What messages have you considered during the day which will be useful to share with colleagues?

Group 1

• The interface between theory, literature and practice (vignettes / case study examples) is key in understanding aspects of a complex phenomenon such as Behaviour Management.
• There is essentially no quick fix. Many variables affect the success of effective classroom management and experience plays a key part in developing appropriate skills.
• Behaviour Management is a whole-school issue. It may be that individual teaches are better behaviour managers that others, but a whole school support system will help all teachers.
• Good teaching with associated pupil learning is probably the most/ one of the most effective Behaviour Management strategies.
• Motivators are important in learning and may be responsible for aspects of behaviour that are not necessarily due to the teacher or their peer teaching.

Group 2

• Learners are motivated when doing the task fits their image of who they are. We feel this links to the identity issues of students.
• Research by the University of Chicago – monetary rewards work for straightforward and moderate tasks but not for more complex tasks as autonomy, mastery and purpose are the students’ own reward.
• The best reward is a teacher who is enthusiastic and happy. This is a hard act, and can be an act, but smiling achieves a great deal. Show you like them. Two thirds of the group said that this was a feature of their best teacher.
• Rules should be easy to understand in practice, few in number, apply to staff as well as learners, be positive where possible.
• The responsibility for supporting good behaviour is with the institution.

Group 3

• Assessment driven focus has impacted on consumer attitude from students in the classroom.
• Encouraging a positive attitude/ façade in order to positively impact in the classroom.
• Essential to have clear expectations – occasionally frustrated by a lack of management support.
• Student/ teacher exchanges need to be transparent/ honest communication.

Group 4

• Teaching is a human experience. First we need to understand our own behaviours, responses and triggers.
• Theory versus experience or theory and experience complementing one another.
• Institutional approach / infrastructure to support staff and students.
• To acknowledge that we do not know what it is like to be an adolescent today (Pressure/ distraction of social media etc.)

Groups 5

• Consistency of approach – ‘brand image’ so everyone knows what your classroom is like. Praising all who deserve it no matter if this is their ‘normal’ behaviour.
• Rewards/sanctions – teacher being clear and consistent. Enthusiastic, happy teacher is rewarding. ‘Withholding’ might work.
• Knowing that you did not create the problem – do not take it personally.
• Gurus and Czars – a critical perspective.

Ideas drawn from you own experience

Group 1

• Pupils should have the right to learn (and teachers should have the right to teach).
• Respect others and give them the courtesy of listening / supporting whilst they give their contributions.
• Opinions are valued and this classroom is a safe space for everyone.
• Acting as a positive role model is important. If you treat others with respect and consideration they are more likely to do the same to you.
• You have to try to get pupils to recognise that it is their own control of their behaviour, rather than solely the teacher’s responsibility.
• Whole school rules and their consistent enforcement are key to individual class rules.

Group 2

• Attend all lessons and be on time.
• Demonstrate a commitment to the group agreement.
• Be respectful to yourself and others in our classroom.
• Plan our time to meet all deadlines.
• Value all feedback from peers and teacher.

Group 3

• Ensure you listen when your teacher or another student is talking – you would want them to listen to you.
• Create the classroom environment that you would want to be taught in / teach in.
• Remember that everyone’s opinion is important and we need to respect this and treat all views as worthy of consideration.
• Provide an instruction rather than an order.
• Collaborative design of classroom rules allows learners to have some ownership of the rules – also allows them to be revisited and reinforced as they were drawn up together.
• Comes a point when you may have to stand firm.

Group 4

• Positive rules are more assertive – say what you want the behaviours to be.
• Co-construct rules with learners. They know what they need and will ‘buy in.

Rules

• Commit to learning – it’s OK to get it wrong along the way.
• Think before you speak.
• Celebrate each others’ success.
• Arrive at lessons prepared for the class (materials, pre-reading, attitude).

Group 5

• Clarity of the message and clarity of expectations – easy to make visual.
• Shared responsibility – we versus me – therefore inclusive
• ‘Do nots’ are infinite, compared to a finite amount of ‘dos’. (However N.B. Do nots’ are necessary for health and safety reasons – so link them to positives.)
• Positive rules – ‘depersonalises’ ‘misbehaviour’ management.

Procedures

• Rules??? Possible code of conduct, class/group charters
• Essential safety rules identified – rules appropriate to classroom/ scenario/ subject.
• It is important to build ‘relationships and getting to know the children – e.g. how do children want to learn?
• Encourage compliance – towards an agreed code of conduct – through: Reminders linked to code of conduct; glances, ‘looks’; physical presence; Are you OK?; ‘marble jar’ – class working towards shared goal.