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The teacher, had positive bonds and relationships with each of the children in the class, which was really effective with all the children and for me to see. As the teacher had effective strategies to help each of the children, when they struggle with managing behaviour. The school had behaviour management strategies across the school within the school policy.

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There was a pupil in my reception class that had SEN needs, with some days that were complete disasters, days where no matter what the class teacher or support staff did, getting through to the pupil was near impossible. However, The class teacher made sure that the routines were the same each day and that the pupil was entirely aware of what was going to happen, whether or not they would choose to engage, they were still apart of the lesson and were still involved. The teacher was fantastic at involving the pupil without putting a spotlight on the child, this gave the pupil the chance to get involved once they were comfortable. The teacher was able to fit straight back in to a positive, constructive and supportive relationship once the child engaged :)

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Our teacher and all ks2 classes used dojo points and specific praise. The children loved these and always improved behaviour once one child earned a positive point. The children were very motivated as they could add the points they earned to the iPad scoreboard at the end of the day.

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Clear routines such as attention signals, structured transitions and consistent expectations were used effectively with my year 2 class, which were also supported by the whole school behaviour approaches

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Positive reinforcement

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Establishing a good routine with the children

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The teacher would make the children feel as though they are responsible for their own behaviours and actions. The children would tell on one another so she implemented this expectation that they can only control what they do and not what others do. I felt this was really effective and children felt in control of how they act and speak to others.

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The teacher could simply walk into the room and the students would instantly go silent

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My teacher established a good routine and had an amazing relationship with the students and therefore they followed her instructions very well and wanted to follow her expectations as they wanted to impress her, also by following the behaviour policy the students would know what the consequence would be to their action and therefore determine their behaviour

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Our classroom had a visual timetable detailing when each lesson or activity would happen which would prevent pupils from becoming distracted thinking about what session we would be doing next

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School’s behaviour policy involved a 1, 2, 3 hand signal to get children to move from the carpet to their tables in Early Years: 1-stand up, 2-walk and stand behind chair, 3-sit down. In Later Years, it was the same sort of thing but slightly altered due to the children being slightly older.

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During a fire drill, my general mentor used a commanding presence to direct the children. He translated the severity of the situation, so the children were always listening and conforming to the instructions he provided. This allowed for him to maintain the attention of the whole school successfully

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There was a student who purposefully knocked over chairs in the classroom and the teacher was able to get the child to tidy up after themselves because she was able to meet the child where they were at. The teacher was able to calm the student down because she had built a relationship with this student and the child knew the teacher wasn’t going to let her leave the classroom until the chairs were picked up. This helped me understand that in order to help the children in your class develop as a person you have to have built a strong relationship with each individual child.

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Making sure to model behaviour and be clear and concise, consistent. Reteach if necessary until they get it and follow through when expectations are not met. Making sure to use positive reinforcement clearly when children follow correctly.

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Teacher gaining whole class attention by performing actions (touching head, tapping fingers) and having the whole class repeat them to show they are paying attention.

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The teacher would reinforce behaviour consistently, praising children who were doing the right thing 😛

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the class teacher had consistent carpet rules that were shown above the whiteboard. This meant once behaviour became less controlled, she was able to remind the children of these and they were all very familiar with these and recognised them so they would do these instantly. This worked best for the children because they knew the norm and the teacher was aware of that and held those good relationships with the children compared to other teachers who came in and didn’t know what worked for the children.

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Throughout the school, the same clear expectations and routines were used creating a calm and manageable school environment. This meant the children were all calm throughout the day and when moving through the school to other places e.g. PE or music.

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I observed that an effective strategy was having a routine chart at the front of the classroom on the board. This routine chart said what lessons the class would have and the teacher would update it every morning. I saw that the students felt more comfortable and reassured knowing what they had during the day and this helped with behaviour management because it reduced stress and uncertainty. This was especially effective for students with SEND because they may struggle with routines and changes.

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during the whole class morning routines, the teacher would do the morning calendar after transitioning from song time. children had to turn around in their carpet square and face the visual timetable and calendar, the teacher closed her eyes and counted to 10 and when she opened her eyes she would want the children to face the correct way, she used this as a way to encourage them as the reward was to put up the counter on the tens frame for the date 📆

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The teacher was always able to use the school rules to refocus and discuss behaviour with the Reception class. She spent the first week of the school year going through the 3 rules (be ready, be respectful, be safe) individually through games, activities, books etc, to really drill them into the children. This meant that children weren’t displaying as much negative behaviour because they didn’t want to break the rules, but if they did they were able to clearly explain why they shouldn’t have done it, and what they could do better.

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The way the class teacher used to implement routines through singing. This worked well with younger year 1 children as it was a fun way to get their attention. Made me realise there are many ways to get attention of the class and get control without having to be cross

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The use of the silent signal was used school wide. Reception to year 6 all understood that when any adult/teacher raised their hand they expected silence and the attention of the children. I found this effective during lessons to regain the attention of the class after an activity. This paired with specific praise was a very effective tool to resettling a class.

This was used during while school assemblies too, to regain focus and silence for the teacher to talk to whole school.

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Setting the expectations clearly and constantly reminding the students of what is expected in a calm, engaging way.

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One of the teachers would maintain the whole class by using different background music to signal the mood for the classroom. The children knew if a certain song was on they could walk around and do their own thing but if another song was on they were quietly working.

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My class teacher would each lesson say what she expected. She used picture prompts as I was in a year 1 class and kept them at the front of the classroom so they could always be seen. Children majority of the time followed these without any issues even when I was teaching. It was very useful.

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The school used the word "ready" for the children to display expected behaviour. When any adult said "show me your ready" the child were all sat, empty hands ready to listen a learn. Having this as a standard throughout the school allowed all the children to understand and demonstrate the expectations.

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All teachers used the same behaviour techniques and expectations so if a lesson was covered by a different teacher, the pupils still knew what was expected of them.

This meant the pupils behaviour stayed consistent and they remained engaged with the learning.

This made me feel more confident when teaching because I had seen how the behaviour expectations and techniques worked before hand.

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Using humour and honesty to connect with their students, she was very engaging for the students and I admired her a lot despite not being in her class :)

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The class teacher had expectations set, if a pupil would go against these expectations they would be reminded that they know what is expected of them and they should not be doing what they were at the time

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Teacher recalling class after a child had a tantrum and started throwing chairs

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Students knew the routines and expectations from the moment they walked into the classroom. Everything was consistent and familiar and this helped especially with SEN Children who would have struggled with change.

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The forest school practitioner who also covered some lessons was phenomenal. She had outstanding relationships with the children and really understood them on a personal level and could have such fun with the children but with an understanding that there was a line. She had very high clear expectations that the children really respected because they knew they could have a lovely time with her, as long as they met those boundaries she had set. This made lessons with her really engaging and enjoyable and very regulated with behaviour.

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When circulating the room class teacher would tap the shoulder of a child who wasn’t paying attention as this would ensure they are brought back to engaging and effective active learning

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A teacher did a music assembly every Wednesday and the children loved when he'd play the piano and guitar rather then play a track. They would listen to him and all join in no matter on the year (preschool to year 7).

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One of the Teaching assistant’s had such a good relationship with all the children. Every child knew her and would be excited to see her. She was one of the only teachers who was able to deal with the SEN needs in my class. She would get up and dance with the kids and was always joining in with lessons which the kids really enjoyed.

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Using non-verbal signals to gain a class attention and also for instructions, such as lining up for assembly. Children knew exactly what they should be doing and completed silently.

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The school having a behaviour policy which hugely discourages pupils being told off in front of the class. Instead, teachers would hold restorative conversations to build their understanding of what caused the misbehaviour so that it can be avoided in the future.

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The school had a warning, yellow then red card system which worked well for maintaining the class behaviour as if they got a yellow card they would have to stand by the teacher for some of their break. This therefore meant the children will follow the expectations.

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One class teacher would have very clear expectations that she did not need to repeat them every time, when the class were set off on a task they knew that the volume should be very low

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Headteacher recalling pupil engagement in assembly (raising hand) while school became engaged and listened to instruction

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the school had a behaviour policy, meaning all teachers in every year group had the same attention grabbers, this was useful when other members of staff were covering in lessons or in assembly. these worked across all year groups

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Having a consistent behaviour management policy worked well in my school and class. It meant the children felt all behaviour was managed fairly. It was a whole school scheme but was integrated in each class. The 5-step system would be able to be seen all around the school on big posters so all children were aware. It meant there was no having to think of consequences for bad behaviour off the top of my head it was a clear system we can use.