THE BEGINNING TEACHER’S BEHAVIOUR TOOLKIT:
A SUMMARY
IN 2016, in response to the Carter Review of Initial Teacher Training, a review of
the behaviour management component of teacher induction was commissioned
by the then Secretary of State for Education, Nicky Morgan. Subsequently,
another report was commissioned to locate the features of successful school
cultures and classrooms. This document is a summary of both of these projects,
reframed to support providers of Initial Teacher Training who are designing their
curricula to meet the specification of the new ITT Core Content.
Tom Bennett
Lead Behaviour Advisor,
Department of Education
INTRODUCTION what good conduct looks like; this classroom we…’ etc. Respond when-
Pupil behaviour is key to the success penalises the less able pupil. Instead, ever norms are broken. Demonstrate
of most classroom outcomes. What be precise, and carefully communi- that they are important and be
we call behaviour is actually the sum cate what behaviour will help pupils consistent with them over time.
of an enormous number of habitsand to succeed, what is prohibited, and ROUTINES
attitudes and skills that adults what the consequences of both will
frequently take for granted. None of be, emphasising the benefits of
these factors are innate, and they engaging with the processes.
must be imparted or taught in some n Being clear in one’s mind what
way. Pupils vary enormously in these good behaviour looks like.
capacities due to their histories and Another form of norm that signifi-
circumstances. Teachers that n Avoid ambiguity, grey areas or cantly affects behaviour is the use of
assume all pupils are equally capable interpretation. Be concrete. What routines- specific sequences of
of behaving successfully, soon behaviour do you need in a line-up? behaviour that pupils are required to
discover they are not. When you are speaking? When they perform practically all of the time
are working in pairs? When they are without significant deviation.
Behaviour must be taught. The habits stuck? Late?
and skills that comprise successful Examples include entry routines;
class behaviour should be taught to Once this has been clarified, commu- class dismissal; corridor conduct;
all pupils. It is entirely possible to do nicate it clearly to pupils. Be clear, transitions between activities;
for most pupils. use examples, and check for misun- assemblies; obtaining silence and so
derstanding. Teach, rather than tell on. Pupils do not intuitively grasp
the pupils what you expect of them. these without direction, nor are they
The two main approaches that new Behaviour should be seen as a
teachers should focus on are: equally capable of performing them
curriculum, and it should be without systematic instruction.
assessed, revised and refreshed
Proactive behaviour management, constantly. Routines take time to develop into
and habits, but the effort invested in their
Reactive behaviour management NORMS creation and adoption is enormously
useful to the pupil and the class. Like
PROACTIVE BEHAVIOUR all norms, they should be carefully
MANAGEMENT and clearly taught at the beginning of
the teaching relationship, reinforced
Pupils frequently look to one another consistently over time, and periodi-
for social cues about what is accept- cally refreshed.
able behaviour, or desired/ popular CONSEQUENCES
Behaviour management should be behaviour. This is driven by, among
seen as a process, not of merely other things, a desire to fit in, not
reacting to misbehaviour when it stand out, and to gain the approval of
occurs, but more importantly of peer groups. It is entirely to be
actively supporting pupils by proac- expected that pupils will compete for No matter how clearly rules, norms
tively teaching them clearly what status and attention amongst one and routines are taught, pupils will
behaviour is expected of them, and another. But if misbehaviour is still test all boundaries. When these
how it will help them to succeed. normal, pupils often drift behaviour- are broken, it is necessary for pupils
This involves the following elements: ally towards that norm. The teacher to experience consequences that are
must assert what the norms of the aimed at reminding the individual
n Introducing the pupils to the rules room should be, even if they fall and the class that classroom norms
and expectations of the classroom as short. Pupils must see and hear them must be respected. These can take
soon as possible, preferably on the promoted and required constantly. the form of:
first encounter. Use normative language to encourage
n Do not allow pupils to work out pupils to grasp norms: ‘In this
THE BEGINNING TEACHER’S BEHAVIOUR TOOLKIT:
A SUMMARY
SANCTIONS OTHER FEATURES OF EFFECTIVE BEHAVIOUR MANAGEMENT TRAINEE
TEACHERS
Know the school behaviour policy in
detail and use its consequences
systems in a reliable and consistent
manner.
Mild sanctions attempt to deter
future misbehaviour by attaching Ask for support whenever
negative consequences to undesired necessary
behaviour. They are not universally
effective, but no one strategy is. Their
certainty is far more important than
Rules, sanctions and norms can have
their severity, as the deterrent effect
exceptions, but they should be
of a sanction is maximised in high
exceptional, logical and consistent.
trust environments— that is, when
pupils are reasonably certain that the
consequences will inevitably follow
the misbehaviour. They remain an Mentally prepare for the most
essential part of any behaviour common behaviour problems; focus
management system, and teachers clearly on what they are, and exactly
should not hesitate to use them when how you will behave, and what you
necessary, when they are fair, and will say. Scripting like this can
when rules have been broken. provide inspiration when decisions
have to be made quickly
REWARDS
Proactively contact parents before it
is necessary to do so, as much as
possible. This will develop positive
relationships which will be useful
when seeking help and support.
Teachers should use a combination
of extrinsic rewards (merits, symbol-
ic prizes etc) to encourage good
Revisit norms, routines and
behaviour and intrinsic rewards
consequences systems explicitly
(targeted praise, and encouraging
through termly reboots, both to
pupils to value good behaviour and
remind the class and yourself about
learning for itself, not because of
what has been agreed,
some other outcome. This is scaffold-
ed by consistent class norms focus-
sing on explicitly positive learning
and social behaviours). If pupils display patterns of misbe-
haviour that are resistant to routines,
discussion, and consequences, ask
for assistance, and escalate using the
school behaviour system.
Mild sanctions attempt to Persistence and consistency are key
deter future misbehaviour to developing relationships of trust
with pupils, especially vulnerable or
highly challenging ones.
Encouraging pupils to value
good behaviour and learning
Always treat pupils with dignity and
expect that they treat others —
Revisit norms, routines and including yourself— with the same.
consequences systems
