Classroom Management

Behaviour

Secondary

Advice on dealing with a known aggressive and violent student

Providing advice and support for KS3/4 teachers and support staff in dealing with known violent and aggressive students. This video features a short dramatic reconstruction of an angry outburst from a student with identified anger management problems. In this scenario, the teacher manages the situation, preventing it from escalating and disrupting the class. Raising the question what did the teacher do that was so effective in dealing with the aggressive behaviour? A panel featuring senior education psychologist Tina Rae and working teachers talk through the scenario, discussing what the teachers could have done differently and offering clear and straightforward advice on how teachers might handle challenging situations like this.

A Known Aggressive Student

Bayley advises a secondary music NQT on class management

This classroom-management resource follows a newly qualified teacher (NQT) who finds the practical side of music lessons very difficult to control and is easily distracted by behavioural problems or children going off task. Behaviour expert John Bayley films Patrick Martin teaching his Year 9 lesson and, watching the tape back, he's struck by the seriousness of Patrick's approach. Key points: John notices that the secondary pupils seem keen to applaud the music but Patrick doesn't encourage it. Secondly, John feels that Patrick should replace comments like "another reasonably effective performance" with something more positive. Third, he wants Patrick to seek more departmental or pastoral support with his pedagogy when he knows he will be teaching a troublesome pupil. Teaching another Year 9 group at Chiswick Community School in west London, Patrick is a different teacher and his class is visibly more contented and positive. The pupils seem to get more from the practical experience and the lesson flies past. Patrick's own verdict is conclusive: "I really enjoyed that!"

A Lighter Note

How best to deal with a student behaving in an angry manner

Advice for teachers and support staff on how best to deal with a violent and aggressive student having an angry outburst in the classroom. A short dramatic reconstruction shows an angry outburst by a student at the beginning of a lesson., the teacher takes firm, calm control of the situation preventing it from escalating and disrupting the class. A panel featuring senior educational psychologist Tina Rae and working teachers talks through the scenario, and discusses what the teacher did that was so effective in dealing with the aggressive behaviour. They also offer clear and straightforward advice on how teachers might handle challenging situations like this. The discussion focuses on relocating pupils, calming body language, and how best to deal with the situation once everything has calmed down.

Angry Outburst

Behaviour management techniques for active, practical lessons

A drama teacher shares his behaviour management techniques for promoting good behaviour in a lesson which encourages students to move about and express emotion. Simon Druker, a drama teacher at Bonus Pastor Catholic College in south east London, explains his approach to behaviour management in a drama class. Simon operates a clear lesson structure, culminating each time in a performance. He talks about the importance of choosing the right material and building relationships with students over time. While the students tackle the difficult and sensitive subject of child soldiers in Uganda, Simon keeps a keen eye on behaviour.

Behaviour Management in a Drama Class

Bayley advises a secondary teacher on displaying self-confidence

One of the most challenging aspects of effective classroom communication is displaying confidence in order to earn the attention and respect of pupils, says behaviour management expert John Bayley in this pedagogy resource. John observes and provides practical advice to the head of science, Brian Dalton, at Foulstone School near Barnsley, in this classroom-management video for secondary teachers. He advises Brian to: display a positive mental attitude and communicate confidence; reward good behaviour; and guide pupils through the key steps of the lesson so they feel they're making progress. Brian says, "I was hunting for words and, instead of leaving an empty space, I started doing this negative bit, thinking they'd be sympathetic with me if I do the 'poor Mr Dalton stuff".

Believe in Yourself

Using body language to engage pupils in a lesson

The short video for teachers looks how body language or non-verbal communication can go a long way in motivating pupils. A drama class at Myton School in Warwick is observed and reviewed by assistant headteacher Chris Caswell, who has studied and written about body language. He highlights performance enhancing gestures, including touching the head to encourage thinking and moving an arm to 'conduct' the lesson and retain pupils' attention.

Body Language for Engaging and Motivating

Advice on body language techniques for teachers

How body language or non-verbal communication can improve teaching, from starting and finishing a lesson to engaging, motivating and managing them during one. Expert advice comes from Chris Caswell, an assistant headteacher at Myton School in Warwick, who's studied and written about the use of body language in the classroom. Chris, who's also a teacher trainer, observes and reviews the actions of five teachers at different stages of their lessons. The techniques he highlights include touching your head and face to encourage concentration, using hand gestures to invite participation and moving around the class to gain attention.

Body Language Techniques

John Bayley helps two KS3 teachers manage vocal, engaged students

Behaviour expert John Bayley recommends practical classroom-management techniques for handling the attention-seeking behaviour of bright, engaged students who tend to dominate lessons, in this pedagogy resource. Their behaviour can take up large proportions of a teacher's time, causing an adverse effect on the rest of the class. John focuses on three Year 9 pupils who dominate two teachers' classes at Bishop Stopford's School in Enfield. John works with secondary maths teacher Ben Pearce and Key Stage 3 geography teacher Rhys Jones. The teachers don't want to dampen the students' enthusiasm, but they do want to improve the teaching and learning experience for everyone in their lessons. They decide to try using the students' energy in more constructive ways - as leaders of group activities. But will it work?

Bright Extroverts

A psychologist observes students' behaviour with background music

The theory that playing music quietly in the background of lessons can stimulate better concentration is put to the test in a Birmingham secondary school. At Moseley Secondary School in Birmingham, musician Vo Fletcher plays recorded music in the background during a science revision lesson. Psychologist Dr Penny Upton from the University of Worcester, observes the students taking part in the revision activities both with and without the music playing. She keeps an eye on the students' behaviour, and witnesses some remarkable changes when the music is playing. Teacher John Crawshaw is observed too, and as the experiment proceeds his behaviour also seems to be changing. He seems calmer and more relaxed as his students become more engaged in the tasks set for them.

Can Background Music Help Learning?

What kind of teachers do pupils prefer?

Research into pupils' opinions of teachers over the last 70 years has produced amazingly consistent results. Children prefer teachers who are slightly strict, scrupulously fair, treat them as individuals and have a sense of humour, but not one based on sarcasm. Relationships are crucial. Teachers with good relationships seize every opportunity to sustain and improve them, whether by crossing the school yard with pupils, starting friendly conversations when they enter the room or having one-to-one talks while checking pupils' work. The message for class management is clear: interesting activities are vital and apply the two Rs: rules and relationships.

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