1. Scenario 6: Maintaining Classroom Standards
Behaviour Scenarios
A specially commissioned set of resources for tutors, school mentors and trainee teachers
Scenario 6: Maintaining Classroom Standards 1

2. Scenario 6 Maintaining classroom standards
You want to use a code of conduct to help maintain high standards of behaviour.
How do you apply a code of conduct effectively? 2

3. Key Learning Outcomes
Understanding how to use behaviour standards to improve behaviour for learning.
Practising routines and methods for helping pupils meet high standards of expected behaviour. 3

4. What makes a good rule?
Which of these statements do you think is correct?
A good rule:
clearly tells the pupils what not to do
explains the consequences of misbehaviour
justifies the teacher in punishing offenders
has been discussed and agreed by everyone
applies equally to all pupils
contributes to a list covering every eventuality
helps the teacher establish his/her authority in the classroom
should not need reminders. 4

5. What may be the best answer?
A good rule has been discussed and agreed by everyone
Effective codes of conduct also:
tell us what we are expected to do
relate to general rather than specific behaviours
are short and easily displayed and understood
reflect rights as well as responsibilities
are suitable for regular teaching and reminding. 5

6. How might you use the Code of Conduct to best effect?
Use “catch them being good” and other techniques to praise pupils and reinforce positive behaviour in keeping with the code.
Have behaviour targets for each lesson related to the code. Review the outcome positively.
Refer to the code regularly when using the language of choice to correct behaviour.
Use the code to depersonalise negative behaviour by correcting the behaviour without rejecting the pupil. 6

7. Underlying principles
Maintaining consistent standards of behaviour for learning requires frequent reminders about agreed expectations.
Praise for abiding by the code is more effective than sanctions for breaking it.
An established code of conduct helps the teacher to correct behaviour by using the language of choice.
Applying the code of conduct to correct behaviour depersonalises the process.
B4L emphasises the crucial link between the way in which children and young people learn and their social knowledge and behaviour. In doing this, the focus is upon establishing positive relationships across three elements of self, others and the curriculum to create Engagement, Participation and Access
(see the B4L Website Principles for more explanation: )
You could usefully examine the four principles on the slide in terms of how they relate to building and maintaining the pupil’s relationship with self, others and the curriculum.
At this stage, it is worth returning to any alternative suggestions for response which you or the trainees have made and reconsidering them in the light of the above principles. It is important to relate principles to practice in any discussion.
Leadership Styles (See Section 7 of the Tutor Handbook)
A mixture of styles is needed here: Authoritative, Democratic and Coaching.
Your Notes: 7

8. Rights and Responsibilities
A Code of conduct should be based on supporting the rights and responsibilities of everyone.
All pupils have the right to learn in a harmonious and well ordered environment.
It is everyone’s responsibility to behave in ways that support the learning of all.
Maintaining a positive classroom climate is part of the basic responsibilities of the teacher who has the right in law to discipline pupils in line with the school behaviour policy.
Governors decide the principles on which the School Behaviour Policy is based and headteachers have the responsibility in law to draw up the policy and ensure that it is implemented. 8

9. Activities to try
At the start of a lesson, set a behaviour learning objective drawn from the code of conduct for the class. Throughout the lesson use “Catch you being good” to praise pupils who meet the objective and summarise at the end by agreeing a mark for the class as a whole. Report back/discuss the effect of this.
Hold a discussion with pupils and report back on what they consider to be good and bad rules.
Examine a School Behaviour Policy and Code of Conduct to see how well it meets the guidance from the DCSF and discuss the reasons for the similarities or differences with a member of the Senior Leadership Team in the school. 9

10. Want to find out more? References on the B4L site
Group trainee teacher discussions – Maintaining standards, code of conduct (rules etc)
Teachers TV - Parents' Guide - Primary Behaviour (There is a middle section in the discussion examining how school rules can be simplified and how pupils can be included in drawing them up)
Teachers TV - Primary NQTs Managing Behaviour (Follows newly qualified teachers during the first week of their induction year in teaching and looks at how they set standards)
DCSF Guidance - Developing and reviewing your whole-school behaviour and attendance policy (A useful training programme for developing and reviewing a whole school behaviour policy at KS1/KS2) 10

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