addressed
Positive reinforcement : Positive correction (5:1)
Age + gender
Effective classroom rules are mutually beneficial, simple and memorable
