This document provides information on positive relationships and behavior management in the classroom. It includes tips for setting expectations, effective lesson planning, building relationships with students, establishing routines, using positive language, and implementing behavior management strategies. The key aspects discussed are separating behavior from the student, focusing on student choices, modeling positive behaviors, repairing relationships, prioritizing issues, and gaining confidence in behavior management skills. Checklists are also provided to help evaluate lesson organization, relationships, student attitude, and implementing behavior strategies.

1. Positive Relationships and
Behaviour Management

2. Aims of this session: To share experience of how positive
relationships and considered behaviour management can
create an engaging learning environment.

3. Welcome
11.00 Behaviour Management
11.45 Positive Relationships
12.30 Lunch

4. Every child still matters; communities still need
cohesion.
TS5 Adapt teaching to respond to the strengths and needs of all pupils.
e.g. having a clear understanding of the needs of all pupils, including those with SEN; high ability; EAL; disabilities; and to be able to use and evaluate distinctive teaching.

5. Set your vision for your children
Who are your children? Where do your children come from?
What do your children need to get out of their education?
Before starting,
drive around the
the local area.
TS5 Adapt teaching to respond to the strengths and needs of all pupils.
e.g. having a secure understanding of how a range of factors can inhibit pupils’ ability to learn, and how best to overcome these; demonstrating an awareness of the physical, social and
intellectual development of children, and know how to adapt teaching to support pupils’ education at different stages of development

6. Involving children in planning and
classroom organisation will help
them to become engrossed in what
they are learning therefore reducing
the possibility of any unwanted
behavioural incidents.
TS 2 Promote good progress and outcomes by pupils
e.g. encourage pupils to take a responsible and conscientious attitude to their own work and study

7. Effective teachers are
powerful mediators of
children’s thinking and
learning. They design
learning environments that
stimulate children’s curiosity.
Effective teachers are
powerful mediators of
children’s thinking and
learning. They design
learning environments that
stimulate children’s curiosity.
When thinking is part of their
routine, children become alert
to situations that call for
thinking.
Thinking routines and
documentation are tools that
enhance children’s cognitive
development by helping them
become aware of their own
creative thinking and
problem-solving skills.
Further reading
Angela Salmon
2010

8. Where is the best place for the water tray/sand tray/ painting table etc?
When is the best time for snack?
Do they need to ask to go to the toilet?
How can I encourage them to put things away in the
correct places?
Have I got out the right tools for the job?
Who can I invite in this week to make this learning experience real?
Basics
Checklist 1

9. Lesson organisation
Checklist 2
Have I planned for a prompt start?
Have I timed each section of the lesson appropriately?
Do I have pace and challenge?
Are my resources readily available and appropriate?
How will I maintain pupil attention?
Are my activities well planned and varied?
Is my planning clear with learningobjectives and activities matchingpupil ability?
Will my plenary help me to match the learning objectives
to the pupil outcomes?

10. Relationships/Communications
Checklist 3
Am I using my voice correctly - volume/tone?
Am I including all students?
Have I provided the correct resources,
including ICT?
Is my questioning effective?
Am I explaining things clearly?
Am I allowing sufficient thinking
time for responses?
Do I plan in time for pupils to talk about
their leaning?

11. Pupil Attitude
Checklist 4
Do my pupils listen attentively?
Are my pupils polite and considerate to others?
Are my pupils able to sustain concentration?
Do my pupils demonstrate independence?
Will my pupils workcollaboratively?

12. Behaviour management
Checklist 5
Do I identify clear rules?
Do I act to deescalate situations to
prevent inappropriate behaviour?
Do I use the correct strategies with individuals
to avoid confrontation?
Do my pupils demonstrate independence?
Do I apply rules consistently?
Do I use praise to promote positive attitudes?
Do I give continuous feedback for
both behaviour and standards of
work?

13. Key aspects of practice that contribute to improving behaviour –
Classroom management
Organisation, engaging environment and resources
A consistent approach to behaviour management
Positive consequences /rewards and negative consequences
Behaviour strategies and the teaching of good behaviour – behaviour profile
Managing pupil transition
Strong school leadership – policy and practices
Staff development and support
Pupil support systems
Liaison with parents and other agencies
TS1 Set high expectations which inspire, motivate and challenge pupils
e.g. demonstrate consistently the positive attitudes, values and behaviour which are expected of pupils
Behaviour underpins and facilitates excellent progress
and high standards of achievement

14. Now to get started
Let your children set their own
vision of what makes a happy
classroom.
How do they foresee their time
in school?
What do they want?
Have an agreement/contract
Give them a say – pupil voice.
We want to be happy
We need friends
We like fun
We like new things
We will be good
Google ‘Investors in Pupils’ for images and ideas
TS1 Set high expectations which inspire, motivate and challenge pupils
e.g. establish a safe and stimulating environment for pupils, rooted in mutual respect

15. Positive Relationships

16. Principles of behaviour management
relationships
 Separate the (inappropriate) behaviour from the child: We should see the
behaviour as unacceptable, not the pupil. Linking poor behaviour to the pupil’s
identity inhibits positive change.
 Use the language of choice: For example ‘you can choose to do either x or
y, it is your choice’. This places responsibility with the pupil and removes the
struggle for power.
 Keep the focus on primary behaviours: The primary behaviour is likely to
involve an infringement, by the pupil, of your agreed rules, such as talking
inappropriately. When the primary behaviour is challenged, a secondary
behaviour may occur, often as an attempt to deflect attention from the primary
behaviour. It is important to stay focused on the primary behaviour and deal
with that.

17. Remember to revisit and reflect
 Actively build trust and rapport: Few pupils will trust a teacher who fails to
keep their word. Knowing all your pupils and building positive relationships are
at the heart of everything you do.
 Model behaviours that you wish to see: You are the model of legitimate
behaviour to your pupils. Key skills - calmness, predictability and consistency.
You should be a good listener, able and willing to give the pupil the right of
reply. Finally, resolving conflict calmly is a hugely important skill to model.
 Work to repair and restore relationships: Always remember that you are
the adult in your classroom interactions; the pupil may still feel distressed or
resentful, and so be prepared to allow sufficient time for change, if necessary
repeating the attempts to be positive. Restart the positive cycle on which good
relationships are built

18. The issues
 If there are a number of issues, assess the importance of the problem by
establishing a simple ladder of priorities:
 (1 is the highest priority)
 1. safety
 2. behaviour that is insulting or offensive
 3. behaviour that affects the learning of the majority
 4. behaviour that affects small groups/individuals

19. Knowledge
 There is no ‘magic key’. Good management in successfully managed
classrooms is down to a number of factors such as careful lesson planning,
established routines and time invested in building relationships.
 Acquire basic knowledge - relating to the school’s policies and protocols. All
schools operate differently.
 Be clear on the sanctions available or not available in school.
 Share strategies that are generally in use. Stress the need not to overuse
strategies.

20. TS7 Manage behaviour effectively to ensure a good and safe learning environment
e.g. have high expectations of behaviour, establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
We are gentle (we don’t hurt anything)
We listen to, and follow instructions (we
don’t interrupt)
We always tell the truth (we don’t lie)
We are kind and helpful (we don’t hurt
anybody’s feelings)
We take care of the school and everything
in it (we don’t damage things)
We work hard (we don’t waste time)
Matching vision to that of the school.
Ready to Learn –
Our eyes are looking
Our ears are listening,
Our lips are closed,
Our hands are still,
Our brains are ready
To be successful – Work hard,
concentrate, push oneself, imagine,
improve, not give up, try new things.
Values Expectations

21. Confidence
 As a teacher you adopt a persona – this does not need to be an all-singing,
all-dancing individual, but it does mean approaching the lesson with a positive,
confident attitude.
 It is also key in developing the confidence to manage the classroom -
effective classroom management is very much about confidence. Aim to
develop confidence by discussing and sharing experiences and ideas with
other colleagues.

22. Planning
Planning for effective behaviour management is essential. Key elements include:
Ensure that pupils are engaged throughout the lesson
plan what the teacher and the pupils are doing, for each stage of the lesson
avoid prolonged teacher-led episodes
rehearse different ways of giving instructions and explaining things
plan to encourage and support the good behaviour of individuals
anticipating potential problems, like transitions from one section of the lesson to
the next, and planning for them
observe other colleagues with key classes and individuals, to learn from their
approaches

23. Relationships
 learn pupil names – fast – and using them
 focus on positive behaviour
 catch them being good
 use reward systems (aim for more rewards than sanctions)
 use reward systems fairly and consistently
 get down to pupil level when talking to them
 aim to have some sort of dialogue with each pupil every lesson
 listen to their contributions, and responding genuinely
 avoid harbouring grudges – it only perpetuates bad relations

24. Routines
 pupils entering (and leaving) the classroom
 seating plans
 pupils moving about the classroom
 teacher moving about the classroom
 learning objectives
 asking questions
 use of the whiteboard and giving out resources
 giving deadlines and reminders
 giving notice of what’s to come “In one minute, Ill ask you to put your pens
down…”
 giving rewards

25. Teacher talk
 sound interested, even excited, in the subject
 reinforce instructions (visual as well as verbal)
 use positive phrasing (“put your pen down and listen” rather than “stop calling
out”)
 use a consciously controlled voice (avoid shouting)
 wait for complete quiet before giving instructions/information
 give genuine praise
 criticise the behaviour, not the pupil and avoid open confrontation in front of
other pupils (“we’ll discuss this at the end of the lesson”)
 offer choices (“This work needs completing, so is it now or at break?”)

26. Decisions
 decide, precisely, on what you want to modify – talking out of turn, getting out
of seat – and make that a clear target for the pupil(s)
 identify the primary or major issues that need to be addressed and tackle them
one-by-one
 tactically ignore minor issues if the major issues are being dealt with (e.g.
ignore the sulky sighs, as a pupil returns to his/her desk as requested)
 avoid being sidelined onto a pupil s agenda (e.g. ignore irrelevant questions)‟
 only give a consequence you intend to carry out (letting them off, lets them
play the system)
 recognise that pupils (especially when angry) may need time and space to
cool off
 recognise when you need help and advice, know where to get it.

27. Behaviour Management Strategies from
Bill Rogers
The Black Dot in a White Square: What do you focus on?
It is often necessary to get class or individual behaviour into perspective in order to
maintain a positive atmosphere in the class. In Bill Rogers’ model, the black dot represents
the negative, disruptive behaviour of certain individuals or the class as a whole; the white
square represents the positive behaviour of the majority or the normally good behaviour of
an individual. By focusing on the black dot, we are forgetting the white square.

28.  Using Positive Language
This is so simple but packs a punch. Instead of “will you stop talking’ you say “I’d like
everyone listening, please”. Instead of “Stop turning around and distracting….” you
say “I’d like you facing this way and getting on with your work… thanks.”
 Choice direction and ‘when…then’
Classic parenting techniques that work brilliantly.
You can either work quietly by yourself or you can come up and sit with me,
You can go next door to work with …… or you can work sensibly with …… as I’ve asked.
You can do exactly what I’ve asked or get a consequence as you were warned earlier.
When you have finished tidying up your area… then you can sit wherever you want….

29.  Pause Direction
Students are in the bubble of their own a lot of the time. Just because you start
talking, doesn’t mean they hear you. Make a deliberate pause between
gaining a student’s attention and a direction to ensure they have had sufficient
‘take up’ time. Eg. “Child’s name pause ……could you face this way and
listen, thanks”.
You gain their attention, with eye contact, before you say what you want to say.
 Take-up Time:
This avoids the horrific teacher domineering – “come here Boy!” nonsense.
Simply, “Child’s name…(pause to gain attention)… come up here a sec
please.” Then deliberately look away… talk to someone else. He/she will
come.

30.  You establish what you establish’
This refers to the establishment phase with a new class. Right from the start, anything
you allow becomes established as allowed; and anything you challenge is
established as unacceptable. Talk about it explicitly and reinforce it regularly
 Teacher Styles
Don’t be an Indecisive teacher: hoping for compliance but not insisting; being timid in
the face of a challenge; pleading not directing.
Don’t be the opposite: an Autocratic teacher : using a power relationships to demand
compliance without any room for choice.
Be an Assertive teacher: This teacher expects compliance but refuses to rely on
power or role status to gain respect. The teacher plans for discipline, uses clear,
firm direction and correction, but acts respectfully, keeping the aims of discipline
clearly in mind.

31.  Controlled severity – but where certainty matters more than the severity
Most great teachers establish very clear boundaries. How? Well, usually, this happens
through the occasional dose of ‘controlled severity’. A sharper, harder corrective tone
that conveys: Followed quickly by a return to the normal friendly, warm tone.
 Partial agreement
Bill Rogers has a strong line on teachers being able to model the behaviour they expect.
This includes not wanting the last word. Partial Agreement is an essential strategy
for avoiding or resolving conflict. It means teachers not trying to have the last word, or
asserting their power in a situation where there is conflict
 Behaviour Management is an emotional issue
Recognise explicitly that behaviour is about emotions and associated traits: confidence,
self esteem, peer relationships, group acceptance, empathy, belonging, resilience, ..
and all the opposites. Crucially, this is for the teacher and the students.

32. Go back to your original checklist of good classroom management techniques. If this
doesn’t work then…
Do you need support within school?
Is it time to involve parents?
Is this a time when specialist provision and strategies are needed?
Do you need advice from specialist outside agencies?
Times when ‘it just doesn’t happen’, time to stop
and think