1. Scenario 4: Identifying behaviour hotspots
Behaviour Scenarios
A specially commissioned set of resources for tutors, school mentors and trainee teachers
Scenario 4: Identifying behaviour hotspots 1

2. Scenario 4
Identifying behaviour hotspots: You have a storage area in your classroom and each time the pupils go there to collect materials they push and shove each other. What can you do to improve some of the features of classroom layout that affect behaviour? 2

3. Key Learning Outcomes
An understanding of the impact of classroom layout and organisation on learning
Modelling and practising relevant strategies to reduce disruption and maximise learning through improved classroom organisation 3

4. What do you do?
Ban pupils from going to the storage area without permission.
Only allow one pupil at a time to go there.
Set up a rota for monitors to supervise the area.
Keep any pupils who misbehave in at break.
Plan for movement, agree ground rules and train pupils to use the storage area properly.
Ask your Teaching Assistant to supervise the storage area.
Have the materials you need for the lesson more accessible and where you can see them. 4

5. What may be the best choice?
5. Plan for movement, agree ground rules and train pupils to use the storage area properly
If this situation has arisen before, you will be able to anticipate future problems and plan to avoid them. Agreeing clear rules with pupils and training them to abide by them is an important process for improving all behaviour for learning.
7. Have the materials you need for the lesson more accessible and where you can see them.
This will help you too - but it is not a long term solution that addresses the underlying cause of the behaviour. 5

6. How might you prevent a recurrence?
When establishing classroom routines:
ensure you have clear sight-lines in your classroom and constantly scan the room to anticipate and avoid problems.
check that pupils can see you, boards, displays etc without straining from each part of the room.
move around the classroom from time to time so that you cover all areas and your presence and authority are felt.
pay attention to features which affect behaviour including seating plans, positioning of resources and storage areas, location of black/whiteboards, access (for you and the pupils) and storage of coats/bags if these are brought into the room.
rearrange the room to suit the activity. But if you share the room come an agreement about a basic layout which you return to at the end of the lesson. Agree and publish a basic layout on a notice board. 6

7. Underlying principles
Many architectural manuals have been written on this topic, yet few classrooms are ideal.
Treat classroom layout flexibly and adapt it according to the activity. You should plan layout and change it where necessary– but respect the needs of other users of the room.
Arranging pupil movement into, out of and, where appropriate, around the classroom in an orderly and safe way is a key principle for improving behaviour for learning.
The special needs of some pupils must also be accommodated in any classroom layout. 7

8. Rights and Responsibilities
Teachers are responsible for the organization of their classrooms, but there are constraints to take into account such as shortage of space, school polices, and the wishes of others who use the classroom.
Behaviour for learning can be improved by improving and applying classroom routines which should be agreed by all members of the classroom community
Pupils should also take some responsibility for classroom organisation which will improve their behaviour. 8

9. Activities to try
Observe some lessons with a particular eye on how the classroom layout affects behaviour for learning. Ask other teachers for any tips and ideas.
Vary the organisation of a classroom for two different activities. Draw up a seating plan for each and practise how to make this change with minimal disruption to the lesson. Ask a colleague to give feedback on your effectiveness
Spend time at break and lunchtime observing the way pupils behave as they move unsupervised around the school and in the play areas. Can you identify any “behaviour hot spots” where anti social behaviour is more common. What do you notice that will help you plan routines and organisation of movement in the classroom? 9

10. Want to find out more? References to the B4L site
Learning and Teaching Scotland - Evaluating the Physical Organisation of the Classroom
B4L Resource - Students experiences of how they improved their own practice
Teachers TV - Classroom Swap - English and Drama
Teachers TV - Simrit and Victoria – Classroom layout (Year 3)
Teachers TV - All Change – Transforming the classroom
Teachers TV - FE: Teaching for the Future - A Wake Up Call

11. Conclusions
What is the key message have you gained from this scenario material?
How might you apply this approach in your own practice in school.
Further insights and notes for tutors and mentors are available on the website
Updated August 2009