Key Questions in Behaviour

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Key Questions in BehaviourA Resource for Initial TeacherTrainees and their Tutors and

Mentors

Prepared for Behaviour4Learning by Philip Garner (University of Northampton),

John Dwyfor Davies (University of the West of England, Bristol)

This resource has been produced and distributed with support from the

Training Development Agency for Schools

Supported by the DfES and the TDA


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ISBN: 978 1 84445 127 2 The Initial Teacher Training Professional Resource Network (IPRN) forBehaviour (Behaviour4Learning) 2007

You are welcome to copy this publication for internal use within yourorganisation. Otherwise, no part of this publication may be reproduced, storedin a retrieval system, or transmitted in any form or by any means, electronic,electrical, chemical, optical, photocopying, recording or otherwise, withoutprior written permission of the copyright owner.

Published by the Initial Teacher Training Professional Resource Network (IPRN)for Behaviour (Behaviour4Learning)School of Education

University of NorthamptonPark CampusNorthamptonNN2 7AL

Published with the support of the TDA

Editorial development and production by:Learning Matters33 Southernhay EastExeter EX1 1NX

www.learningmatters.co.ukTypeset by Pantek Arts Ltd, Maidstone, Kent

Printed and bound by The Baskerville Press Ltd., Salisbury, Wiltshire


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CONTENTS

Acknowledgements iv

General Introduction to the Behaviour and Attendance Tutor Materials for Primary

and Secondary ITT Programmes v

Introduction to the Key Questions vii

Key Questions: Origins and Methodology 1

Section 1: Questions of Context and Setting 4

Section 2: Questions about the Classroom 9

Section 3: Questions about Individual Pupils15

Section 4: Questions about National Issues and Concerns 21

References 24

Appendix 1: Composite Key References and Further Reading 25

Appendix 2: Useful Websites 27

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ACKNOWLEDGEMENTS

We would like to express our thanks to all the trainee teachers and teachers who havecontributed to the development of this resource. Thanks are also due to the head-teachersof individual schools, who agreed to allow their teachers to be involved in both the researchunderpinning this resource and also its subsequent production. Specifically, we would like to

express our gratitude to the following, all of whom have been involved in the making of theaccompanying DVD:

Teachers

Faye Berthan (St Stephens Junior School, Bristol)

Rachel Briggs (Weston Park Primary School, Bristol)

Karl Hemmings (Beacon Rise Primary School, Bristol)

Andrew Gregory (Patchway Community College, Bristol)

Claire Stewart (Bristol City Academy)

Rayne Stone (Christchurch C of E Infants School, Bristol)

Ruth Symester (Whitefield Fishponds Community School, Bristol)

Paul Talarico (Ashton Park School, Bristol)

Tony Wier (St Stephens Junior School, Bristol)

Harriet Wilson (Hartcliffe Secondary School, Bristol)

Trainee Teachers

David Frank (UWE, Bristol)

Sue Payne (UWE, Bristol)

Daniel Practor (UWE, Bristol)

Arim Rashid (UWE, Bristol)

Shajeda Thafader (UWE, Bristol)

We would also like to acknowledge the support and contributions to this publication fromcolleagues within the Behaviour4Learning network and particularly to Paul Bramble (Universityof Northampton).

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GENERAL INTRODUCTION TO THE BEHAVIOURAND ATTENDANCE TUTOR MATERIALS FOR

PRIMARY AND SECONDARY ITT PROGRAMMES

The current Standards for Qualified Teacher Status (QTS) and the Induction Standards containseveral explicit requirements with regard to classroom management, behaviour and attendance(TDA, 2007). Trainees completing courses of teacher training have often highlighted behaviour(and related school attendance issues) as an area where they would appreciate continued sup-port in their ITT course and, subsequently, in their period of induction into full-time teaching.

The TDA established an Initial Teacher Training Professional Resource Network (IPRN) forBehaviour in 2003 entitled Behaviour4Learning (B4L). This is a web-based resource for tutors,mentors and trainees, providing a range of practical materials for use during training(www.behaviour4learning.ac.uk ). As part of this work B4L has already produced tworesources for tutors and mentors (Behaviour4Learning, 2005; Behaviour4Learning, 2006), which

focus on the development of positive approaches to behaviour. Each resource contains aDVD/CD-ROM, which can be used flexibly by tutors and mentors as required within existing for-mats of course provision.

Both resources have been well received and are now in widespread use in a variety of ITT con-texts (HEI, SCITTS, GTPs and so on). Tutors and mentors have remarked that these resourcesbenefit because they are not a fixed curriculum for behaviour. They allow course tutors andmentors to pick out what they need to illustrate a given issue. Moreover, they are viewed asbeingsuccinct, thought-provoking and, most important, up-to-date and connected with cur-rent policy orientations regarding the need to link behaviour to learning whilst, at the same

time, promoting positive behaviour(BA/QTS course tutor, primary).

The present resource is a further development which provides a focus on the key questions

that trainees and newly qualified teachers most frequently ask regarding the behaviour of chil-dren in schools. Its origins are to be found in the received wisdom of ITT tutors, who report theanxieties of many trainee teachers in periods leading up to school-placement: trainees areinclined to express concern about issues relating to classroom management, pupil control andthose what happens when questions which invariably centre around unwanted behaviour ofchildren in class.

Trainee teachers also regularly indicate to tutors and mentors that one of the most beneficialaspects of their training is the opportunity to engage in direct conversation with an experiencedcolleague regarding pupil behaviour. They suggest that theyfeel a good sense of well-being and

[that] someone has a close insight into the situation so that all my queries about childrens

behaviour can be answered. I come away feeling a lot more confident and assured (PGCE pri-mary student, 2006).

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Key Questions in Behaviour

As with the earlier resources produced by B4L, the intention ofKey Questions in Behaviouris toprovide trainees, programme managers and individual tutors and mentors with flexible, non-prescriptive training materials which offer a basic set of material relating to a set of questionsasked by trainee-teachers. They can, therefore, be used both as a supporting resource to already

well-established inputs regarding behaviour and attendance or as a more substantive element of

ITT inputs. They should not be seen as either exhaustive or prescriptive: they have been devel-oped to promote discussion and extend the thinking of ITT students around the theme ofeffective classroom management with regard to behaviour.


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INTRODUCTION TO THE KEY QUESTIONS

It is very likely that you will be accessing this resource with a developing working knowledge ofthe current national strategies in behaviour and attendance at primary and secondary levels,notably the Primary National Strategy (DCSF, 2007a) and the Secondary School ImprovementStrategy Behaviour and Attendance Strand (DCSF, 2007b). Both have a wide-ranging set of

resources which can be adapted by tutors and mentors as training materials for ITT students.Further resources, which may again be flexible in format and usage, are contained in theNational Programme for Specialist Leaders in Behaviour and Attendance (DCSF, 2007c). It is notour intention therefore, to duplicate any of this valuable guidance material: we do, however,suggest that tutors and mentors make use of the possibilities that they offer for use in a teachertraining context.

Overarching philosophy

The overarching philosophy informing the material contained in this resource can be sum-marised by its emphasis upon:

clear and explicit conversations regarding pupil behaviour, linked to real life questionsabout behaviour;

development of trainee self-awareness and confidence in behaviour and attendance issues viaa focus on listening to, and critically reflecting on, the views of experienced practitioners;

the reinforcement of the principles of Behaviour for Learning, as articulated atwww.behaviour4learning.ac.uk;

flexible resources that are use-able in the context of current ITT provision, and which cor-relate explicitly with the 2007 QTS standards;

the explicit location of behaviour and attendance within the social inclusion agenda;

placing emphasis upon the use of positive approaches to promoting good behaviour andattendance, and the establishment of links between behaviour and attendance and learning

and teaching.

The aims of this resource

This resource aims to provide an accessible resource which tutors and school mentors canuse to instigate or develop discussion and debate regarding the key questions surroundingpupil behaviour.

The materials within the resource set out to be flexible enough to fit particular contextsacross all types of ITT providers.

The materials emphasise positive approaches to promoting behaviour for learning via a focuson those questions which trainees regard as being the most pressing ones to interrogate prior

to a school/setting placement.

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How might tutors use this resource?

As a structured part of the overall training programme within an ITT programme.

As material to weave into aspects of managing the learning environment.

As a reference or discussion point for trainees in seminar or small group-work settings.

As a resource to supplement existing strands on behaviour and attendance within a course.

As material which might be placed on an ITT providers Virtual Learning Portal to stimulateindividual reflection by trainees.

This resource is not prescriptive, nor is it necessary to work through the conversation materialson the DVD sequentially.

What this resource includes

A DVD for flexible use as part of an ITT programme.

Extracts from conversations with trainee/experienced teacher (approximately 35 minutes).

Support materials for each of the four groups of key questions. Suggested follow-up questions for small group work or seminar activity.

A specific reference/reading related to each question.

Tutors/school mentors can use these either during direct input or as a separate self-studyactivity for trainees.

Contents

This resource comprises four sections. Each relates to one broad set of questions:

Questions of context and setting

Questions about the classroom Questions about individual pupils

Questions about national issues and concerns

Each section contains a teacher/trainee indicative transcript, a commentary, some key advice fortrainees, a series of further questions and a key reference.

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KEY QUESTIONS:ORIGINS AND METHODOLOGY

OriginsHow will the children respond to me?, Will they know Im not yet qualified?, What happens ifthey take no notice?, How do I establish my class rules? These, and many other questionsregarding the management of learning environments are at the back of the minds of manytrainee teachers at various points during their ITT course. Indeed, they are frequently revisitedby all good teachers throughout their careers. To ask questions regarding pupil behaviour doesnot betray naivety nor signal a quest for a quick-fix solution. Rather, it suggests an acknowledge-ment that pupil behaviour must be explored, as Fries and Cochrane-Smith (2006) indicate, incomplex, sophisticated, and multilayered ways that include analyses of teachers beliefs,

assumptions, and knowledge as well as their behaviours and techniques (p.945).

As has been indicated, the origins of this resource lie in the received wisdom of tutors and anec-

dotal feedback from trainees. The former note the understandable level of tension experiencedby trainees in periods leading up to placements in school. Tutors report that much of this islinked to concerns regarding classroom management and a perceived need expressed bytrainees to exercise control of their teaching group. These concerns are emphasised in thosesettings where coverage of behaviour issues in ITT programmes is viewed as distinct and sepa-rate from curriculum subjects.

Trainees, too, continue to indicate that concerns about pupil behaviour is central to theirthinking prior to placement in schools. A variety of reasons underpin this thinking. Manytrainees are themselves relatively recently out of school. Their self-identity is, in one sense, tran-sitional that of being a learner to one who directs and facilitates the process. Many will havealready become aware of the major national initiatives relating to behaviour and attendance. Andthey will have assimilated messages from their pre-course placement school regarding the

importance of ensuring good classroom discipline. This state of affairs is amplified (negatively)by widespread media reporting of a behaviour crisis.

As a result trainees report feelings of isolation, lack of confidence and higher levels ofanxiety compared with, for example, their feeling of well-being regarding their subject knowl-edge and its teaching.

When conversations with ITT students turn to consideration of their preferred support strategiesfor dealing with this situation, considerable numbers have indicated to B4L their wish for anopportunity to have a learning conversation, focused around behaviour. This is best done,they felt, in astructured, timetabled way so that I know that if I have a difficulty with a classor a particular pupil I will be able to unpack it and gain the benefit of an experienced

teachers viewpoints or position (PGCE secondary student, 2005). They have suggested, during

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the course of various B4L events held regionally and nationally over the last two or so years, thatopportunities to talk directly with an experienced member of staff have often been lacking.

Whilst support is undoubtedly provided at a consistent and high level in many schools, there is aconcern, articulated by a proportion of students, that regular dialogue and feedback aroundpupil behaviour is not forthcoming.

Behaviour4Learning, acting on this emergent information, has commissioned Key Questions inBehaviouras a means of offering trainee teachers a set of virtual conversations, presented inDVD format.

Methodology

Pilot/development phase

An opportunity sample of 60 students at one HEI was invited to respond to an open questionregarding pupil behaviour and ITT. The HEI was selected on the basis that it offered ITT courses

at both undergraduate (BA/QTS) and postgraduate (PGCE) levels. The former group comprisedprimary trainees, the latter consisted of equal numbers of primary and secondary trainees. Twostudent cohorts were identified for the pilot one group in Year 3 of their undergraduate pro-

gramme and one at a mid-point in their PGCE year. Responses were anonymous, and werecollected as follows: a course tutor firstly asked the students to provide an independent, per-

sonal feedback to the question What are the key questions that a trainee teacher should askabout pupil behaviour in schools. Trainees were given 20 minutes, without consulting their

peer group, to list their key questions. A composite list of questions for the whole group wascompiled. This amounted to over 90 separate questions relating to behaviour. The questions

were then grouped by members of the B4L team into one of four categories which offered theclosest fit:

1 Questions of context and setting (18 questions);

2 Questions about the classroom (27);

3 Questions about individual pupils (30);

4 Questions about national issues and concerns (15).

Next, trainees were divided into small groups (each comprising no more than five trainees witha tutor or mentor as a facilitator) for a discussion aimed at reducing the number of key ques-

tions to a prioritised list of about four or five in each category. The groups were tasked toensure that a consensus view on each prioritised listing was achieved.

As a result of this process four sets of key questions, under each of the headings noted previ-ously, were produced. These formed the basic instrument for data gathering from experienced

teachers in the subsequent phase of the project.

Data gathering

One ITT provider, itself a major contributor to B4L activity, was approached to act as the facilita-

tor for access to a group of experienced primary and secondary teachers who were currently inpost. The provider had existing, well-developed and widespread contacts with its partner

schools, and these were approached by telephone, but on a random basis, with an invitation toparticipate. The schools were given an outline of the aims, focus and organisation of the project

and were also given information regarding the public-domain availability of the subsequentresource. Care was taken to ensure that the timing of the request, and the subsequent data col-lection, did not coincide with strategic dates within the annual timetables of the schools

concerned. Given that a collaborative work arrangement was already in place between HEI andthe schools, it was agreed that a telephone enquiry would be preferable, in order to eliminate

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unnecessary paperwork. Eight teachers (four primary and four secondary) agreed to participatewith the explicit permission of their schools, who received supply-cover expenses in return.

Each of the teachers was sent a copy of the final, prioritised list of key questions, as developedby the trainees (as described above). Each participant was given further details about the methodof data gathering and given opportunities to seek further information regarding the process.

On the day of filming, the teachers had an introductory session in which key members of theB4L team and the film-crew were introduced. The purpose of the project was then outlined, anda further opportunity for queries was provided. Next, the teachers were asked to complete amodel-release form and then organised into four pairs. Each pair of teachers was then filmed inconversation with a number of ITT students, who had volunteered to act as questioners.

Subsequent to the filming taking place, each teacher was provided with a conversation transcriptand a rough edit of the film. This was so that they could request deletions of any part of the filmor transcript if they felt that their response was inaccurate, inappropriate or otherwise unsuit-able for publication.

As a result of this process a DVD, comprising approximately 35 minutes of teacher conversa-

tions relating to each of the identified key questions on behaviour, was produced. It forms thebasis of this resource with several extracts from the transcript being included in the handbook.

This is one of a series of resources produced by the Behaviour4Learning team.

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Key Questions: Origins and Methodology


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SECTION 1:QUESTIONS OF CONTEXT AND SETTING

1. What are the key things I should be aware of prior to joining

my first school?

Indicative quoteI think the first and most important thing is to find out about the community it serves

because schools have a role in the community, an important role. I would say find out whatthe cultural make-up is of that community you might find out what different cultures are

within the school. For example, in my school, there are 33 different languages spoken find-

ing out different bits of information about different cultures that would affect names, forexample. Pronunciation of names is a really, really important factor. So finding out about the

community and cultural background of the students is really very important for you as anew member of staff.

Commentary

There are a number of key things that trainees should consider to develop preparedness priorto a school placement. These relate as much to the curriculum and a positive attitude to all

learners as they do to behaviour-related issues per se. A good start can be made by gatheringinformation about the social context of the school and the locality it serves. A range of consider-ations will emerge as a result: for example, what are the cultural expectations regarding pupil

behaviour? To what extent is there likely to be a significant level of parental support? What arethe cultural and social landmarks in the area (e.g. football ground, community centre, sports

facilities etc.)? A trainee who has at least some insight into the out-of-school lives of the pupilswill be better placed to be supportive and offer relevant rewards or sanctions.

Key advice to trainees

Obtain as much information about the school and its location before you visit.

Pay particular attention to details regarding the schools stated ethos, as described in its hand-book for parents/visitors.

Talk to your tutor if you have any queries about school procedures.

Try to look (however briefly) at current guidance documents (primary or secondary) onbehaviour and attendance (see Key Question 15).

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Further questions

How can a trainee best engage with a school population which is diverse?

What is the most appropriate way in which consideration of a schools context, culture andethos can be incorporated within ITT course provision?

What teacher qualities should be encouraged to demonstrate an acceptance of a wide range ofcultural perspectives?

Key reference

Sewell, T. (2001) Behaviour, race and inclusion. Getting inside the black child and not findingDarwin.Emotional and Behavioural Difficulties, 6 (3): 167185.

2. How important is the whole-school behaviour policy?

Indicative quotesThe whole-school behavioural policy is extremely important. It needs to be followed up con-

sistently by all members of the staff across the school. It also needs to be very clear to thepupils what this policy is in order for them to follow it.

I think the whole-school behaviour policy is really important you can be consistent withwhat the rest of the school is doing if you know the sanctions, you can be confident andfollow them up, (the sanctions) in an appropriate manner. And, obviously you can adapt thesanctions a little bit yourself, according to how you are going to manage the children in yourown classroom. But this will need to be done using the basis of the whole-school behaviouralpolicy. Then youve got a good start.

Commentary

A whole-school behaviour policy (WSBP) outlines the schools philosophy, aims and proceduresfor promoting positive behaviour amongst pupils. By promoting a consistent approach inbehaviour amongst teachers, other education professionals who work in the school, pupilsand parents and carers it seeks to encourage the development of a positive behaviour culture

within the school which promotes the learning of all pupils. It has links with other school poli-cies, especially its anti-bullying, anti-racist policy and is embedded within the schools overallapproach to learning and teaching, including its SEN policy. Some schools incorporate severalrelated policies (including the WSBP) within a single document.

Implications for trainee teachers and NQTs: securing consistency in school procedures is a cru-cial issue and one which needs to be at the forefront of a trainees mind in advance of anyschool placement. Pupils will expect every teacher they encounter to have a common under-standing of the procedures regarding behaviour and classroom management. A common

understanding promotes security and well-being and insulates against misunderstanding forboth pupils, teachers and others working in the school. And, vitally, it helps to establish the con-ditions necessary for effective learning.


Once in school, make sure you become familiar with the whole-school policy regardingbehaviour.

Use every opportunity to talk to your class teacher/mentor about the practical application ofthe policy.

Discuss any anomalies/differences you might have between your own beliefs about pupilbehaviour and the content of the whole-school policy.

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Section 1: Questions of Context and Setting


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Further questions

What are the positives and negatives of having a common approach to pupil behaviour?

Are there any drawbacks in allowing a degree of flexibility in approaches to behaviour manage-ment from one teacher to the next?

How far is the curriculum and pupil learning embedded in school behaviour policies that youhave seen?

Key reference

Wearmouth, J., Glynn, T. and Berryman, M. (2005) Addressing behaviour at school-wide level, inJ. Wearmouth et al.,Perspectives on Student Behaviour in Schools. London: Routledge. pp. 5964.

3. What other systems of support will I find in my school?

Indicative quotesI think what is important for you to know is that there will be a whole raft of support for you

whatever school you go into. I think the problem lies in that people dont take advantage ofthat support. It can be very easy to think I am nervous, Im not dealing with the situation, Iam not coping with this particular behaviour and so become anxious and isolated.Remember, even the most experienced teachers sometimes need a helping hand everybodyneeds to lean on somebody else at some point.

Never be concerned about going to a colleague and saying I need some help with this,because you are not going to be criticised for asking for help. You could be criticised fornotasking for help and letting something escalate. Unfortunately people do feel that they are afailure if they ask for help.

In primary schools, I think one of the key things when you are coming in to a classroom as anew teacher or a trainee teacher, is that inevitably in that class you are going to have some

kind of teaching assistant support. You are on a professional team and you work together withthese children

Commentary

Every school has a range of support mechanisms which trainees and new teachers can drawupon. Schools are increasingly being termed learning communities, where all members of thatcommunity benefit by engagement with others. Trainee teachers and NQTs will quickly becomeaware of the widespread support that they can draw upon for advice, practical examples andfor problem solving and stress busting. Such informed help will come from teaching assistants,other (more experienced) teachers, the schools SENCO, a lead behaviour professional, schoolmentor and also the trainees own peers. The advice and support received will be particularly

valued in the case of concerns surrounding the management of the classroom behaviour ofpupils. Above all, it is vital that trainees recognise that whilst individual teachers have specificresponsibilities for promoting positive behaviour in the classroom, management of pupilbehaviour is a corporate activity in which there has to be mutual dependence.


Find out if the school has a lead behaviour professional and what this role comprises.

Talk to your school mentor regarding procedures that you follow in cases where a pupil isunable/unwilling to behave acceptably.

Talk to other teachers when an appropriate situation arises (e.g. in the staff-room).

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Further questions

What are the preferred ways in which trainees feel they can be supported by others in the schoolin matters relating to pupil behaviour?

What underlying concerns do trainees have in broaching any worries they might have about

classroom management?How best might trainees organise a peer support group in order to discuss aspects ofbehaviour and learning during school placements?

Key reference

Gamman, R. (2003) Sharing the load, supporting the staff: collaborative management of difficultbehaviour in primary schools.Emotional and Behavioural Difficulties, 8 (3): 217229.

4. How do I know that a school has a positive approach tobehaviour?

Indicative quoteThe most important thing is first impressions as soon as a visitor comes into our school,they are greeted by a secretary who has very positive eye contact with them. As visitors movearound the school, there are displays, celebrations of childrens achievements, the childrenmoving around the school give off a positive impression because of the ethos that has been cre-ated by every member of the staff in school. I think that is felt by visitors, children and staff.

Commentary

One of the most frequently discussed whole-school issues relating to behaviour is the schoolethos or climate. Ethos is defined as the framework of aims, principles and expectations that a

school sets out, both explicitly and implicitly, to support the process of enabling learning in anordered, safe and secure environment. It reflects the beliefs of the school and encompasses a setof values that it aims to promote across its curriculum and sets the climate and outlook of theschool. The school ethos is reflected in the way pupils relate to each other, how pupils relate to

staff, and how the school relates to the community it serves (DCSF, 2007b).

Good practice suggests that the ethos of a school will have been developed from a consensus,led by the head-teacher and governing body involving detailed discussions with school staff, par-ents, pupils and often with outside agencies and community users of the school. It will havebeen informed by both national and local guidelines and reflect how the school operates as alearning community, promoting a sense of identity and belonging. A positive school ethos willpromote an inclusive environment and reflect the schools approach to rights and responsibili-ties, equal opportunities, special educational needs and the recognition of diversity anddifferences. A positive ethos has been identified in many school improvement studies as beingfundamental to raising achievement and is linked to the development of behaviour manage-ment, anti-bullying, peer support and other whole school strategies.


Observe the way in which pupils move around the school.

Look at the wall displays, in the classrooms and corridors.

Try to spend some time on the playground at break/lunchtimes.

Look, and listen to the interactions between teachers, other adults and pupils.

Look, and listen to the interactions between the pupils themselves.

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Section 1: Questions of Context and Setting


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Further questions

What would characterise the climate of a school which adopts a controlling approach to pupilbehaviour?

How can trainee teachers support the development of a positive ethos for learning in their

placement school?What would a WSBP look like in a school which promotes an ethos of behaviour for learning?

Key reference

Algozzine, B. and Algozzine, K. (2005) Building school-wide behavior interventions that reallywork, in P. Clough, P. Garner, T. Pardeck and F. Yuen (eds) Handbook of Emotional andBehavioural Difficulties. London: Sage Publications. pp. 273284.

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SECTION 2:QUESTIONS ABOUT THE CLASSROOM

5. What is the best way to begin creating a positive climate forlearning in my class?

Indicative quoteBasically children need to feel that they are involved in a lesson and you are teaching themhow to behave properly. They are aware of how thats going to help them learn, sort of learn-ing to learn, really, learning to listen, learning to share appropriately. Motivation skills have

worked a lot. This year, motivating, why are you learning this?

Commentary

The most important aspect in the development of a positive climate for learning in the class-

room is the relationship between teacher and pupils. This relationship can range along acontinuum from formal to informal, and from warm to cool. A warm, supportive environmentencourages pupils to contribute constructively to the lesson and helps to minimise the inci-dence of unwanted behaviour. Teachers who are viewed by pupils as being understanding,helpful and friendly and show leadership without being too strict, have been found to enhancepupils achievement and pro-social behaviour. Conversely, teachers who come across as uncer-tain, dissatisfied with their pupils and who frequently invoke rules tend to produce lowercognitive and affective outcomes.

The role of the teacher is crucial in developing positive relationships with pupils. Research sug-gests that certain key teacher strategies assist in the process of establishing effective relationships

which promote behaviour for learning:

modelling appropriate behaviour; positive recognition and the effective use of praise;

use of positive correction;

consistent application of rules;

use of verbal and non-verbal communication;

listening to pupils and respecting their opinions;

remaining relaxed but vigilant (pre-empting unacceptable behaviour);

dealing positively and sensitively with lateness and non-attendance.

Teachers who assimilate these strategies into their professional repertoire will be more likely toforge lasting and positive relationships with their pupils. Effective relationships mean that there

is common ground between pupil and teacher.

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But the development of a positive classroom climate is too complex an issue to rest solely withone, generic factor. A series of other considerations, relating to teacher effectiveness, need to beborne in mind.


Always be welcoming when pupils enter the classroom. Always have a clear and explicit lesson task.

Always have a series of lesson signposts for pupils pupils like to know what comes next.

Always summarise the outcomes from the lesson and the achievements of the pupils.

Ensure that pupils recognise your signal for getting their attention.

Try to vary your use of praise and make sure all pupils have an opportunity to receive it.

Further questions

How important is peer influence on establishing a learning climate?

How can classroom climate best be described?Can trainees identify a list of characteristics which delineate a climate for learning?

Key reference

Haydn, T. (2007) The working atmosphere in the classroom and the right to learn, in T. Haydn,Managing Pupil Behaviour. Key Issues in Teaching and Learning. London: Routledge, chapter1, pp. 123.

6. What is your advice about setting up classroom rules?

Indicative quotes

I think there are some clear golden rules, to be clear and consistent. You know, I try to do as ateacher what I believe could make it safe. A lot of children can get it wrong. You should say,Thats fine! Allow them to get it wrong sometimes and make that learning part of the lesson.

When you are creating the classroom rules, you need to be flexible. They are not just writtenrules, because there are children who will respond differently and who will have a differentkind of input. Not all the children in class might be able to read the rules for start. One of thethings I think which works really well is when you have visual cues, very simple, particularly ifthey are consistent across the whole school: things showing when you should be quiet, when

you should walk and so on. You can do stick figures, whatever, something that actually givesthem a cue, links to what you expect them to do. Something I use in class is when you relatethings like music, for example, to a particular expectation, or clapping your hands in time to

the music. The children recognise a particular piece of music and take note. For example, onerule is, if you hear particular music, it is tidy-up time and you have to stop and tidy up. Stufflike that works really, really well.

Commentary

Any set of rules which are developed by individual teachers should be a reflection of the over-arching values defined by the school and relate direct to any generic set of requirements set outby the school for the behaviour of pupils. Classroom rules should be built around the rights ofevery pupil to learn and socialise, by setting out and clarifying the responsibilities of all mem-bers of the school community in this process. Each school will have a set of general rules whichset out the expectations and boundaries regarding pupil behaviour. A set of classroom rules

which incorporates the key messages from the whole-school behaviour policy, encourages a

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sense of ownership. They are best developed in discussion with the whole class (at an age-appropriate level). In particular, it is important that the reasons underpinning each agreed ruleare understood, paying particular attention to the notion of safeguarding individual learnersrights and their accompanying responsibilities.

Recent educational research suggests that rules are most effective when they are: couched in

positive terms, explained, discussed and taughtto pupils, simple and precise and enforced byall participants in the classroom (including the pupils themselves).


Listen to what the pupils have to say in formulating rules.

Involve pupils in prioritising the classroom rules.

Make sure that the number of rules is kept to a minimum (46 in all).

Be firm, apply the agreed rules but demonstrate that you are fair.

Always be consistent in rule application.

Demonstrate that class rules apply as much to you as to the children.

Ensure that rules are positively framed. Teach and model the behaviour required to meet a rule.

Make sure that the language you use is accessible to all.

Further questions

Given that four to six main rules are regarded as an optimum number, which rules would youthink should be included?

Can you describe a practical way in which pupils might be directly involved in rule formulation?

How do you ensure that other adults (TAs or parent helpers) maintain the agreed set of rules?

Key reference

McNamara, S. and Moreton, G. (2001) Making rules, in S. McNamara and G.Moreton, Changing Behaviour. Teaching Children with Emotional and Behavioural

Difficulties in Primary and Secondary Classrooms. London: David Fulton Publishers, chapter4, pp. 5264.

7. How do I instil in the children that I have certain expectations?

Indicative quoteI think you need to make sure they are your rules that you want them to follow. But

you need to do so in a way that you let them take the ownership of what they want in theirclassroom because they are more likely to follow these rules that way. Its not just you saying

Do this! Do that! [because] thats what I want. If you are able to say this is what we wantwhen it comes to discipline, then you can say that, as a class, weve all decided. For example,

weve all agreed that we dont want people to throw things around the room. We wantpeople to have their own private space in the classroom. That way the children all know that

they are safe and that they can work and if someone is not doing what the rest of the classwant, you can take a bit of the confrontation out of it. The teacher can say You are not doing

what I want you to do and back this up with And you are not doing what our communitywants you to do.

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Commentary

Your expectations as a teacher will form the bedrock around which a set of classroom rules willbe formulated. One of the most important elements here is the need to make your expectationsexplicit, and reinforce them by praise. You need to ensure that you link your expectations to theagreed rules of the classroom, making reference to the latter whenever appropriate as a concreteillustration for the pupils. The expectations that you have will be summarised in your agreed listof classroom rules which should be clearly displayed around your classroom (see KeyQuestion 6). It is very important to be consistent in giving pupils the right messages about yourpersonal expectations about the learning and teaching that will go on in your classroom.

You should also be aware that your own planning for your teaching has to have a built in recog-nition that your expectations for one type of activity might be somewhat different to anotheractivity. Again, you will need to teach this to the pupils dont expect them to know instinctively

what it is that you expect.

Finally, remember that most children and young people are highly observant and will be watch-ing how you behave towards them outside the classroom. You should therefore continue tomodel your expectations at break-times and in any other social encounters with pupils.


Make all your classroom expectations explicit.

Ensure that you have a set of class routines, which all pupils recognise.

Reinforce them continuously using positive reinforcement.

Model your own expectations as frequently as possible.

Dont introduce too many routines all at once.

Further questions

What is the difference between an expectation and a rule?How important is adult modelling of expectations? Can you give an example?

Should your expectations of pupils change over the course of the teaching year?

Key reference

Norwich, B. (1999) Pupils reasons for learning and behaving and for not learning and behavingin English and maths lessons in a secondary school. British Journal of Educational

Psychology, 69: 547569.

8. How should I structure my system of rewards and sanctions?

Indicative quoteThe rewards and sanctions ratio, I would say, should be roughly 4 to 1. By that, I mean fourforms of reward for every one discipline sanction that is put in place. In practice, this is very

difficult to adhere to that. But obviously as long as you try and bear that in mind you are notgoing too go far wrong. Then dont forget that the reward can be anything from saying Well

done! or maybe bringing it to the attention of the class, perhaps for an excellent piece ofwork or something that has been successful, getting the rest of the class, perhaps, to acknowl-

edge that in some way. Sending pupils to a senior member of the staff is also very good andmight be some incentive. There may be a light tap on the shoulder with a quiet Well done, so

on and so forth. That keeps them going.

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Commentary

There is a concise set of tips about organising rewards and sanctions in your classroom in eachof the guidance documents published by DfES. These recognise that one of the most importantfactors in promoting learning behaviour in the classroom is the establishment of a system ofrewards and sanctions. In both instances it is important to ensure that your actions are specificand directly related to something the pupil has actually done. It is also crucial that you alwaysensure that you carry out any threat of sanction and remember to follow through with anyreward for appropriate behaviour (children remember broken promises!).

You will hear much during your period of teacher training regarding the question of balancebetween rewards and sanctions. Within this it is important to remember that those pupils whoare inclined to misbehave repeatedly will receive a constant stream of sanctions or punishments:these negative reinforcers clearly dont work and usually lead to an escalation of the difficultiespresented by the child. It is important therefore to try to break this cycle, in part by usingrewards. But this does not mean that you ignore unwanted behaviours, or that you are seen byother pupils as somehow rewarding unacceptable behaviour. Where these things occur youshould fall back on a set of clearly defined classroom rules (as discussed in Key Question 7).

Verbal or non-verbal praise is an extremely good way of beginning a process of shifting from anover-reliance on sanctions. Make sure, though, that the pupil has earned the praise and thats/he understands what it is that youre giving them positive feedback about.


Try to emphasise rewards, for positive behaviour.

Give pupils opportunity to make restitution.

Ensure that rewards are accessible for all.

Always follow through with any threat to sanction a pupil.

Make sure that you have a graduated scale of sanctions.

Never apply a sanction to a whole class.

Make sure that both rewards and sanctions are credible to the pupils.

Further questions

How do I ensure that pupil rewards are evenly distributed?

Can my own rewards and sanctions be different from other teachers?

Should parents/carers be involved in the process?

Key reference

Barnes, R. (2006) Routines, scripts and teacher-talk, in R. Barnes, The Practical Guide toPrimary Classroom Management. London: Paul Chapman Publishing, chapter 3, pp. 2738.

9. Is it important how I organise the layout of the classroom?

Indicative quotesIf you know that you have got some children who really are not going to get on very welltogether, then to sit them next to each other is going to give rise to potential conflict straightaway. For example, if you have two children who are really noisy, I mean they are just going tosit and chat all the time. Well, sometimes, you might want them to sit together, and at othertimes you want them to sit separately. It does come down to the sort of lesson that youveplanned and what you want them to get out of the lesson. Taking this into account willinfluence how you organise your classroom I would always put the children in groups

because I want to encourage the children in the primary age range to be social learners, aswell as to be able to work independently

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One of the very fundamental issues of classroom management is the physical organisation ofthe classroom: it is absolutely essential to learning. Personally, I favour a move away from atraditional classroom arrangement of desks in rows and find that a horse-shoe shape worksquite well ... This way you could always see what is going on, it allows easy movementaround the room and of course the students effectively have nowhere to hide. If you need

to perhaps do group work, it is just a matter of turning chairs around which itself minimisesthe disruption. As long as there is an awareness that you can see everything that is going in

your classroom, then you minimise the likelihood of disruption happening.

Commentary

It is very important to create a welcoming and friendly classroom environment. Trainees shouldremember that a proportion of their class (including those pupils who can exhibit unacceptablebehaviour) will be the product of domestic settings which are characterised by tension, disadvan-tage and, in some cases, aggressive relationships. Creating an atmosphere in which they may feelsecure makes such pupils feel as though they are wanted. Sound organisation of the physicalspace in the classroom gives pupils a clear indication that the teacher is ready and prepared fortheir lesson. This reinforces their belief that they are being welcomed because their teacher hasprepared for their arrival. The classroom should be bright and colourful with displays of pupils

work on the walls (ensuring thatallchildren have opportunities to display their work) and withposters and other visual aids which support their learning and act as a stimulus to them. Theclassroom should be made as comfortable as possible both pupils and teachers work best whenthey are comfortable. Also, it is important that the physical space is organised with an understand-ing that different types of learning will require different learning environments.


Try to identify any behaviour hot-spots in your classroom.

Always try to keep your classroom neat and tidy.

Display work of all pupils and change this regularly.

Ensure that pupils have adequate space to work comfortably.

Be aware of ventilation.

Construct a classroom seating plan.

Make sure that there are no blind spots in your classroom.

Make sure that your classroom has a set of routines; this can be displayed, using symbols ifnecessary.

Further questions

What do I do if the school Im in has a preferred classroom layout?

Do I allow pupils to choose who they sit next to?

What do I do if there isnt adequate storage space for the pupils personal equipment?

Key reference

Pointon, P. and Kershner, R. (2000) Childrens views of the primary classroom as an environmentfor work and learning.Research in Education, 64: 6477.

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SECTION 3:QUESTIONS ABOUT INDIVIDUAL PUPILS

10. What should I do when I dont seem to be establishing a goodrelationship with one (or more) individuals in my class?

Indicative quotesI think if somebody feels that there has been an injustice, then problems are really going tostart. Always discuss things with the pupil. Do you think thats fair? Is that what weve decidedpreviously?. Then most children involved in situations like that will go along with a decisionbecause they know that it has been decided in advance.

[I find that, because Im an English specialist,] one of the most effective ways of trying tochange the dynamic with the student is through marking homework. And I think that studentsread my comments. Particularly, if you dont put marks next to what youve written. A writtencomment is much better. I think I would look carefully at what a students producing andselectively mark and comment. You can definitely build a relationship with that studentthrough marking

Commentary

From time to time all teachers will encounter a relationship difficulty with one pupil or anotherwhich sometimes results in unwanted, problematic behaviour in class; usually these encountersare quickly and satisfactorily resolved. In some cases, though, a potentially more long-term situa-tion may be developing, which is characterised by a gradual deterioration in the relationshipbetween yourself and a pupil. When such a situation occurs you must remember that it doesntmean (a) that youre not an effective classroom teacher, (b) that the pupil is out to get you or(c) that the matter will not be satisfactorily resolved.

Making a decision to embark on rebuilding a failing relationship with a pupil is perhaps thehardest part of the process (after all, here is a pupil who perhaps refuses to obey straightforwardrequests youre making, or appears to be constantly trying to make fun of you or disrupt yourteaching!). This is why (a), (b) and (c) have to be kept in mind.

You should also realise that recovering such a failing relationship takes time, and that it willrequire constant input and reinforcement from you.


Examine your own feelings make sure you dont transfer these to the pupil.

Treat each problem behaviour as separate dont build up a collection.

Always refer to an agreed classroom rule.

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Look for positive behaviours and acknowledge them.

Speak to the pupil privately agree on a plan.

Talk to your mentor or class teacher at the first sign that there might be a relationship diffi-culty with a pupil.

Further questions

Do teachers automatically form more positive relationships with some pupils rather than others?Why might this be?

Are teachers influenced by the negative reputation that an individual pupil obtains?

What is the range of underlying causes of pupilteacher tension?

Key reference

Rogers, B. (2006) When things get difficult: hard class, hard times, in B. Rogers, ClassroomBehaviour. A Practical Guide to Effective Teaching, Behaviour Management and Colleague

Support. London: Paul Chapman Publishing, chapter 8, pp. 193219.

11. How do I ensure that I retain control of a situation thatseems to be escalating?

Indicative quotesWhen youve got a child in your class who you know is likely to struggle to listen or to con-centrate fully, it is quite a good idea to have that child quite close to the front of theclassroom. That way you are going to be spending most of your time directly teaching ratherthan dealing with a pupil whos far away. And then it could be that if you know a child is notconcentrating, you can just move a little bit closer to them, and that will draw them back in.Or maybe you might just have a little sign or even a little touch on the arm, not a tap, literally,on the arm to remind them when they need to be concentrating. One example I can give youis a child that I am teaching at the moment; at the start of the year he really was not able to geton well with anybody else in the classroom. And wherever he sat, he caused problems withother children: name-calling, kicking under the desk, and other things. He was really into hismusic, so I use a lot of music in the classroom to act as a guide when there are short activities,so that children know when to start and when to stop. And this pupil actually sits and controlsthe CD player, he actually makes sure he is doing that! He has to sit on the table by himselfbecause he cant have wire across the classroom. So for quite a lot of the time, he is sittingthere and the children see it as being a reward for him being very good at doing that. And theyhave actually started to accept him a lot more now. So he can actually go and sit and he can

work in a group.

Getting the parents involved, I think is vital, as long as parents dont feel that you are blam-ing them. You have to convey the idea that you want to work together to help with thisparticular issue. I have always found parents very keen to be on board. And they often actuallythink Oh, thank Goodness, somebody is recognising this is a problem as well. Its not just meon my own any more. So definitely involve the parents.

[In particular cases] I think first of all you need to take a few deep breaths and try toremain calm. I think you also need to keep an eye on the whole class. While you are dealing

with this individual, I think you need to be consistent and you say something like Look, Imnot happy that this is happening. What can we do about it? In that way you get the pupil totalk about it. And I think you need to take the emotion out of it as much as you can. I think isis perfectly OK to say to pupils Yes, I got really upset that you are pushing Fred on the stairsbecause it might hurt Fred rather than tackling things head-on, because you will straight

away become more aggressive with the child, and he might react more aggressively as well.

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This is especially important when dealing with children who have behavioural problems as awhole, because it is like fighting fire with fire I think we just get louder and louder. Andyou end up with an argument.

Commentary

There will be some occasions when, no matter how effective a teacher has become, s/he sensesthat things are not going the way that has been planned. There may be minor instances of dis-obedience or other unwanted behaviour, and these seem to be more frequent at a particulartime. Just recognising that this is happening is part of a solution but the skill of doing this willonly develop with experience. But there are some basic things that you can practise to start thisprocess. As with all aspects of classroom management, the pupils will be observing how you deal

with an escalating level of unwanted behaviour. The appropriateness of your response to it willeither contribute to its escalation into a more confrontational situation or will defuse a poten-tially disruptive classroom event.

A starting point is to have a plan which caters for situations where the pupils are more livelyand less attentive than is usually the case. The basis for such a plan will be the classroom rules

that you have established with the pupils (Key Question 6) and the rewards and sanctions thatdirectly relate to them (Key Question 8). As has been indicated, teachers need to be consistent inapplying rules, so that even at the outset, low-level disruption (like talking out of turn) isnever ignored. It is important to have a hierarchy of sanctions and the pupils need to know howthese will be applied (i.e. you need to teach the consequences of inappropriate behaviour, sothat they understand what will happen if they break a rule).

Of course, this advice is easy to give (and to follow) when pupils are working well it is lessstraightforward when unwanted, off-task behaviours are beginning to occur. It is at times likethese that care needs to be taken regarding two aspects of our response:

(a) recognise your own body language: take care not to use aggressive body language (take astep back, take a few deep breaths, try not to tighten your facial muscles, make soft eye-

contact with the perpetrator(s), avoid finger point);(b) rehearse what you are going to say in cases of continued disobedience, so that you are not

drawn into making threats which might be seen as unwarranted, unfair or especially impor-tant to the pupils perception of you as a teacher undoable.


Rehearse your response to repeated unwanted behaviour and align these to agreed rules andsanctions.

Remember to be aware of the value of positive reinforcement to counteract poor behaviour(whilst not ignoring the latter).

Make sure you continue to listen to the pupil(s) this might give you clues as to why the

problem behaviour is occurring. Monitor your own body language and stay calm.

In instances where a pupil appears to be in a confrontational frame of mind dont respondwith threats this will feed the confrontation.

Further questions

Do some pupils purposely try to antagonise or wind up certain teachers? Why?

Why is it important for a teacher not to regard problem behaviour as (usually) being directed atthe teacherper se?

What are the potential consequences when a teacher becomes emotionally involved in an inci-dent of problem behaviour?

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Key reference

Dix, P. (2007) Managing confrontation and stopping it from escalating, in P. Dix, Taking Care ofBehaviour. Harlow: Pearson Education Ltd. pp. 180217.

12. Is it important to include others in resolving matters?Indicative quoteIt might be worthwhile talking to the friends of the individual concerned. You might get a lotmore information about them in that way. I think one of the most important things in dealing

with any behavioural issue is getting to know your students. Its very easy just to get to knowthe badly behaved ones first. If they are the ones who cause problems, they are the ones youcome into contact with. It is equally important to get to know the others as well. If you taketime out to get to know them as individuals, and then they know you, trust is going to start toevolve and build up and keep building up.

CommentaryTrainee or new teachers in schools can usually rely upon a range of individuals or networks forsupport when attempting to address issues relating to pupil behaviour. For trainees the key indi-

viduals will be their school-based mentor and classroom teacher, supported at various points bya visiting tutor. New teachers can call upon the support of their induction mentor specifically, as

well as the knowledge that the school will have a system for referring more problematic or ongo-ing cases to more senior or experienced teachers. In both cases additional but nonethelessimportant practical assistance may well be sought from a teaching assistant working within theclass: they can often be a source of useful practical advice. It is important to note that it will notbe viewed as an indication that you are failing as a teacher if you have to seek support.However, you will need to be mindful of the use that you make of it. For example, colleagues inschool will want to be assured that you are at least attempting to find reasoned solutions to

issues relating to classroom management.

One essential feature regarding collaboration with others relates to how such arrangements areplanned. A frequent worry for teachers is that, without effective planning, pupils in the class mayreceive mixed messages regarding expectations, rules and consequences. For those new toteaching, the support they receive from colleagues (other teachers, teaching assistants, seniormanagers and so on) can be both practical and (and arguably of equal importance) moral.


Make sure you are aware of the system for support in your school, including the names androles of the key individuals.

Recognise that it is not a weakness to ask for support. Ask for advice and support after first attempting strategies which you know have been suc-

cessful in other situations.

Keep a record of what youve tried, and of the responses of the pupil.

Set aside some time to discuss how behavioural issues are to be managed in the class.

Further questions

How might a teaching assistant be used as a useful mediator in a given situation?

Is it helpful to a trainee to seek immediate intervention of a more experienced teacher as soonas a difficult classroom situation arises?

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Key reference

Gamman, R. (2003) Sharing the load, supporting the staff: collaborative management of difficultbehaviour in primary schools.Emotional and Behavioural Difficulties, 8 (3): pp. 217229.

13. What about the involvement of parents?Indicative quoteValuing the involvement of parents is crucial because it gives them full involvement and asense of satisfaction that they are helping their children to achieve their targets. Also from abehaviour management point of view, if theyve got particular behaviour plans at home it isthat two-way communication that moves things forward. Children actually see that you havethis relationship with their parents and that information is passed and shared and that part-nership between the parents and school continues to grow. And it actually has an effect on thethings that happen in your classroom.

Commentary

The involvement of parents has long been regarded as vital in the process of maintaining a posi-tive school climate. You will no doubt hear of the three-legged stool metaphor, which is anillustration that parents are the third leg of the process of effectively managing behaviour(including promoting positive behaviour), alongside the teacher and the pupils themselves. Ofcourse, different parents will have different approaches to behaviour and discipline. It is there-fore important to continue the theme of consistency of approach. You must ensure that allparents are absolutely clear about your expectations for childrens learning, and how these areframed as a set of classroom rules, with rewards and sanctions that follow on from them. As withpupils, most parents will hold positive views about school and the learning that their child does

within it. Things can become problematic in those instances when a parent feels that theirson/daughter has not been dealt with fairly. Moreover, parents generally like to be alerted to any

developing problem, and be involved in discussing appropriate ways forward. In any case, eachschool will have very specific parental agreements regarding the overall conduct of children. Youshould acquaint yourself with this as soon as is practicable.

During your first year in teaching you will have opportunities to meet parents in both profes-sional and social situations. As with pupils it is a worthwhile strategy to begin by accentuatingthe positive aspects of a childs in-school performance (whether academic or social); parents ofthose pupils who are more persistently poorly behaved tend to be contacted by the school whenthere are problems, so it will represent a refreshing change for you to be able to communicategood news. At the start of a school year some teachers contact all parents to introduce them-selves and to outline your hopes and expectations for their childs learning. This is also a useful

way of giving them direct information regarding classroom rules and also for you to check onhow they prefer to be contacted (by phone, e-mail, letter, etc.). Each school will have guidelinesabout homeschool contact and you must make sure that your own approach is consistent withthem. This is especially important with regard to trainees, who should seek the advice from theirclass-teacher or mentor regarding this.


Ensure that you have a specific format for contacting parents and that it conforms to thearrangements agreed for the whole school.

Treat all parents consistently: avoid jumping to conclusions regarding such things as homecircumstances.

Be mindful of child protection issues (if in doubt, consult your mentor).

Involve parents in problem solving sooner rather than later.

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Further questions

Is it true that many parents of pupils who present behaviour difficulties in school have them-selves had a problematic time in school as children?

Are homeschool contracts a useful way of forging an effective working relationship?

What about those pupils who are looked after by the Local Authority?

Key reference

MacDonald, E., Chowdhurry, U., Dabney, J., Wolpert, M. and Stein, S. (2003) A social skills groupfor children: the importance of liaison work with parents and teachers. Emotional and

Behavioural Difficulties, 8 (1): 4352.

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SECTION 4:QUESTIONS ABOUT NATIONAL ISSUES

AND CONCERNS

14. Is the behaviour of pupils getting worse?

Indicative quotesI have been teaching for 15 years now. And I honestly feel that over the years that I have metso many different children with so many different characters, such a range of problems andnone of them seem to be any better or worse than they were when I first started. I think thatover the years I have developed more strategies to deal with it. And it actually may not even bethat its getting worse. For me its actually getting a bit easier.

It may be true that the common behaviour problems of about 20 or 30 years ago have now aslightly changed focus. And the way the behaviour is shown is just a different type ofbehaviour. But it is still linked to the sort of problems the child is having. It may be problemsat home, it could just be problems of their own feelings, and it could actually be problems

with your own teaching maybe they feel that you are not engaged with them, they feel sortof left out you have to look at that. But I think there is always a way in, that you can latchon to every child

Commentary

The behaviour of children and young people is one of the most talked about issues in contem-porary life. It is seldom out of our media headlines, and politicians of every persuasion makefrequent pronouncements about it. But there is a contrasting view regarding pupil behaviour,

which argues that there is little quantifiable evidence from research or statistics to support aview of a widespread decline in standards of pupil behaviour in schools. Indeed, if one uses theannual reports from Her Majestys Chief Inspector of Schools as a yardstick, these regularly indi-cate that standards of behaviour in a large majority of schools are very good indeed. The mostrecent national inquiry into pupil behaviour and school discipline (The Steer Report, 2007)

was commissioned with an expectation that it would recommend three or four programmesthat could be proven to work on badly behaved pupils, so that schools could then be told that providing one or other of these was adopted there could be no excuse for poor behaviour!Such a simplistic view of pupils interactions in classrooms does nothing other than to illustratethe limitations of our societal understanding of this most complex of educational processes.

What is ultimately telling is that there has always been a public concern over the socialbehaviours of children and young people whether inside or out of schools. It is also the case

that todays pupils experience a significantly different set of pressures than those of 20 or 30

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years ago. Young teachers need, above all, to be aware of these, and of the debates that continueto surround behaviour in schools; a failure to do so will result in a continued allegiance toblame-allocating, controlling approaches to pupils and a diminution of the importance of grow-ing a behaviour for learning culture.

Key advice to trainees Reflect on your own experiences as a pupil in school: was unacceptable behaviour ever

apparent in the classroom?

Talk to older members of your family, friends or experienced teachers to gather their views.

Find time to locate and read an article or book on discipline written (for example) 20 to 30years ago; can you identify any similarities/differences between what is being said now com-pared to this earlier period?

Further questions

Why do we hear so much about pupil indiscipline on the TV, radio and in newspapers?

Does the so-called generation gap have a part to play in explaining the public view ofbehaviour in schools?

What is the view of teacher unions about the situation?

Key reference

Furlong, V. (1985) The Deviant Pupil. Milton Keynes: Open University Press, chapter 1. pp. 127.

15. What is the key national guidance document that I ought tobecome familiar with?

Indicative quoteIn my classroom, weve been working on a lot of assessment for learning initiatives, and thatsbecause pitching the work at the childrens level has a huge effect on their behaviour. Work thatis challenging, that it is exciting and engages the children actually creates a positive climate forlearning. And all children are much more settled and engaged when that happens.

Commentary

When you first join a school, either as a trainee or a newly qualified teacher, it is safe to assumethat its senior leaders will be fully aware of relevant national guidance regarding classroom man-agement and the promotion of positive behaviour. The key documents are easily accessible froma number of websites: for a summary of these you should go to www.behaviour4learning.ac.uk

for a set of up-to-date links. Behaviour for Learning , Assessment for Learning and Social andEmotional Aspects of Learning are three themes which have recently been widely publicised.Each encourages trainees and teachers to adopt a more holistic, or ecosystemic view of pupilbehaviour, and seeks to offer a set of practical actions which enable practitioners to seebehaviour as integral to the learning that children and young people engage in at school.

In specific terms, the key official resources relating to behaviour are as follows:

KS1 and 2: Primary National Strategy documentationKS3 and 4: Behaviour and Attendance (DCSF)

Each of these resources contain a variety of materials for teachers, most of which can be used inflexible ways, dependent on individual circumstances. You are encouraged to discuss those materi-als most relevant to your own role with your school mentor or, if applicable, with your ITT tutor.

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It should also be remembered that many schools and local authorities provide document sum-maries which highlight the key points of recent guidance documents. Using these is an effective

way of obtaining the main message or key points of a piece of statutory or non-statutory guid-ance. Much of what is articulated in these will also be contained in your schools owndocumentation (behaviour policy, guidance for teaching staff, parents handbook, etc).

Further sources of summaries of official documentation are the teacher unions or professionalassociations.

Finally, a set of resources (books, articles, reports, etc.) is included in this publication. Thesehave been selected by a focus group of trainees, tutors and teachers as offering easily digestiblebut credible practical advice for trainees or new teachers (see Appendix 1).


Ask your school mentor to see copies of the relevant KS12 or KS 34 guidance.

Contact the union representative in your school to obtain their own summary of recent guid-ance.

Remember that effective experienced teachers remain open to new ideas/initiatives; keep aneye on the educational press or periodically visit key behaviour-related websites (see

Appendix 2) to do this.

Further questions

Why have there been so many official guidance documents and reports published concerningbehaviour in recent years?

What do teachers/tutors regard as being the most useful of these (in part or as a whole)?

What has been the practical impact, at school and classroom levels, of these official documents?

Have there been any significant changes in the advice offered to trainees or new teachers over

the last 10 to 15 years?

Key reference

Cole, T. (2006) Emotional and behavioural difficulties: an historical perspective, in P. Clough, P.Garner, T. Pardeck and F. Yuen (eds.) Handbook of Emotional and Behavioural Difficulties.London: Sage Publications. pp. 3144.

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REFERENCES

Behaviour4Learning (2005) Behaviour and Attendance Materials for Primary Initial TeacherTraining Tutors. Northampton: TDA.

Behaviour4Learning (2006)Behaviour and Attendance Materials for Secondary Initial Teacher

Training Tutors. Northampton: TDA.DCSF (2007a)Primary National Strategy.

www.standards.dfes.gov.uk/primary/wholeschool/banda/Accessed 7 August 2007.

DCSF (2007b)Behaviour and Attendance.www.dfes.gov.uk/behaviourandattendance/ index.cfm Accessed 7 August 2007.

DCSF (2007c) National Programme for Specialist Leaders of Behaviour and Attendance.www.teachernet.gov.uk/wholeschool/behaviour/npsl_ba/Accessed 7 August 2007.

Training and Development Agency for Schools (TDA) (2007)QTS Standards and ITT Requirements.www.tda.gov.uk/partners/ittstandards.aspx?keywords=QTS+Standards Accessed 8August 2007.

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APPENDIX 1:Composite Key References and

Further Reading

Indicative quoteI think it matters what document you look at and you gain knowledge from. But it always hasto work in partnership with a more experiential approach, thinking about what you are doingin class, talking it through with colleagues. Although many documents are useful to you theyare only recipes, because you have to make it all work. And I think unless a pupil is actuallyconnecting with a personal approach by the teacher, where youve engaged the child on a dif-ferent level things wont happen. No matter what you read or do, things these documentsor books are not going to make any difference unless the two of you [teacher and pupil] are

working together.

Composite list of key references

Algozzine, B. and Algozzine, K. (2005) Building school-wide behavior interventions that reallywork, in P. Clough, P. Garner, T. Pardeck and F. Yuen (eds) Handbook of Emotional andBehavioural Difficulties. London: Sage Publications.

Barnes, R. (2006) Routines, scripts and teacher-talk in R. Barnes, The Practical Guide toPrimary Classroom Management. London: Paul Chapman Publishing, chapter 3, pp. 2738.

Cole, T. (2006) Emotional and behavioural difficulties: an historical perspective, in P. Clough, P.Garner, T. Pardeck and F. Yuen (eds)Handbook of Emotional and Behavioural Difficulties.London: Sage Publications.

Dix, P. (2007) Managing confrontation and stopping it from escalating, in P. Dix, Taking Care ofBehaviour. Harlow: Pearson Education.

Furlong, V. (1985) The Deviant Pupil. Milton Keynes: Open University Press, chapter 1, pp. 127.

Gamman, R. (2003) Sharing the load, supporting the staff: collaborative management of difficultbehaviour in primary schools.Emotional and Behavioural Difficulties, 8 (3): 217229.

Haydn, T. (2007) The working atmosphere in the classroom and the right to learn, in T. Haydn,Managing Pupil Behaviour. Key Issues in Teaching and Learning. London: Routledge, chapter1, pp. 123.

MacDonald, E., Chowdhurry, U., Dabney, J., Wolpert, M. and Stein, S. (2003) A social skills groupfor children: the importance of liaison work with parents and teacher. Emotional and

Behavioural Difficulties, 8 (1): 4352.

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McNamara, S. and Moreton, G. (2001) Making rules, in S. McNamara and G. Moreton, ChangingBehaviour. Teaching Children with Emotional and Behavioural Difficulties in Primary and

Secondary Classrooms. London: David Fulton Publishers, chapter 4, pp. 5264.

Norwich, B. (1999) Pupils reasons for learning and behaving and for not learning and behavingin English and maths lessons in a secondary school. British Journal of Educational

Psychology 69: 547569.

Pointon, P. and Kershner, R. (2000) Childrens views of the primary classroom as an environmentfor work and learning.Research in Education, 64: 6477.

Rogers, B. (2006) When things get difficult: hard class, hard times, in B. Rogers, ClassroomBehaviour.A Practical Guide to Effective Teaching, Behaviour Management and ColleagueSupport. London: Paul Chapman Publishing, chapter 8, pp. 193219.

Sewell, T. (2001) Behaviour, race and inclusion. Getting inside the black child and not findingDarwin,Emotional and Behavioural Difficulties, 6 (3): 167185.

Wearmouth, J., Glynn, T. and Berryman, M. (2005) Addressing behaviour at school-wide level, inJ. Wearmouth et al.,Perspectives on Student Behaviour in Schools. London: Routledge.

Suggested further reading

There is now a huge range of resources (books, pamphlets, articles and so on) which are avail-able to trainees and to new teachers. The following list, which does not include the officialguidance from the Department of Children, Schools and Families, contains materials that havebeen actively recommended by trainee teachers, teachers and tutors during the period whenKey

Questions in Behaviourwas being developed.

Ayers H., Clarke, D. and Murray, A. (2000) Perspective on Behaviour: A Practical Guide toEffective Interventions for Teachers, 2nd edn. London. David Fulton Publishers.

Boulger, D. (2002)Building on Social Skills. Tamworth: Nasen.

Cairns, K. and Stanway, C. (2004) Learn the Child. Helping Looked After Children to Learn.London: BAAF.

Casey, J. (2002) Getting It Right. A Behaviour Curriculum. Bristol: Lucky Duck Publishing.

Chaplain, R. and Freeman, A. (1998) Coping with Difficult Children. Cambridge: Pearson Publishing.

Clutterbuck, P. (2001) Bright Ideas for Managing the Positive Classroom. Carmarthen: CrownHouse Publishing.

Janis-Norton, N. (2004)In Step with Your Class. Edinburgh: Barrington Stoke.

Marris, B. and Rae, T. (2004)Escape from Exclusion. Bristol: Lucky Duck Publishing.

Mosley, J. and Thorp, G. (2002) All Year Round. Exciting Ideas for Peaceful Playtimes.Cambridge: LDA.

Qualifications, Curriculum & Assessment Authority for Wales (2000) Challenging Pupils:Enabling Access. Cardiff: QCA(W).

Roffey, S. (2002)School Behaviour and Families. London: David Fulton Publishers.

Rogers, B. (2000) Classroom Behaviour. Hendon: Books Education.

Sutherland, M. and Sutherland, C. (2004) The Behaviour Management Toolkit. London: Hodder& Stoughton.

Wardle, C. and Rae, T. (2002) School Survival. Helping Students Survive and Succeed inSecondary School. Bristol: Lucky Duck Publishing.

Young, S. (2002)Solutions to Bullying. Tamworth: Nasen.

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APPENDIX 2:Useful Websites

Indicative quoteOne of the best ways I have learned to keep myself aware of whats going on is to use the

web. The trick is to get into the habit, as part of your own professional learning, of visitingcertain websites which give you up-to-date information. This is a great short-cut, becauseoften you can get a summary of a document alongside a critique, as well as being able todownload it yourself. Id definitely recommend this approach because it has saved me a lot ofmuch-needed time that I can spend doing other things.

The following websites have been frequently used by registered members ofBehaviour4Learning; links to them can be obtained by visitingwww.behaviour4learning.ac.uk

www.teachernet.gov.uk/wholeschool/behaviour/

www.dcsf.gov.uk/ibis/index.cfm

www.dfes.gov.uk/behaviourandattendance/

www.teachernet.gov.uk/wholeschool/behaviour/npsl_ba/

www.standards.dfes.gov.uk/primary/wholeschool/banda/

www.teachernet.gov.uk/teachingandlearning/socialandpastoral/sebs1/

www.youngminds.org.uk/index.php

www.dfes.gov.uk/exclusions/index.cfm

www.behavioradvisor.com/

Key Questions in Behaviour

Documents