1. Positive behaviour
management

2. Practical ways of being a positive teacher
Teaching environment
table arrangement
rows or tables in groups
what are the uses and
disadvantages?
displays
what purpose(s) do they serve?
availability of resources
why is this important?
colour

3. Practical ways of being a positive teacher
Planning and
approach to teaching
enthusiasm for subject
energy
pace
well-planned, interesting activities
appropriate level – build in success

4. Practical ways of being a positive teacher
Teacher’s attitude to pupils
develops a relationship with pupils
greets the class in a positive way
values pupils
uses praise
uses constructive language
offers a positive role model
makes effective use of verbal and non-verbal skills
manages behaviour in a positive way

5. Body language Facial and body expression Voice confident
eye contact, smile, stance, gestures, personal space
confident
assertive, not aggressive
Voice
firm, clear, not shouting

6. Expectations Set high expectations, but not unrealistic ones
give clear and consistent boundaries
establish simple routines
use rewards and sanctions in a constructive way
explain expectations clearly
set them when you first take the class, reiterate if necessary
are phrased in a positive way e.g. instead of ‘ Don’t shout out’ you could say ………………………….

7. Rules and routines
What rules?
What routines?

8. Rewards What are suitable rewards?
rewards must be desirable to the students involved
adapt reward system to suit individual pupils
don’t forget attention and praise
consider giving rewards more subtly
phone call/postcard home

9. Rewards how frequently do the teachers you work with give rewards?
which rewards work best with
Y7?
Y10?
which rewards do you plan to use?
can you think of any more unusual rewards that might work for you?

10. If expectations are not met
react with surprise, not anger
establish eye contact
stay calm and assertive
speak clearly and firmly
stay in control of your own behaviour – don’t rise to the bait
reinforce what you do want
expect compliance by saying ‘I want you to ………. Thank you.’
reward a pupil who is doing what you want – this will encourage the rest
address the primary behaviour
ignore secondary behaviour (Don’t get sucked in)
focus on the offence, not on the offender
know when to be flexible

11. If conflict escalates react with surprise, not anger
establish eye contact
stay calm and assertive
speak clearly and firmly
stay in control of your own behaviour – don’t rise to the bait
reinforce what you do want
expect compliance by saying ‘I want you to ………. Thank you.’
reward a pupil who is doing what you want – this will encourage the rest
address the primary behaviour
ignore secondary behaviour (Don’t get sucked in)
focus on the offence, not on the offender
know when to be flexible

12. If expectations are not met
Step 1
tactical ignoring
Step 2
simple direction to student
not across the room
use a positive statement, rather than a negative one
Step 3
repeat 2
if pupil argues
don’t argue back
give a clear choice based on school discipline procedure
(Think this through ahead of the lesson)

13. If expectations are not met
Step 4
give take-up time
Step 5
follow up the choice made by the student
separate pupil and audience

14. Sanctions make the sanction count always follow through
don’t threaten what you won’t enforce
don’t threaten to bring someone else in
don’t bear grudges

15. Useful Resources ‘Ped. Pack’ booklets
Improving the climate for learning
Classroom management
Books by Bill Rogers or Sue Cowley for practical tips
Behaviour2Learn
Room colours from Wang and Russ, 2008 Computer Classroom Wall Colour Preference and the relationship with Personality Type of College Students