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They were firm but fair, so we learned a lot as the class behaviour was managed, but the good rapport and community of the class meant the lessons were enjoyable.

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Non-verbal gestures will be important as we may not be able to say much without disrupting the lesson. Using a calm and clear voice to talk, especially as we may be at the back of the class where disruptive behaviour can occur.

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I am afraid of multiple students misbehaving and bouncing off each other, overpowering my voice in terms of number, causing me to lose control of them.

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I need to think about the behaviour management strategy of my school, looking on their website for their systems of reward and punishment. I need to ask my mentor which members of staff I need to be in contact with if I need help.

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I got on with teachers that were fair and knowledgeable. They knew what they were talking about and were rewarding and "punishing" only when necessary.

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I got on with teachers that were fair and knowledgeable. They knew what they were talking about and were rewarding and "punishing" only when necessary.

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I think body language is key to start with as first impressions will be very important!

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I think body language is key to start with as first impressions will be very important!

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Worried they are not enjoying the lesson which will lead to them being bored

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Worried they are not enjoying the lesson which will lead to them being bored

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Need to start observing and getting to know the pupils. Lots of conversations with colleagues to find out more about each one.

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Need to start observing and getting to know the pupils. Lots of conversations with colleagues to find out more about each one.

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The ones that make you want to do and be better. You feel invested in and want to prove to them you can be what they expect

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Being mindful of your body language and how this presents to pupils.

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It will be silent

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Watch other staff and be consistent

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A number of children misbehaving together and not being able to control them. 

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A number of children misbehaving together and not being able to control them. 

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The teachers that I got on best with were the ones that doled out what I felt was fair reward and retribution. Looking back now, I guess in reality it just meant the expectations were clear and consistent. That combined with being engaging and interesting, while treating me like an adult(ish- there was still a hierarchy) produced my favourite teachers.

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I think there are some practical bits:
Assuming a confident mindset
Saying thank you at the end of commands
Getting to know the pupils' names and personalities
Being consistent about implementing the behaviour policy
Planning good lessons

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I'm afraid of completely losing control and as a result, the pupils' respect for future lessons.

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Making a point of finding the behaviour policy of my schools and familiarising myself with it. Focusing on teachers' behaviour management in observations. Reading pedagogy on behaviour management. Talking in the staffroom about tips, tricks and what works.

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The teachers who got the most out of us were the ones who treated us with respect, not as a problem to be managed or, even worse, avoided.

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Learning the names ASAP is a priority - if you don't respect them enough to know their name, why should they listen to you? Remembering that it is fine to be in charge, and they want the teacher to be in charge (not that they will admit it of course!).

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My worst fear would be a whole class laughing at me or losing all respect.

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I need to know the behaviour policy like the back of my hand. I will also be reading as widely as I can for ideas.

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The teacher that actually cared about our outcomes, and taught with humour and personality, and let us in to their lives a small amount without going too far.

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Gain respect from pupils quickly by learning names and something about them, something they like. Listen to everything, have ears everywhere and observe as many lessons as possible

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Losing all control of the classroom and losing my cool

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Discuss with mentor at new school, review behaviour policy, discuss with any assistant heads etc.

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The assertive teacher, I believe you can't maximise a students' potential with the other techniques.

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Learning names, getting to know what they enjoy. Be relevant so they want to listen to you.

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Not being able to get through to some students, them just having no care for the subject/ not seeing the relevance

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Discuss behaviour techniques with my mentor, learn about any particular students that may have problematic backgrounds/ that may play up in class and why.

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The one who was always understanding and listened. It felt like they actually cared and wanted to help.

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Making sure to learn names as soon as possible! Be enthusiastic and ensure you are friendly and talk to all staff and students you can.

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Pupils losing interest in the lesson and starting to misbehave, and encouraging others to do the same.

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I need to ask my mentor about the behaviour management policies in the school and actively read the staff handbook and seek out information from the website.

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The ones who were straight talking - you always knew where you stood, and what needed to work on, but also what you were doing well in. They took an interest in me as an individual not just in their classroom but outside their lessons as well.

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Going in with a positive and enthusiastic mindset, and an open one. Getting to know names as quickly as possible and asking lots of questions of the pupils. Also observing as much as possible of the interactions between pupils and staff. Being confident that I have a right to be there, and a willingness to learn.

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Pupils misbehaving and not being able to nip it in the bud early enough, leading to it escalating to a whole class disengaging and not being able to get them back on track.

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Getting to know the behaviour policy of the school - talking to my mentor and class teachers about how they handle behaviour, any tips and tricks or pupils to be aware of. Observing interactions and talking to teachers. Lots of further reading.

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This was the teacher that will share her own experiences and ask for your opinion. Who gave me a voice and was there to listen. She gave us clear direction and guidance.

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how are they together as a group and individually.

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get on with the reading about behaviour management 

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get on with the reading about behaviour management 

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then I'll be able to recognise potential issues and nip them in the bud.

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A couple of teachers stand out who were kind, fun, fair, who cared about me as an individual and who regularly went that extra mile.

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A couple of teachers stand out who were kind, fun, fair, who cared about me as an individual and who regularly went that extra mile.

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I agree that getting to know pupils as individuals is key to good behaviour management. Also being kind and approachable and polite. Greet them, help them, ask them questions, share some things about yourself with them. Be passionate, inspire as much as possible. Model the behaviour you want.

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I agree that getting to know pupils as individuals is key to good behaviour management. Also being kind and approachable and polite. Greet them, help them, ask them questions, share some things about yourself with them. Be passionate, inspire as much as possible. Model the behaviour you want.

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My darkest fear is not being able to be the sort of teacher I think I'm capable of being, that I want to be. I'm scared that once I'm in the classroom I won't be able to pull all those tricks out of my bag and I'll end up being unassertive, inconsistent and not respected.

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My darkest fear is not being able to be the sort of teacher I think I'm capable of being, that I want to be. I'm scared that once I'm in the classroom I won't be able to pull all those tricks out of my bag and I'll end up being unassertive, inconsistent and not respected.

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My 13 year old son has given me lots of top tips on behaviour management, so that's a good start! I think observing other teachers and talking to them on my placement is going to be a big help. I've also just ordered Sue Cowley's book!

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My 13 year old son has given me lots of top tips on behaviour management, so that's a good start! I think observing other teachers and talking to them on my placement is going to be a big help. I've also just ordered Sue Cowley's book!

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Teachers that you could talk to about other things outside of school work and showed they cared about you.

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Learning names quickly i think is crucial at the beginning in order to help form good relationships and start to get to know each class dynamic and the individual characters within them. I also think being confident, assertive but kind and approachable will also help students to respect you as a teacher and the knowledge you bring to lessons.

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I fear those difficult situations when a child decides they wont do any work and shuts off from all attempts to engage them in the lesson. I also worry about implementing school behaviour policy consistently.

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I will get to know the school policy on behaviour management. I have also read the DfE guidance and will use the behaviour checklist to constantly remind me of strategies i should be implementing.

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I got along with teachers that took an interest in other things outside of your school work. I also got along with teachers who were passionate about what they teach as they cared about making their lessons engaging and interesting.

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I fear my pupils get bored during my lesson which starts a lot of misbehaviour

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I will need to know the behaviour management policy at my school and become familiar with DfE guidance and checklist

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observe, observe and keep observing

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Getting pupils to engage and listen

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Read school policies on behaviour points and sanctions, procedures etc.
First point of support will have to be my mentor and then my tutor.

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I got along with teachers that were kind and understanding. Ones that neve gave up on explaining things when they were difficult for me and dedicated their time to rethinking ways to give better clarity.

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Observing, learning students names, getting to know the school routines and behaviour policies. 

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Observing, learning students names, getting to know the school routines and behaviour policies. 

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Having students that aren't willing to try, and once off task are hard to regain focus. 

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Having students that aren't willing to try, and once off task are hard to regain focus. 

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Peer support and mentor support. Tying not to take things too personally. 

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Peer support and mentor support. Tying not to take things too personally. 

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The teachers that took the time to get to know me and attempted to build a personal relationship

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To remain relaxed and calm in all situations. To not take things personally (rise above it). To remain professional and consistent at all times. To put the child first, listen, eye contact, get to know them.

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To see groups or individuals looking at me with confusion, indifference or hatred.

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The Sue Cowley book looks good. I hope my mentor is strict with me and gives me solid feedback. I will actively observe for good classroom management.