School Behaviour

I'm William Haines, and I want to talk about behaviour, hopefully in a way that's useful and relevant, not just in a classroom setting but maybe in other places too. A bit about myself: I did something called Teach First, which is a charity that started in America and then came to the UK. It aims to reduce the gap in educational disadvantage. Traditionally, students from wealthier backgrounds who attend private schools tend to be more successful in life, living seven years longer compared to students from low-income families who attend state schools. Teach First was set up to bridge that gap by training teachers and placing them in challenging inner-city schools with a high percentage of children from low-income backgrounds and diverse ethnicities. I work in a high school in Southall, London, which is known as Little India, and we have a very mixed diversity of students from various economic backgrounds. I'm a chemistry teacher, teaching students aged 12 to 18, with a specialisation in A-level chemistry.

My training focused on various teaching aspects, but one area I was particularly concerned about was behaviour. I knew it would be something I would struggle with because I'm not naturally a very strict person. The most common advice I received during my training was 'don't smile until Christmas'. This meant not showing any sign of weakness, as students would know I was a new teacher. I was advised to be really strict and harsh, not to smile or give anything until Christmas. Whether that's the best advice or not, I don't know. I have some stories from my first year of teaching that illustrate the challenges I faced. For instance, I was trying to teach about adult cell cloning and did a practical with eggs, but two weeks later, I found some eggs in my cupboards because the students had thrown them in there, which obviously stank up the whole room.

During my training, I had observations where people would come to watch me teach and give feedback. One observation was with a very challenging Year 11 class that was doing a vocational course called BTech. These students were not getting good grades and were among the worst behaved in the school. I was terrified, and during my observation, one of the kids started playing basketball in the middle of my lesson. It was not a fun lesson. Glue on the ceiling seemed to be a fun game for some of the kids, and I had to check my ceiling at the end of each lesson because they would cut the tops off glue sticks and flick them up with rulers. Our ceilings are quite high, so we ended up with little patches of glue everywhere. In another instance, a boy refused to do any work and put glue on his forehead, sticking his head to the table. There was also a girl who threw a firecracker in one of my lessons, and when I spoke to her parents, they discussed her need to express her freedom, leaving me without support.

Along with the advice to not smile until Christmas, I was drilled on the importance of seating plans and having visible rules that students signed. I had to learn names quickly so I could address students directly and phone parents when necessary. One thing I want to come back to later is the importance of building relationships with students. At the beginning of teaching, this doesn't mean much because you don't know the kids, but it becomes crucial. To illustrate this, I want to give you a scenario. Imagine a girl called Sammy in Year 11. You are trying to teach the class about adaptations, and she starts taking out her mirror and doing her makeup while you are talking. What do you do? Do you confiscate the mascara and kick her out of the room to show you're being strict? Do you keep teaching because the rest of the class is focused? Or do you stop and talk to her privately to understand why she's doing her makeup? Discuss with the person next to you for 30 seconds and decide which option you would choose.

Now, let's move on to another scenario. In chemistry, we teach about chemical reactions, where reactants break their bonds and form new products. To demonstrate this, we sometimes use Lego. I had a class working with Lego when a boy decided to make a gun out of it and started shooting his friend across the room. As the teacher, would you put his name on the board and keep teaching? Would you shout at him for disrupting the class, or would you take away the Lego from the whole class because they can't be trusted? Discuss this with your partner for 30 seconds and make a decision.

Lastly, there's a new girl in your class who dropped down from the top set. She's quite arrogant, likes to answer questions quickly, and is loud. The other students don't like her and imitate her snorting when she laughs. On this occasion, she snorts again, and various children start copying her. What do you do? Do you keep the whole class behind and lecture them about bullying? Do you ignore the situation and change the topic quickly? Or do you find a quiet time to talk to her and the key instigators? Discuss this with your partner for 30 seconds and make a decision. Throughout this talk, I want to explore techniques and approaches that might be more useful in managing behaviour in the classroom.

There are four types of teacher involvement: uninvolved, authoritarian, permissive, and authoritative. An uninvolved teacher is not really relevant to effective teaching. An authoritarian teacher is strict with rules and does not allow them to be broken, while a permissive teacher tends to be more lenient, often giving students multiple chances. I find myself leaning towards the permissive side, wanting to be the kind teacher who understands when students mess up. However, this can lead to being taken advantage of. My school changed its behaviour policy partway through my teaching career, moving from a clear, black-and-white system of consequences to a more nuanced approach based on something called Pivotal. This new system uses a yellow card and red card system instead of writing names on the board, which helps avoid public humiliation and focuses more on positive reinforcement.

The Pivotal approach encourages teachers to praise students publicly for good behaviour while reprimanding them privately for misbehaviour. For example, if a student is talking when they shouldn't be, I would give them a caution privately rather than calling them out in front of the class. This shift has been challenging for many teachers, including myself, as any change can be difficult. The idea is to encourage positive behaviour rather than publicly punishing students, which sounds good in theory, but there are pros and cons to consider.

Another source of ideas for managing behaviour comes from a book I read called 'How to Talk So Little Kids Will Listen.' It discusses how punishment does not effectively teach children what they should or shouldn't do; instead, it often leads to resentment. The book suggests that praise should be given carefully, avoiding labels like 'good girl' that can easily be negated by a single mistake. Instead, it recommends describing what you see, the effects of behaviour on others, and the effort or progress made by the child. For instance, if my daughter throws food on the floor, instead of scolding her, I might say, 'I see food on the floor; is it supposed to be there?' This approach helps children understand their actions without feeling judged.

The book also advises against comparisons, such as saying, 'Why can't you be more like your brother?' This kind of comparison can be damaging. Instead, we should express general pride in our children, not just when they achieve something specific. This concept ties into the work of Carol Dweck, who studies growth mindset. Dweck argues that intelligence is not fixed; everyone can improve with effort and perseverance. Therefore, instead of praising a correct answer, we should praise the effort put into the work. This shift in perspective can create a more positive learning environment, especially for children who fear failure.

In my own experience with my daughter, I find it challenging to praise her efforts rather than just her successes. For example, when she spends time working on a puzzle, I try to focus on her concentration rather than the outcome. This approach encourages her to develop stamina and perseverance, rather than a fear of failure. The ideas in the book are aimed at young children, but they can also be adapted for older students. For instance, making tasks more playful can engage children better. Instead of saying, 'We have to go to the car now,' we might pretend to be dinosaurs on our way there, making the transition more exciting.

Offering choices can also empower children. For example, in a classroom setting, instead of dictating which worksheet to complete first, I could allow students to choose between two options. This gives them a sense of control and responsibility. Additionally, providing clear information about expectations can help children understand the rules without feeling judged. For instance, instead of saying, 'Don't leave food on the floor,' I could simply state, 'Food belongs on the plate.' This factual approach avoids personal attacks and focuses on behaviour.

Finally, modelling the behaviour you want to see is crucial. Children often mimic what they observe, so if I model positive behaviour, they are more likely to adopt it. However, I must be cautious not to rely solely on this method. If I display negative behaviours like shouting or complaining, children will likely imitate those as well. In the classroom, maintaining a respectful and polite demeanor, even when addressing misbehaviour, is essential. Instead of degrading students, I can express my concerns objectively, focusing on their potential and the behaviours I wish to see.

Ultimately, the challenge remains: how do you maintain control in a classroom? The realisation I've come to is that complete control is an illusion. Each student is an individual with their own personality, and even with my two-year-old, I cannot control her actions entirely. My role is to guide her and help her make choices while ensuring her safety. I want her to think for herself and exercise her free will, but within a structured environment. This journey of learning how to manage behaviour effectively is ongoing, and I am still figuring out how to be a good teacher in this regard.

Being a good parent is constantly changing as children grow. Some conclusions I've come to so far include the vital importance of relationships. It makes sense that as the academic year progresses, you become more familiar with your class. You learn about their circumstances, such as family issues, and understand which buttons not to press. This knowledge allows you to be more supportive and nurturing, especially for those who struggle with self-belief.

Equally important is giving students more autonomy and freedom. The biggest success I've had this year has been setting up autonomous homework for my Year 11 students. Instead of assigning specific tasks each week, they choose three mini-homeworks from a list of suggestions and resources. This approach has worked remarkably well; most students complete their homework weekly and learn which tasks benefit them the most. By allowing them this freedom, I foster a sense of responsibility and engagement in their learning process.

In terms of classroom management, I believe in addressing issues with care rather than aggression. For example, if a student is distracted, I would prefer to speak to them privately to check in on their well-being. This approach helps build a supportive relationship rather than one based on judgment or anger. It’s essential to ensure that students feel safe and understood, especially when they are struggling.

When it comes to behaviour management, I find that responding with concern rather than aggression is more effective. Lowering my body to their level can help defuse situations, especially with younger students. This method contrasts with an authoritarian approach, where threats may lead to further resistance. Instead, I aim to work collaboratively with students, helping them understand that my interventions are for their benefit, not as a form of punishment.

There are various strategies for managing challenging behaviours, such as 'managed moves' to different schools or early study leave for students who struggle. However, these methods can have mixed results, and often students return to their original schools without significant change. Exclusions can severely impact a student's future, and I often wonder how headteachers make these difficult decisions. The statistics surrounding exclusions and their correlation with issues like knife crime are concerning.

Detention can also be a tricky area. While it can serve as a consequence, it risks damaging relationships if not handled properly. I believe in restorative conversations alongside detention, which can help students reflect on their actions. Sometimes, we allow students to cool down in the corridor before discussing their behaviour. However, we must be cautious not to alienate them further, as this can hinder their learning and development. Overall, I am still exploring new ideas and strategies to improve classroom management and student engagement.