The document discusses strategies for managing student behavior in classrooms, including using a tally system to track good and bad behavior, having students grade their own effort and behavior, considering opportunities for students to redeem themselves after sanctions, and ensuring fairness for all students while also addressing individual needs such as those with SEN. It also stresses the importance of effective parent communication in improving student behavior.

1. Lessons to be learnt from SEN, PRU & EBSD Schools

2. Class dynamics
 Even streamed classes will have a range of abilities and
personalities.
 There will be pupils with both diagnosed and
undiagnosed Special Educational Needs in all Schools.
 Some of the strategies used in Specialist Schools can
be used or adapted for the mainstream class.

3. Meeting students’ needs
 Play video
 Points for discussion:
 What do you think about what was just said, in
particular with regard to recording in ways other than
writing?
 Is it at odds with raising standards and improving
literacy, or can there be a compromise?
 Is this an unacceptable trade off between behaviour
management and educational value?
5 mins

4. Keeping a lid on it
 Effective practice can be to keep a running tally of good and bad behaviour on
each side of the board.
 Good behaviour is highlighted with praise
 Bad behaviour is quickly noted but without drawing large amount of attention
to it.
 Video Clip
 Another effective way of improving behaviour can be to get pupils to grade
their effort (A-E) and behaviour (1-5) at the end of each lesson. Eg A1 or B3, etc
 These grades can be used to set further targets or agree rewards or sanctions.
 For some pupils’ a whole lesson target may be too much, you may have to break
the lesson down into sections giving targets for each bit

5. Should there be a chance for
redemption?
 Sometimes punishment can have a negative impact on behaviour.
Further Poor
punishment behaviour
Poor Punishment
behaviour / sanction
Feeling of
discontent /
resentment
 With this in mind, once a sanction has been issued should there be a
chance for redemption? 5 mins to discuss
 “Solution focused approach” Porter (2009) is very good for this type of
approach

6. Consequences
 Video Clip
 Issuing sanctions and rewards on the day:
 Allows pupils to link the behaviour and sanction /reward
 Provides a fresh start next lesson for both pupil and teacher
 What sanctions could be issued when the lesson has
another lesson following immediately?
 Discuss for 5 mins

7. Fairness and Equal Opportunities
 “Equals should be treated equally and unequals
unequally” – Aristotle
 Points for discussion:
 Should the same behaviour always attract the same
reaction? What about for pupils with SEN or
behavioural difficulties?
 What are the implications of both options?
 What potential solutions could there be?

8. One of the most effective tools:
Parents
 Getting parents on side is an effective way of improving behaviour.
 Building relationships with parents is also in the Teacher’s Standards.
 Video Clip
 Although it wont be possible to build relationships with all parents it
may be worth investing time with those pupils you find most
problematic.
 A parent is much more likely to take on board any negative comments
when a balance of comments is received.
 How could you develop quick and time efficient methods of
communicating with parents?