P13

Continued from p12

Have realistic expectations. If you do need to criticise unacceptable behaviour, comment on the child’s actions rather than the child him/herself. Teachers should label the behaviour not the child.

If there is an incident of bad behaviour in your class, it’s helpful to try to identify what led up to it and how you dealt with it.

Sanctions

Children should be aware of the rewards and sanctions in every classroom. Make your sanctions reasonable and avoid setting extra work as punishment: this can convey the wrong message.

If you do impose a detention, consult your induction tutor/pastoral head/head of year and follow the school’s policy.

Positive affirmation

Teachers should model the behaviour they want and expect. Remember, everyone responds better to praise, encouragement and fairness than to criticism and doubt. If you are courteous and show respect, it is more likely your pupils will follow suit.

Restraint

Restraint is not a sanction for unacceptable behaviour. In the unlikely event of having to restrain a pupil, always make sure you are aware of the school’s policy on restraint. You should only ever restrain a pupil to prevent harm to others, to the pupil him/herself, to prevent damage to property, or to restore order. Research shows that the balance should be five positive comments to one negative comment.

Asking for help

No NUT member should feel alone when facing threatening or undermining pupil behaviour. Don’t be embarrassed to ask for help. If you need support and advice about how to cope with a particular pupil or class, speak to your NUT rep about your rights and entitlements or approach your induction tutor or a trusted colleague. It’s a strength to recognise when you need help – and it does get easier.

We asked teachers how they manage their class

When needing quiet I will often just stand at the front and look at the class. I don’t say anything and after about 20 to 30 seconds the class is silent. Pupils must show their equipment before entering the class. Lack of one piece of equipment gets a red mark which I record in my planner against their name, three red marks and they receive a detention, five red marks and they are put on an organisational report. It sets the tone for the lesson.

Ellen Parsons, science teacher, KS3-5

In my experience nothing is more important for behaviour than having consistent high standards. If you offer a reward, give it. If you threaten punishment, administer it. Always set the bar for behaviour at the very highest level and the children will fall in line with your expectations.

Matt Bradley, PPA cover teacher

Exciting, well planned lessons, combined with an obligatory sense of humour, will often eradicate poor behaviour. Pupils misbehave when bored so fast pace, challenging content and high expectations will ensure that teachers can deliver their lessons.

Rebecca Marshall, retired teacher

Respecting pupils is extremely important. I try to generate a calm atmosphere in the classroom, ensuring pupils feel safe by making it clear I am in charge and having clear boundaries. I always deal with inappropriate behaviour, aiming to be consistent in my approach and using non- confrontational strategies.

Nicky Illsley, Year 3 primary teacher

Do you have any advice? Tell our letters page at teacher@nut.org.uk.

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