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Included the students in the decision of the rules so the students felt involved

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made her expectations very clear from the start by showing/modelling to the students what is expected so that there is no margin for error. Praising students who were meeting expectations. BCY

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Modelled out good behaviour.
Sam also planned out the fact that she would model this behaviour.
Being explicit so students have no excuse of 'I didn't know the rules'. - MH

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Allowing students to craft their own rules collaboratively - holds them accountable. EP

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Set rules with the students, involved them, modelled the rules, explained consequences for not following rule s
AW

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Reinforcing rules with positive reminders DMR

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Consistent and fair with the rules, applying them to herself and not just the students - making her part of the group responsible for following them. Very clear from the start HBR

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Focusing on the positives and reinforcing expectations through this JBL

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Focusing on the positives and reinforcing expectations through this JBL

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establishing good behaviour by explicitly saying what is good about it so students know exactly what it looks like. JMI

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establishing good behaviour by explicitly saying what is good about it so students know exactly what it looks like. JMI

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Highlighted successes of other students - LBS

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Highlighted successes of other students - LBS

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Deciding the rules as a class and not just telling them so students feel responsible COT

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100% compliance - if one student can get away with it then all students will feel like they can also - MH

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Be consistent with BFL policy - don't let things slide because then students think they can get away with it in the future OM

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Not praising students who are getting it right.

Being too lenient with the small stuff e.g., not looking at me whilst im talking, not putting pens down
COT

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Sweat the small stuff - put pens down, eyes on me, bottles on floor.

Standing on door - stop students before they enter the classroom and address concerns.

EP

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Low level disruption- ensuring that you are 'sweating the small stuff' in the classroom so that students know what is expected BCY

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Setting out behavior expectations and making these clear, having them on the board the first few lessons. Also telling them how to behave well, giving them a slide with examples of good behaviour. Entering in silence and giving a consequence if they break this, may have a few consequences at the beginning put most students will correct behaviour AW

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Publicly praise the positives to draw attention to good behaviour and examples HBR

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Giving too many verbal warning before a consequence (C1,C2,C3) SH

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Been clearer and firmer in establishing expectations with year 7 classes at the start of the year, especially faffing with equipment. DMR

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Counting down 3, 2, 1 when asking for silence - LBS

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Counting down 3, 2, 1 when asking for silence - LBS

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being too lenient to try ang get students on side is a mistake I have previously made JMI

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being too lenient to try ang get students on side is a mistake I have previously made JMI

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Standing at the door when students arrive - LBS

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Standing at the door when students arrive - LBS

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Pens down, no fiddling. That has become an issue in y7 because i did not specify  this needed to be done alongside silence  JBL

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Pens down, no fiddling. That has become an issue in y7 because i did not specify  this needed to be done alongside silence  JBL

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Model good behaviour and emphasise when students who are getting things right early on - MH