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What strategies can we use to deal with inappropriate behaviour and when can we use them? |
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Research taster
It is widely recognised that establishing good behaviour is key to enabling learning to take place. Policies aimed at helping to create a learning culture in schools are widespread. These often take the form of a staged series of sanctions.  However, having sanctions available and using them appropriately and effectively are two different things. How prepared do you feel in knowing which strategies to adopt to deal with pupils’ misbehaviour and when to do so?
Your evidence
You may like to analyse recent responses you have made when pupils show inappropriate behaviour in your lessons. Alternatively, you may be able to ask a colleague to observe some of your lessons and help you understand in more depth what is happening.
What did you do:
- if the action only occurred once?
- if it was repeated - did you use non-verbal gestures, move towards the child, or ask a question or encourage a comment in order to direct a focus onto work?
- if it was persistent - in addition to the responses above did you identify the inappropriate behaviour and comment on the behaviour rather than the child and/or clearly describe the behaviour you were looking for? Was it necessary to isolate the child in order to avoid having an `audience'?
- if the inappropriate behaviour was serious - did you apply procedures from the school’s behaviour policy?
- In extreme cases, in which the child had to be removed from the class, did you make sure the pupil and the class knew what procedure you were following and what was about to happen? Can you divide your responses into ones which you feel were appropriate and effective and those you feel were less so? Did you feel that you achieved closure in relation to the various incidents as far as you and the class were concerned? How consistent did you consider you were?
Moving forward
If you are unsure of the range of strategies you might adopt would you find it helpful to work with a behaviour professional from the local behaviour and educational support team (BEST) in order to raise your knowledge about what might work? To gain a better idea of when to use the school’s behaviour policy would you find it useful to observe a more experienced colleague?
Find out more
 Hallam, S., Castle, F., Rogers, L., et al (2005) Research and Evaluation of the Behaviour Improvement Programme Research Report RR 702, London: DfES
Halsey, K., Gulliver, C., Johnson, A., Martin K., Kinder, K. (2005) Evaluation of Behaviour and Education Support Teams Research Report RR 706, London: DfES
Rogers, W. A. (2002) Classroom behaviour London: Paul Chapman Publishing
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