Proactively developing relationships with students

It's not about trying to get down with the kids. Chose your opportunities to build a relationship with a student carefully. Open up casual conversation...

Being Assertive

Assertiveness is not saying the same thing over and over (the 'broken record') neither is it continually stepping into confrontations with students. We know...

Assertiveness and nasty explosions

Many teachers recognise that their pattern of behaviour is to be nice or compliant for far longer than they really want, until they reach...

Embedding the Relationship Charter 

M.Hitchman As you know our aim this year is to ensure we embed the Relationship charter and this half term we have been focusing on Meeting and...

Don’t just get down, get way down!

It is often said that getting down to students' eye level is important when delivering praise or sanctions to students. This can often be...

Redirection techniques

(A Tip for Teaching and Learning Support Assistants) Students who have spent many years with learning support often have advanced strategies for avoiding work. You...

Jobs for Everyone

At Primary level students' mutual trust is encouraged through sharing and delegating jobs in the classroom. A well organised year 5 teacher will have students handing out resources,...

Countdown

A good technique for getting the attention of the whole class is to use a 'countdown' from 5 or 10 to allow students the...

Get out and about

Perhaps your greatest contribution to managing behaviour around the school site is your presence. If you have your coffee in the playground, your lunch...

“Chase me”: What to do with secondary behaviours

Secondary behaviours are those that occur during your intervention or as you leave a conversation with a student.  They are 'chase me' behaviours designed to push your buttons and...