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What do you do when faced with challenging behaviour? |
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Research taster
Behaviour is now a high priority and teachers and school leaders are working with behaviour professionals to design policies that are effective in dealing with this difficult issue. Evidence suggests that schools are helped when behaviour professionals support teachers in developing appropriate strategies, for example, in relation to challenging behaviour.  To what extent do you feel you know what to do when faced with challenging behaviour and what kind of support would you find helpful?
Your evidence
You might find it useful to think about strategies you use when you are faced with challenging behaviour of different kinds. For this activity, you might find it helpful to work with a colleague or in a group. Think about the examples listed below. Which strategies would be appropriate for the following situations?
- non work-related chat
- making cheeky/personal comments to the teacher or muttering under breath after a reprimand
- making a racist or sexist remark
- damaging books/fittings/equipment/other pupils’ work or property
- talking when silence has been requested
- arriving late
- swearing at another pupil or using obscene gestures
- swearing at the teacher or using obscene gestures
- hitting/attacking another pupil
- looking at non-school material, such as comics, photos or cards
- threatening the teacher
- hitting the teacher.
You might like to discuss your ideas for managing these situations with colleagues. Which presented you with the greatest challenge? Can you say why this is? At what point should you bring the schools’ behaviour policy into play? When should you involve others and how?
Moving forward
You may find it useful to concentrate on the behaviours you found particularly challenging. Would you find it helpful to ask a more experienced colleague for some coaching in dealing with these difficult behaviours? If this is not possible are there behaviour professionals in the local authority, in a behaviour and educational support team (BEST), for example, who might be available to model behaviour strategies for you and observe your practice?
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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