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Skip to 0 minutes and 0 secondsBECCA: Okay, welcome to our webinar this afternoon, Managing behaviour for learning. We've got the independent advisor to the Department for Education on behaviour, Tom Bennett, with us. Tom is also a founder of researchED if you've heard of those. So we've got a number of questions. In fact, this time we're really delighted that we had lots of questions for Tom today. And so what we've done is we've grouped them into a number of themes, and we'll get straight on with it. And the first themes that we have got a lot of questions around was around maintaining student motivation, stubborn and repeat behaviour offenders.

Skip to 0 minutes and 49 secondsAnd particularly, Nora who had 15 likes for her question, she was asking that she had lots of unmotivated and disruptive students in her class. Athanasia also was talking about unmotivated and disinterested 16-year-olds. And we also had Michelle who was asking for some support on how do you deal with more than one disruptive student. So it's about the unmotivated and more than one disruptive student within the class. So I'd be really interested in your thoughts on that, Tom.

Skip to 1 minute and 29 secondsTOM: It's very interesting, when you talk about motivation in the classroom, motivation is a very complex thing, and people are motivated for lots of different reasons. I mean, you could ask yourself the question, why is a teacher motivated to act the way he or she is acting? And often it's to do with the character, it's to do with financial motivations, and so on. Now, perhaps a more interesting question would also be to ask, why don't students sometimes like school? And this is something that amongst other people, people like Professor Daniel William, address. And they came up with some interesting answers.

Skip to 1 minute and 59 secondsI mean, one of the main reasons children don't feel motivated in school is, well, first up, we're asking them to do things that they wouldn't normally out of their own inclination. And that might sound a little bit obvious, but you're asking people to do mathematics at 9 o'clock in the morning. Now I know there are some people who like doing that, but not every child. So there's that, and that's a very obvious anti-inclination to behave in the way we're asking them to behave. The second thing, of course, is that we're asking them to think, and thinking is hard. I mean, real thinking is hard, not just the passive observation of a screen or a PowerPoint.

Skip to 2 minutes and 36 secondsBut to actually try to think about things is very difficult. I mean, if I asked you what you had for breakfast this morning, you'd probably take a moment's pause. And if I asked you what you had for breakfast two days ago, it'd probably be even harder, or three days ago. It's difficult to recall things. The third thing we're asking of them and the reason why it's hard to motivate them sometimes is that we're judging them. Schools are, by their very nature, environments where we judge people. And I mean that in a good way, they should be judged. We should be saying things like you can do better, or that wasn't the right answer, or that was the right answer.

Skip to 3 minutes and 10 secondsAnd even with confident and competent people feel uncomfortable and slightly anxious about being judged, especially publicly, especially in front of your peers. And children, particularly teenagers, are incredibly motivated by the judgments of their peers. So there's lots of reasons why students wouldn't feel motivated to do what you want them to do in class. And I think, one of the things that ties it all together is schoolwork should be hard and it should be challenging. And I think human beings are, and I don't mean this in a negative way, but human beings are probably naturally a little bit lazy. We were like water, we find a way and we like to do things as easily as possible.

Skip to 3 minutes and 48 secondsSo you add all those things together and it soon becomes obvious that it's not really a natural state for children to be sitting in the classroom and learning. But there they are, so we can't just say, well, let's not bother, let's all go home, be home-schooled. No, they're in a classroom, so what do we do? Well, one of the other reasons we see is that one of the reasons that children sometimes don't behave properly in the classroom is because it doesn't seem cool to behave. It doesn't seem normal to behave. Other people aren't behaving., And as human beings, we take, an enormous amount of our cues from other people. So you add all those things together.

Skip to 4 minutes and 22 secondsSo then you have to flip that about and think, well, how can I motivate students? Well, first of all, one of the main things that teachers need to try and do is to try to change the whole ethos of the classroom. I call it the culture of the classroom, the shared beliefs and values that is experienced by everyone in the classroom. You have to somehow make it cool to work hard and achieve. And again, yeah, that doesn't sound particularly easy, and it's not. But one of the things that teachers really must do is understand that, to a very large extent, they can set the tone of the culture in the classroom.

Skip to 4 minutes and 56 secondsAnd they can make it so that, for instance, they can flood children with the message that it's really good to learn. They can flood children with the message that this is important, this is useful, this is interesting. Teachers could show it by being really good role models themselves and showing that they care about the topic and that they think it's interesting. And one of the things teachers should try and avoid is trying to suggest to students that you should only behave or learn because you're going to get some kind of certificate at the end of it, that kind of extrinsic motivator. And don't get me wrong, these things are important, and lots of children will plug into that.

Skip to 5 minutes and 31 secondsBut the children who are more motivated by things like grades and certificates and so on will tend to be the ones who are already complying. So if the children aren't motivated by these types of extrinsic rewards, then we need to try to motivate, because very frequently children are what we call crammers, not planners. They sometimes think very much in the moment. So practical suggestions, for a start, the teacher needs to role model the type of character and values that they want to be embodied in the class. This is interesting, this is exciting. This is good, it's extrinsically good. You should learn mathematics or science for its own sake, not just because it's gonna get you something else.

Skip to 6 minutes and 10 secondsSecondly, you do need some extrinsic motivators, and that means that the classroom does need to be run on rules. And the class needs to have a very clearly communicated set of rules. Now these social norms also help to underpin the values of the classroom. So for example, if you say, I think it's really valuable and important everybody works here. At the same time, you need to underpin that with some kind of structure of, shall we say, boundary for tone. So you have to have your boundary set. You have to have clear rules. And then you have to patrol those boundaries. That can mean sanctions. I mean, it seems a dirty word sometimes, and people don't like to talk about sanctions.

Skip to 6 minutes and 47 secondsBut sanctions are an essential part of a whole class culture. There has never been a successful culture which has not been underpinned in some kind of consequence system. So children need to know that if they don't behave, something will happen. But at the same time, they also need to know that if they do well, they will be rewarded and encouraged. And I don't mean extrinsic rewards, I mean, the only real reward that matters, which is sincere, proportionate and targeted praise from somebody that they care about. Those are the ways in which you genuinely motivate people because people feel motivated to do things that they feel successful in. And they feel demotivated to do things that make them feel bad.

Skip to 7 minutes and 29 secondsSo therefore, with the least able students, you need to give them little success milestones so that they think, yeah, I can do this. And incidentally, being good, this may sound obvious. But being good at teaching a lesson and being able to explain and unpack your lesson clearly and articulately so that children actually understand is one of the best ways to help them to enjoy the lesson. Because students that don't understand what you're talking about will hate it. And they won't want to move on, and they won't feel any sense of reward with it, and they won't identify with the class either. I don't know if this answer's too long, but this is what it's all about.

Skip to 8 minutes and 1 secondSo for the most able students, you let them know when they've done really well depending on their baseline ability. For the less able students, you You give them little milestones, little increments, to nudge them along so they never feel like a failure. Wherever they are in their learning journey, they should never feel like a failure, otherwise they won't try. And those are the key aspects about motivation. But motivation is a large and complex thing. Human beings are complex enough, and classrooms are doubly so. It's not a short journey, it's a long journey.

Skip to 8 minutes and 31 secondsBut if you can get that culture moving, you start to find that the students start to imitate one another, start to emulate the cultural values of one another, and hopefully start to self perpetuate it to some extent. So that everybody knows that this is a class where they are valued as people, as learners. And that the values of learning and being kind to one another are also held prominently by the teacher.

Skip to 8 minutes and 53 secondsBECCA: One of the things I'm really interested in is the idea of how you manage several students that are unmotivated, rather than. I think, yes, it is about the whole culture of the classroom. And I think once you move that culture of the classroom to a more positive, inclusive one, all of the students will move along in that direction. Sometimes, and I think we'll move on to the next theme now, that sometimes once you've got that culture developed, students get over enthusiastic within the classroom. And then it becomes really difficult to manage the constant chat and low level discussions because they're really able to, they're getting enthusiastic about the learning.

Skip to 9 minutes and 38 secondsAnd Joyce, her question is around stopping children chatting once she wants quiet to move the lesson on. Now, quite often with that is because you have got the motivation and the engagement of the young people. But how do you manage that particular aspect of getting them into a place where, yes, we know that the learning's happening, but we want them to be quiet so that they can get the next level of instruction or the deeper probing and questioning? So I'd be interested in your thoughts upon that.

Skip to 10 minutes and 10 secondsTOM: Again, that's a big topic and it's a very common one for people to talk about. First of all, I think that the value of a chatty class is massively overestimated. I speak to a lot of teachers who say I love it when my class is really chatty because I know they're really engaged with the work. But in my experience, 90% of such classrooms, a lot of the children will be massively off task. And if they're not massively off task, their chatter will put other people off task, and they'll start to get chatty. Other people will think, well, there's talking, I can talk too.

Skip to 10 minutes and 40 secondsAnd I think that the default state for a lot of students should be listening, focusing, and thinking. And then, once there's a task which involves talking to one another, that's fine. But all those things need to be managed really, really well. I suspect that most teachers and for most classes, the default should be the expectation of silence. Now, I don't mean some kind of monastic monk-like silence where children feel scared of talking. You should always be encouraged to have a very dialogic classroom where you can ask the teacher questions. Or there should be some facility where you can talk to the person next to you and say can you help me with this question, and so on.

Skip to 11 minutes and 15 secondsThat's a very healthy sign in a classroom. However, the reason why I say the default should be to be silent is that for a lot of students, any kind of chatter is gonna make them think about other things. It's like listening to a song with words when you're trying to write something else, it can be very distracting. And while there are some people who probably can tune that kind of stuff out, a lot of people can't. And obviously, you're building a classroom for everyone, not just a few people. So what's why the default should again be quiet.

Skip to 11 minutes and 45 secondsSo first of all, at the start of the year, or the start of the relationship with the children, you need to make it explicit that the default of the classroom is quiet. And when you set a task which involves conversational dialogue, then that will be made explicitly clear. And that there are rules for when people can talk and when they can't talk will also be made clear. That's something that needs to be managed at quite a high level of detail. And as I say, it doesn't mean you expect everyone to be monks, it just means you expect them to know when they can and can't talk.

Skip to 12 minutes and 18 secondsI mean, you can say to some classes, you can talk during the work as long as it's quiet and it must be about the work. I mean, that does work with some classes, but overwhelmingly it doesn't work with most classes. If you've got four to five other people, who let's face it, might wanna talk about something else. So make it clear what your expectations are about when people can and can't talk. Don't accept it when they talk over you or anyone else because that's just robbing other people of their own education. Make sure again you control those boundaries. So if you say, this is silent work, and five people start talking.

Skip to 12 minutes and 50 secondsThen A, you call them out on it immediately and B, you must, must, must follow up on it. What you mustn't do is say, I've asked you not to talk, and then do nothing. And think, well, they've stopped, that's fine. It's not fine. The fact that they spoke in the first place normalises it. So once again, you need to break that cycle and you need to show them that it's not normal and not acceptable to be talking when they shouldn't be talking. I mean, I remember when we used to have lectures at university. And you would sit gripped by what the lecturer was saying, or maybe not entirely gripped.

Skip to 13 minutes and 22 secondsBut at least you would be showing them the respect due so that you could learn to a maximum extent and other people could as well. Now, that's adults who are normally much better at self regulating. But that's what we should be trying to push the children towards. So as I say, don't let one or two people normalise it. Really clamp down on that, and do it as often as you need to do, and don't treat it as a small thing. People often think that that type of low-level disruption is, the phrase, low-level, is a mistake, I think. It's not low-level. It's high-level.

Skip to 13 minutes and 53 secondsIt's kryptonite to your lesson and it will dissolve the quality of your lesson, so treat it seriously, clamp down on it. Tell them why you need them not to talk and say, don't worry but there are times when you can talk. And that should give everyone a safety valve so they don't feel like their voices haven't been heard.

Skip to 14 minutes and 10 secondsBECCA: That's really interesting. I think one of the things that I would add there is that, within a science lab, quite often when they're doing practical, you will want them to be able to come to quiet when they're doing practical work. So that you can move on the thinking or give them a probing question to move them forward. And I think that one of the things that I would say is have a routine for quiet, so that they are trained or given a structure. So that when you do a particular thing, whether it's hand up, or whether it's a particular signal, that you give them a little bit of take up time.

Skip to 14 minutes and 47 secondsBecause if they're in the middle of doing a practical, they might need to put their stuff down and turn to you. But that actually, building that routine from an early stage into actually when I want you to be quiet so I can speak, this is what I'm going to do to indicate that to you. That also helps as well.

Skip to 15 minutes and 7 secondsTOM: Sorry, if I could just interject. I completely agree and weirdly enough, this applies as much to science or technology lessons, as it does to for example, drama. And I've been observing lots and lots of really good drama teachers, and one of the things that they often do is have, as you mentioned there, a routine. It's sometimes called a threshold moment or a centering moment, when there'll be a set signal, it could be a bell, it could be two clapped hands. Or it could be the very rare use of the word stop, or something significant that they're told to do right at the start of the year. Which means literally putting down, stop talking, and look towards the teacher.

Skip to 15 minutes and 45 secondsParticularly for, for example, during drama or a practical in science or something in design and technology and so on. So that everyone knows, yeah, this is a moment where I really do have to stop and look. Because it could be a safety issue. It might be something to do with whatever, something that's important.

Skip to 16 minutes and 1 secondBECCA: Right, so I think that that's really helpful and useful for everybody. I think that, moving that on, that quite often teachers want to work with an individual's group or student. And we have got a couple of questions, one from Anna, which quite a lot of people liked, who said, well how do I manage behaviour of the rest of the class when I'm working with an individual group of students? And I think this is quite a common problem within classrooms. Have you any thoughts on that?

Skip to 16 minutes and 42 secondsTOM: Absolutely, well, there's a couple of things, again, many teachers will be familiar with the infamous crab movement that teachers will do throughout the classroom. Particularly PE teachers are very, very good at this because it's a bit like a referee movement. So rather than moving in such a way that your back's ever to the students, always make sure that when you're walking as much possible of your body is facing as much as possible to the class. And it does look a bit daft, it does look a bit odd. But primary teachers and PE teachers are very, very good at this, because they know they need to be observing everybody at once.

Skip to 17 minutes and 16 secondsAnd people in secondary schools would do well to learn from that. So that's one very simple practical technique. I mean, never turning your back on a class is just good advice in general, I suspect. However, when it comes to working with small groups and then letting the rest of the class go on there, you're still in the room. You're still passively supervising the room. So your mere presence should itself lend itself to some kind of passive supervision. Having said that, one of the things that we need to be careful to remember is that we shouldn't just be reacting to misbehaviour when it occurs.

Skip to 17 minutes and 49 secondsOne of the best things that a classroom teacher can do, and it's kinda the secret they should really teach you in all teacher training is that you should set up routines, there's that word again, with students in advance of their behaviour. So, for example, at the start of the year or the start of the relationship, teachers should be talking to students and saying things like when I'm going around the room, I expect everyone to be doing X, Y, or Z. These are three or four things I need you to be doing so I can help these students.

Skip to 18 minutes and 16 secondsAnd if you don't do that then I can't help them which means, I can't you when I come to you because we can't trust one another. And so you need to talk about why you need these routines to be set in place. And you have to talk about what the benefits are, so you sell the benefits. You need to talk about the consequence of not doing it. And you do that long in advance of the activity itself. So that when it comes to the moment, you can say something like right, now, everyone's working silently, and I'm gonna go around the groups one by one. Remember what we said about behaviour during this.

Skip to 18 minutes and 45 secondsIf anybody has a question, you put your hand up, and you wait but I will come to your table within three or four minutes, something along those lines. And again, so at least there's a common set of expectations amongst the students. And so that students know that even though it's a slightly different activity, that it's still governed by routines and structures and so on. And you still care very much and they mustn't get panicky about the idea, well, the teacher will never come to me. They know that you will.

Skip to 19 minutes and 12 secondsBECCA: That's great, thank you. I think that we're moving on now to the next sort of group of questions that we've had. And we've had a group of questions around, what should be done during times for sanctions? Obviously, there will be times for sanctions. Adam mentions about, should we really be setting schoolwork as a sanction, so that it's been in a detention or some other place like that. I'm quite interested in your views on that. Because should it be enrichment work or should it be the general classwork that has been missed, or needs to be completed?

Skip to 19 minutes and 49 secondsTOM: It's funny, actually. You would think that every teacher should know what to do with detentions and sanctions, but of course it's one of the most difficult things to answer. It's one of the things you very rarely get taught about in your actual school teaching practice. Now, we have to ask ourselves, why are we setting a sanction? Now, sanction, it's got multiple purposes, but one of its primary purposes is to deter, right? Let's not forget that. Sanctions are not meant necessarily by themselves, or we shouldn't expect them to make people into better people. Prison doesn't make people into better people. Very rarely does a student sit in a detention and go, my goodness, what a terrible person I've been.

Skip to 20 minutes and 29 secondsI really must amend my behaviour for next time. What they're normally sitting in a sanction, detention thinking is, this is really boring. Now what you're hoping they'll think is, and I don't want to come back to this. So at its most brutal level, a sanction is a deterrent. Now, as I say, it doesn't normally modify that behaviour of that one person at the time. What it tends to do is, sanctions are very useful to support and underpin the boundaries and the structures of the classroom in general. So in some ways, the student going in for a sanction or a detention, by doing so, it's not quite so much for that student.

Skip to 21 minutes and 2 secondsBut to perpetuate the entire culture that surrounds a student, and everyone else in that classroom and school culture. So weirdly enough, it's not just for that one person, it's for everybody else observing that this will happen if you don't whatever, if you're rude to somebody, if you don't hand in your homework and so on. So in terms of what should they do during a detention, well, again, multiple answers to this. I mean, a detention, in its roughest form, just means to detain. So a detention could be a chat, it could be a conversation. You're keeping somebody behind because you need to explain something about their behaviour.

Skip to 21 minutes and 37 secondsAnd the behaviour response that teacher offers to a student due to misbehaviour can be quite complex. I mean, it could be a deterrent, a simple deterrent like a sanction. So it could be something as boring as, and I know this isn't very fashionable but I don't care, it could be something like doing lines. It could be sitting there quietly. It could be copying something from a book. It's meant to be a bit dull. And none of these things contravenes their Geneva Convention guaranteed rights. None of these things are cruel. What they are, they pinch a little bit. They're a little bit inconvenient, it's meant to be inconvenient.

Skip to 22 minutes and 8 secondsBut you may also have a detention because you want to talk to a student about their behaviour in general. Maybe they need someone to explain. Maybe they don't understand the routines of the classroom. Maybe the student's just joined. Or maybe you might uncover the fact that perhaps the student has got a reading age of six. And you're trying to get them to access work that's a reading age of 14 or 15. So there's lots of things that a detention can do, depending on what you want to achieve from it. You can deter, you can have a very positive conversation about what the future should be like for them.

Skip to 22 minutes and 38 secondsIt could be a way of uncovering the reasons why they're misbehaving that way. It could be some kind of training, it could be instruction, it can be redirection. So a detention could be lots and lots of things. Should it be homework? Now, that's an interesting point. I personally don't think that detention should be used for homework. Because otherwise what you're doing is just simply offering them a benefit. So you're saying that you don't have to do homework at home. Don't worry, we've got a special place for you, we can do it here. And there's no consequence to it after that.

Skip to 23 minutes and 4 secondsNo, I think the detention period, if there is a sanction, for example, for not handing in homework, should be sanctioned separate to the homework, and then the homework is still required. That'll teach them. So there's lot of things you should be doing with a detention. I mean, but a punishment it is, and a punishment it should be. And it shouldn't be cruel or mean, but it certainly should be uncomfortable.

Skip to 23 minutes and 25 secondsBECCA: Thank you, and that sort of I think links in really with this idea of what the whole school policy is around detention, and what their purposes are for. And sometimes, the next theme that we're talking about is really about whole school policies. And we got a number of questions about whole school policies and their approach as to managing behaviour and working with the school policies. I thought Allison captured it really well is, how do you think whole school behaviour policies should be used to support teachers in their classroom? Sometimes they are so long and detailed, and really hard to utilise by individuals with very different classes of students.

Skip to 24 minutes and 8 secondsAnd Peter says What effective whole school systems for encouraging good behaviour have you seen? And he's a bit nervous of the gold star and the associated adding up systems. I presume he means by that the number of sanctions as to moving on to the next stage of behaviour. So it'd be really helpful if you've seen particularly good whole school behaviour management systems that you could share some thoughts on that with us.

Skip to 24 minutes and 35 secondsTOM: Well first of all, I remember a few years ago I was asked by the Department of Education to write a review of how we trained classroom teachers in behaviour management. And this was crucial and I think it's very important how we train teachers obviously, because I think it's nationally quite bad. But one of the things that became really obvious through that was that while classroom teachers have got a huge impact on the behaviour in the classroom. An even bigger impact for the behaviour of students at school is the leadership and the whole school system that underpins that classroom.

Skip to 25 minutes and 7 secondsBecause classrooms are not islands, classrooms are members of an archipelago, or they should be kind of members of something, a peninsular, they should all be joined up. Classrooms are cells within the organ, within the organism. And when classrooms are all separate, then what you have is essentially, a series of unconnected rooms with private tutors going on. But no, a school is a culture, a school is a community. So if you really want to nail behaviour in a school, if you want behaviour to be terrific, and by that I don't just mean compliant, although I do mean compliant. But I also mean where students are flourishing as scholars and as people.

Skip to 25 minutes and 40 secondsIf you wanna really achieve that, what you have to do is you have to have a whole school system that supports every single individual teacher and class practitioner. Now, that means that the classroom teacher has to also support the whole school system. And in the schools we've been to, because I wrote a second report on just this, the schools we've been to where the behaviour was amazing, despite challenging circumstances, they had these whole school structures in place. But they didn't just let teachers go on with it. And the analogy I would use is this, if you had a transport system in a country where everybody was a fantastic driver, everyone was Lewis Hamilton.

Skip to 26 minutes and 17 secondsEverybody could drive brilliantly, but there were no traffic laws, there would be chaos. Similarly, if you had brilliant doctors but the hospital wasn't run, it was just doctors turning up to cure people, there would be chaos, people would die, people wouldn't get sent to their departments and so on. Weirdly enough, even though it's not a very glamorous or sexy thing to say, it’s the system that really helps to make behaviour fantastic in a school. So in the same way that a teacher needs to have lots of structures in place that students can cling to and know where they stand, the school needs it too.

Skip to 26 minutes and 51 secondsWhat this is means is, is that the school as an entity needs to communicate its expectations and structures to all staff and students, because the staff are part of that culture too. And staff need to follow instructions. So let's take something like mobile phones. Let's say as a classroom teacher, you're struggling with children using mobile phones because they get them out too often. They're texting people, they're messaging people, they're taking pictures and so on. And you might say, I'd like to confiscate that phone or take it off you or something like that. Now if the school doesn't have a policy on this, there's gonna be an argument after argument after argument. Because the student will undoubtedly say, well, Mr.

Skip to 27 minutes and 30 secondsSmith next door lets me have my phone out, and you've got this big problem. But if you got a whole school system where no student is allowed to have a phone out, and every teacher is supposed to confiscate them if they see them, well then at least you've got a shared sense of expectations. The second thing which underpins that is that you have to then have people doing those structures. So every teacher and every adult in the school needs to, if they see a phone, have to confiscate it, if that's what the school policy is. And crucially, accountability needs to be really high in that school.

Skip to 28 minutes and 0 secondsYou can't have one or two teachers who think they're cool by letting children off by having their mobile phone out. Because what they're doing is making it harder for the person next door to have that conversation with the children. So ultimately, if you want behaviour management to be even easier, that's when the whole school structures are incredibly important. And when you go to a school where the structures are very well known by every teacher and also every pupil, the beauty of it is that you can walk into a supply lesson, where you've got a cover teacher teaching. And the lesson will still be beautifully behaved because the students know what the expectations are of them everywhere in the school building.

Skip to 28 minutes and 34 secondsBecause students aren't stupid, they may act like it, but they're not stupid. And they're very good at knowing when they can get away with things and when they can't, and with whom, and in which rooms, because their understanding of the culture is very flexible. They know that with some teachers, they can do anything they want and others they can't. But that isn't good enough. Students shouldn't behave just because they've got a strong relationship with one teacher, although that helps. They should behave because they've got a strong relationship with the school and the school has a strong relationship with them.

Skip to 29 minutes and 1 secondSo the types of whole school systems I've seen that really work are ones where all the staff are trained in them. Where that training is held to be incredibly important and redone on a regular basis. Once a year maybe, the staff have kind of a booster session to revisit the boring old behaviour policy that the school has,, because it should be a lived thing. That document should reflect the lived experience, it shouldn't be something which is attempted to be imposed on reality. And then the students should be immersed in these structures and so on.

Skip to 29 minutes and 33 secondsAnd it means that whenever the school has a red line, whenever the school draws a line in the sand, like no student should be allowed to have a mobile phone in the classroom. Then no teacher should have flexibility in that. No teacher should say, well you know what, I'm feeling nice today, unless there's some kind of prearranged system for doing so. Let's say for the mobile phones, you might have a policy which says, no mobile phones unless there's an activity which requires them, agreed with the department head in advance. And then that's fine, then that's part of the system, that's part of the routine. But what you shouldn't have are teachers making things up ad hoc.

Skip to 30 minutes and 8 secondsAnd teachers need to be responsible for that and accountable for that. And that's difficult, because lots of teachers love to have lots of agency. They often like to think, well, it's my room, I can make it up as I go along. Well, if you do that, you're making it harder for other people. So that's why you need to have whole school structures to underpin individual classroom experiences.

Skip to 30 minutes and 27 secondsBECCA: That's really great, thank you for that. I think that that really helps us understand the sort of link between the classroom and the whole school, and what's happening within the classroom. The next set of questions were around and about what's happening outside of the classroom and how do we deal with serious violence or aggression within a playground. Paula had a lot of likes on her particular question about serious behaviours, continual fighting, swearing within the playground or in the corridors, or other social areas. Are there particular ways in which you've seen schools deal with this really successfully? And that will be really interesting for you to share your thoughts on that.

Skip to 31 minutes and 16 secondsTOM: Yeah, thank you, there's two ways you can answer that question. You can answer that question from what should a teacher do when he sees a fight? And then what should the school do when they see a fight? And they should definitely link up. When a teacher sees a fight, one of the things that we have to remember is that fights shouldn't be normal. Fights aren't normal outside of school. And yet because often fights in school tend to not be quite as violent as perhaps a fight in a pub or a bar, we tend to think it's just a playground fight.

Skip to 31 minutes and 44 secondsThat is a symptom of a culture which has accepted violence as a norm, and it shouldn't be like that at all. I've got children at school, four years old, well, nursery, and two years old. And I wouldn't for one second accept it if there was a fight there in which they weren't an instigator in and them being caught up in it, or them having to witness it. We shouldn't accept that for any of our children. So when I find it happens. Number one is the classroom teacher and the school needs to take it incredibly seriously. I mean, it mustn't be, that's just another fight, and then brush it under the carpet.

Skip to 32 minutes and 17 secondsWhat you mustn't do is say, that's just boys, or boys do that. Fights should be seen as being practically criminal events. In fact, sometimes it could be seen as criminal events. I have supported some schools sometimes when we have spoken to children who are repeatedly violent and treating it as something that the police need to be involved in. Because what I noticed in some primary schools is that we see two primary children fighting, you think, they're just little. But if they do that when they're 12, 13, 14 and 15, it starts to get a little more serious. And of they do that when they leave school, then it's a matter for the law.

Skip to 32 minutes and 50 secondsWe want to try and teach children habits so they don't try to resolve things through violence. And no teacher should feel, incidentally, that they are unwilling participants in a culture where violence is accepted. Nobody should have to work in an environment like that. It's not that kind of a job. So the teacher needs to react immediately. First of all, simple, clear, sequential commands. When pupils are fighting, their blood is up. They are not there to listen to complex and subtle arguments. And they're probably not gonna respond just because they like you. They are in a fight or flight circumstance. Their adrenaline is pumping through their system.

Skip to 33 minutes and 29 secondsAnd you need to help them get away from that fight, even despite the fact that they may wish to carry on fighting. I remember seeing this quite a lot when I used to run nightclubs, is that very, very frequently, people can't help themselves once they start fighting. They're kinda caught up in the moment. And also, and what I find is that if you can intervene as early as possible in a fight, you'll do far more good. Because very frequently, people don't really want to fight, particularly if they're the ones that are picked on or victimised. Very frequently, people would far rather the fight went away.

Skip to 34 minutes and 0 secondsWhich is why you'll often see, in fights in pubs and bars, when as soon as somebody holds somebody back, the fight goes out of them. Because they want an excuse. People want an excuse, often, to back down without losing face. Of course, if you don't give them that excuse, then they can't do it. So if you can get there early enough and be the adult presence, if you say, all right, everyone. What's going on here? Stop fighting. Very frequently, they'll stop fighting because they want to stop fighting. And they're, good, the teacher's here. That means I can stop fighting with a legitimate reason and I don't look like a big wuss.

Skip to 34 minutes and 31 secondsSo that's something you can do, give them a space to back down without losing face. However, if the fight carries on, I would always recommend teachers to get help. Always, always, always inform someone else to inform someone else. Get somebody else to come along, because there's safety in numbers. I would never expect a staff member to put themselves into a circumstance where they felt in danger. Although having said that, I do think we have a moral duty, to where we can, to intervene as much as possible to protect the safety of other children. I would certainly want a teacher to intervene if one of my children was being involved in a fight. I would want them to keep them safe.

Skip to 35 minutes and 5 secondsHaving said that, where children are very large, I accept that not everybody wants to really get stuck in, because you may get punched in the face. What the school needs to do then, well, first of all, children need to be separated. Because once the blood is pumping, you cannot have a rational conversation with these people. And also, what I mustn't forget is that if a teacher feels threatened or unsafe, often they need a little bit of time to calm down too. Because the fight or flight response involves a physical or a biochemical mechanism. And that takes a little while to break down itself.

Skip to 35 minutes and 38 secondsYou'll probably feel wired about 30 to 40 minutes afterwards, until all the adrenaline gets flushed out your system. So a recommendation would be to separate the participants into a quiet space, and then literally do nothing with them for a short period of time. Let them cool down, and also separate them. But don't try to have the conversation immediately. Don't try and resolve it there and then. Don't try and, what in the F did you think you were doing? Let them calm down, and then have the conversation. And when you have the conversation with them, go up to them, hopefully in a rational, calm way. And say, what happened?

Skip to 36 minutes and 10 secondsRather than shouting at them immediately and so on, don't give an excuse to get angry again. But one of the things I would suggest is that if somebody gets involved in a fight and they were clearly the antagonist, then they have to receive some kind of a high level, high tile of sanction. Because again, you can't normalise this behaviour. The rest of the school needs to see that this isn't normal. The rest of the school needs to see that there isn't really an excuse to that kind of action unless you're defending yourself. And even if you're upset about something else, even if something dreadful's happened in you life, and I know that sounds a bit harsh.

Skip to 36 minutes and 39 secondsBut let's say the parents, kids are going through a divorce or something. We can still sympathise with the child, and we can still offer them support, conversation, compassion. We can still offer them counseling, if need be. But what you don't do is you then say, so therefore, it's okay for you to punch somebody. Because what we've done then is we've normalised it and enabled that. In fact, we've disabled them and disempowered them, because we've said to them it's okay to be helpless in response to when you feel really bad about things. We're trying to teach children ways past that. That's one of the best things we can do as adults.

Skip to 37 minutes and 11 secondsSo the teacher and the school needs to take it terribly seriously. If there's a danger to other students, get them out the way, maybe try and take the audience away. Intervene early, and always make sure that the followup involves some kind of high type of sanction, in order to normalise the safety and security of everyone. Because one of the most important jobs we have as adults and educators is to create a safe, calm learning environment

Skip to 37 minutes and 36 secondsBECCA: Right, it's really interesting, Tom, the answer from your last question, and also the routines that you were talking about in the school policies on it. We've had a number of questions around working directly with special educational needs children. Carol has particularly, and Farrah, were really talking about how can those young people with particular challenges, social, emotional, and behavioural challenges in the mainstream, be supported by a really strict whole school policy? And this concern around how do we deal with those young people that are particularly vulnerable, and what should we be doing to really support them, especially if you've got really a zero policy and strict school rules.

Skip to 38 minutes and 25 secondsTOM: I can't think of a single school that wouldn't have children with special educational needs. I've spent a lot of time working in or working with very, very good as part of a report into whole school behaviour. And what was fascinating for me to find out, and really good and there are plenty of them. The practice that they use in order to achieve great behaviour, but also not just great behaviour, good academic behaviour as well as good pastoral behaviour, is very, very similar in style, methodology, and technique to good mainstream practice and vice versa, which is kinda reassuring. Because all children crave and love, and sometimes don't like but they crave it, lots and lots of structure.

Skip to 39 minutes and 9 secondsThey like to know where they stand. They like to know what's expected of them. And they like to know what they can expect of other people, because that makes them feel safe and secure. And while sometimes people can rebel against boundaries, and a lot of people don't like to be told what to do, secretly or not so secretly, just every human being prefers that kind of environment to the opposite. Or they might not prefer it in an instant, in a way, in the moment, some people might think, I hate being told what to do.

Skip to 39 minutes and 34 secondsBut if you give them a choice between that, and an environment where it's chaos and everyone can do as they please, they realise very quickly that when you say to people that everyone can do as they please, it means that everybody can do much less than they could have done if their environment was structured and so on. It's the reason why sometimes even when you have a child who's apparently excluded, and you ask them years later, who were the best teachers? And they'll say, the ones who were a bit strict with me, because it showed that they care I mean, honestly,. you can't be mean. You still have to be compassionate and so on.

Skip to 40 minutes and 7 secondsWhat I see is, and this sometimes surprises people, I see huge amounts of compassion. You just see this kind of unconditional love, but also, masses of structure. And one thing you mustn't forget, in lots and lots of PRUs I mean they've got locks on the doors and they've got team teaching and restraint and restraining rooms and so on. I mean these are massively structured environments when done properly. But also, that structure is there to reinforce the compassion, which they then commit to throughout the rest of the day. And that compassion is communicated by lots and lots of interest in what they're doing, lots of praise, lots of focusing.

Skip to 40 minutes and 42 secondsLots of forgiving, but also lots of checking up and holding people accountable. So that's the general principle behind special educational needs and that every teacher should, of course, make reasonable accommodations for our children with special educational needs. Now, teaching is the art of the possible. And when you have 25 pupils, it's not always possible to give every single child acres and acres and acres of attention. And there are sometimes children with special educational needs, who will take up so much of your attention, you then have no attention left for everyone else. And obviously, as a teacher, it's always a balancing act about trying to help as many people as possible throughout every single day as you can.

Skip to 41 minutes and 20 secondsAnd you find that, for instance, there are some students that have been neglected because of a few other students, then of course that teacher is in an impossible situation. In an ideal circumstance, the school will have some kind of backup capacity to assist for students with special educational needs. When it comes to making accommodations, it would be intolerable if a classroom teacher or a school didn't make reasonable accommodations for children with learning difficulties and so on. When it comes to behavioural difficulties, it's a little bit more complex, it's slightly more murky. Because very often, a child will be labeled SEN for behavioural needs retrospectively because they're misbehaving.

Skip to 41 minutes and 56 secondsSo in a sense, it becomes a slightly kind of self-confirming, somewhat vicious cycle, if a child behaves really badly, they get labeled as having a special educational need. And therefore some people think, well, then we need to make accommodations for that. What they might need, and I'm just gonna suggest they might need. They might need a lot more attention and focus helping them develop better habits, so that they can break free of this cycle of behaviour. And there's a lot of students who have got very high levels of needs when it comes to behaviour who need a hugely remedial and restorative approach from the school.

Skip to 42 minutes and 35 secondsAnd that may mean taking them out of mainstream lessons for a short while and working with them on anger management, better habits, literally working with them on things like, here's how you speak to an adult if you're challenged in a corridor. Because a lot these students are, they misbehave because they haven't acquired the habits of behaving well in common social circumstances. So for example, you might get a pupil whose home life is so aggressive and so belligerent that if somebody in the corridor stops them for a second and says can you show me your planner or why isn't your tie on, their automatic response is to say F off or how dare you, who do you think you are.

Skip to 43 minutes and 13 secondsNow that student mustn't be treated as being helpless. They should be taken aside, they should be given sometimes a sanction. But also, at the same time, maybe some training, some reeducation. This is how you act, let's work through it, let's roleplay it. Let's talk to somebody, maybe talk to a counselor, or whatever the school can offer to help them develop better habits of responding to teachers in these kind of circumstances and situations. And very frequently, I will just take a little bit of time to help them learn these better habits because, of course, habits take a long time to happen.

Skip to 43 minutes and 41 secondsBECCA: I think that one of the things that sometimes we find in schools is that you find that parents are not supportive of the sanctions and the routines and the policies that you have on board. And we've had a number of questions around this, about for example from Grace and Nancy. Where they say that the parents do not like the idea that their young person has been sanctioned for something, or they don't like the particular policy within the school. And obviously you'll have seen this. How do we approach the issue of working with parents and bringing them on board with our policies as well?

Skip to 44 minutes and 28 secondsTOM: There's so much you can do with parents, and I think we often don't consider them enough in this equation and in this ecosystem. The first thing you can do, and again, I'm harking you back to an earlier answer, is to be preemptive, to be proactive, to get in touch with parents before you need to get in touch with them. So rather than waiting for things to break, waiting for the relationship to be broken. Call them up first and say hi, this is Mr. Bennett, I'll be looking after Billy this year. Let me know if there's anything I need to know, and I look forward to speaking to you. And hopefully we can have a great year.

Skip to 45 minutes and 1 secondIt often really surprises parents when you do that, but you'll know that you've got a few kids that could probably use those kinds of phone calls in advance. Or it could be you've got a very difficult pupil, but they haven't done anything too bad yet so you may want to preemptively phone home and say listen Billy did some great work today, here's what he did, thanks very much. Tell him to keep it up, I'm very proud of him, bye. Wow, boom. That kind of emotional bank account can have huge dividends to pay off. Particularly when you wanna be taking money out of that account later on when things go badly wrong later on. So that's one thing.

Skip to 45 minutes and 27 secondsThe second thing to remember is that the vast majority of parents care far more about their children than we do. That child is far more important to them than they are to us. And we might see them from one perspective, but they see them from another one. They've seen them growing, they've held them as children. And that's powerful important. What you mustn't do is then call the parents and act in a belligerent way which suggests the parents have failed in some way as parents. I mean, I've seen people make phone calls like hello, is that Mr. and Mrs. Smith? Your son, Billy, was disgusting today in my lesson. And imagine Mr. and Mrs.

Skip to 45 minutes and 58 secondsSmith are on their heels rocking back, feeling defensive. Whereas if you can phone the parents and say, hi, Mr. and Mrs. Smith, Mr. Benny here. Have you got a minute? Acknowledge that their time is valuable. Listen, Billy can be great in my lessons, and he's done some great work but he's let himself down today, and I need your help getting him back on track. I mean, that kind of phrasing, that kind of lens is ten times more powerful than your son is rubbish. And how we speak to parents can have a massive effect because if we show to the parents that we've got values that chime with their values.

Skip to 46 minutes and 34 secondsBecause a lot of our reasoning is done emotionally or rather subrationally then you'll very frequently get people onboard. If you can show to the parents, I value your child, you value your child, let's do some great stuff. Then very often the parents will be on board, but if you sound like you don't care about the child, if you sound like all you care about is the other kids in the class, then very frequently, some of the more fractious and spiky parents will just take offense. So there's interpersonal skills you can bring into play.

Skip to 47 minutes and 2 secondsIf you can get parents on board then, by and large, you've given yourself the strength of ten because then your authority reaches all the way home, and you can also borrow the parental authority too. So I would say work hard on making those relationships. For the very small percentage of parents who're determined to undermine the school policy, and that is a real problem, because sadly, one reason why some people come into schools not learning ready, it's because the habits they've acquired from the parents. The parents, for example, may have a problem with authority, they may have had bad experiences with schools, or they may just be prone to making bad decisions and then have passed on to the children.

Skip to 47 minutes and 40 secondsSo that happens too. In those circumstances, you continually recharge the parents. You continually offer an olive branch and say, let's work together. Your son can do well. Let's work together, your son can do well. But there does come a point in which the school, and I mean the school as a whole because the teacher can't do it by themselves. The school as a whole needs to draw a line and say, well, we're doing this. And we want you to agree with us, but this needs to happen. And if there's detention to be sat, then they can do it at lunch time or whatever.

Skip to 48 minutes and 17 secondsAnd if the child still refuses to behave because the parents' undermining the school, sadly we can't put parents in detention. But certainly if the student continues to misbehave and we've tried to convince the student that they should try and support the school themselves rather than let the parents dominate them. Then certainly sometimes that pupil has to move up the tariff of escalated sanctions. And hopefully the parent then starts to realise that things are getting more and more serious. And obviously, you don't want to get that level because that's very much the nuclear option, that's the last resort.

Skip to 48 minutes and 46 secondsA lot of persuasion can be done before it gets to that point, but the school and the teacher needs to know that it should get to that point if nothing is resolved. Because again, you can't let a parent undermine the school structure. Because that then just normalises poor behaviour, which makes it more likely that other people will misbehave, which creates a worse environment for everyone.

Skip to 49 minutes and 4 secondsBECCA: Yeah, I would really chime with that thing about, I suppose it's catching them being good, isn't it really? And then reporting that to their parents. And I think that having a routine as a teacher, and I was talking about this with some NQTs, some newly qualified teachers, earlier this week. Of actually planning in your time to make a couple of positive calls home, once every other week, is a really good thing to do. Because actually, the young people themselves will come and talk about it to their peers and then they'll be wanting to get that positive reinforcement. It takes a few minutes. The parents are really appreciative of that.

Skip to 49 minutes and 47 secondsBecause generally we don't ring up and say positive things about young people. And that really will help build a relationship with a parent. So I really think that's great advice.

Skip to 49 minutes and 58 secondsTOM: Sometimes phone calls are hard because very frequently the times that teachers can make phone calls is very frequently the times when parents are busy or they might be working, for example. But a postcard is just a great way to cut through all that. A handwritten postcard, it takes a minute, get the administrator to send it off and so on.

Skip to 50 minutes and 14 secondsBECCA: Brilliant, and I think our last question really, or last group of questions that we've had some information about, is working with and supporting colleagues. And really thinking about how we as a teaching profession can work together. I think sometimes that might be thinking about working with teaching assistants like Rossana talks about. And also Peter talks about some less experienced colleagues working with them to be able to support that behaviour management. But also I think that it's really interesting that Rebecca also thought about, she was quite worried as a newly qualified teacher starting in September.

Skip to 50 minutes and 58 secondsAnd this is a good time of year to reach out to our newly qualified teachers to think about how they can work within the department, with other colleagues, to build relationships in the classroom in their new schools. And I think that sometimes people get that support don't smile till Christmas, which is a classic. I think I was told that one when I started teaching all those decades ago. But actually, how can you build routines and work with other colleagues when you're moving into a new school or a new school year? I'd be really interested in your thoughts on that.

Skip to 51 minutes and 38 secondsBECCA: Well, for a start, when you're new to a school, and particularly when you're new to the profession, it's a very, very difficult time for you. Because you're still very much finding your feet, you're still learning what the norms of your environment are. You don't know what normal is and you look desperately around for cues from other people. I think it's very hard to interpret what the right ones are, what the wrong ones are. So a good school to support that colleague will supply a mentor or somebody who's a designated person to look after them. And it doesn't have to be a line manager.

Skip to 52 minutes and 8 secondsIn fact, to some extent, the new member of staff might even appreciate a peer, or somebody who's just one step up the ladder from them, like somebody who's been teaching for a year. Because that's often a very good person who can then show them the ropes and show them the norms. And who's still fresh enough to teaching to say I know what it's like and I understand the problems that you encounter. One of the things that I think are quite interesting is that when we talk about student education, we're normally quite switched on to how students learn. But we often forget to apply that same teaching to adult education.

Skip to 52 minutes and 38 secondsSo for example, one of the things that a good teacher will do in terms of fine-tuning their pedagogy is they will work out common misconceptions in their subject as a way of overcoming those misconceptions. So for example, in physics and maths there's lots of very counterintuitive things we try to teach the students, which we need to anticipate and so on in terms of thinking what forces and all that kind of thing. When it comes to adult education, we need to remember, what are the things that new teachers tend to assume and tend to think? And one of the things they often tend to assume is that the school system works perfectly, right?! The school system's run by human beings.

Skip to 53 minutes and 12 secondsAnd if it's a great school, hopefully the structure's strong. Everyone gets tired, everyone makes mistakes, and sometimes structures aren't as strong as they should be. People get sick, people forget to do things and so on. So AQTs need to realise that if they want to help the school to help them, A, well, first of all, they need to support the school by following the routines as much as possible. That's really important. They need to familiarise themselves with the behaviour policy. Again, doesn't sound exciting and glamorous, but it's terribly important, because it will give you something to lean upon. And that means you can then support the school as well.

Skip to 53 minutes and 45 secondsBecause one thing the NQT doesn't want to be is the person who thinks they're the cool teacher who doesn't have to confiscate phones. They need to get into that as quickly as possible to bolster and support the whole school culture. But in order to help the whole school culture support them, they need to actively engage with line managers, and pastoral managers and so on. And say things like, I need help, I don't understand, where should I be today? And be bold enough and brave enough to ask these questions and realise that while there's a perfectly natural fear of looking rubbish by asking questions about, I should know this. If I ask it, I'll look terrible.

Skip to 54 minutes and 18 secondsBut you'll be terrible if you don't ask these questions. It's one of those classic situations where there's no such thing as a stupid question. Ask the question, and then you'll know something, and then everyone's benefited, however stupid you might feel about it. As a new member of staff, I made the classic error of never asking for help. And I worked in a difficult school with very challenging behaviour. And for about two years, I remember people used to say, have you seen that new teacher? He's really good, he never asks for help. They thought I was good because I didn't ask for help.

Skip to 54 minutes and 51 secondsWhereas the opposite was true, because I didn't ask for help, I wasn't good, and the behaviour in my classes was terrible. And I didn't know how to improve, and I didn't know who to ask, and I didn't know how to overcome my fear of asking. So the school environment needs to be supportive. It needs to be the kind of culture where everyone feels that they can ask questions and make mistakes. Just like the type of environment we'll be trying create in a classroom, where we want students to feel like they could ask questions and make mistakes, too. And adults, no less than children, in that regard. There should be formal, organised pastoral meetings.

Skip to 55 minutes and 24 secondsThere should be a daily meeting with a new member of staff at the end of the day. How did things go, any problems? What are you working on? And the person who's meant to be the mentor in that situation, again, it could be a line manager, must have protected time to speak to that person. So if the school wants to help these people, they need to show that they're serious about helping new people by giving them space to learn and grow. And like I say, make mistakes, and feel like making mistakes is okay. It's a delicate balance, and frequently new members of staff have to manage upwards to some extent.

Skip to 55 minutes and 54 secondsSo for example, Let's say you set detention for people and they don't show up because, hey, you're just a new teacher and why should they show up because, who cares? So they don't show up, so then you speak to your line manager and say, I understand from the behaviour policy that there should be a phone call home. Plus a head of department detention, and then the head of the department doesn't show up, what do you do then? Well, very frequently, the new member staff will just let it go, just let it dissipate because they don't know how to handle it. That's when managing upwards becomes a key skill.

Skip to 56 minutes and 23 secondsAnd frequently, younger members of the new members of staff find this very difficult. You need to have the skill to go up to your line manager and say,

Skip to 56 minutes and 30 secondsdid you remember you were supposed to be there at 4:00 o'clock? And the line manager might say, no, I had this thing, and what the NQT then has to say. And have the confidence to say is, that's fine, I understand, so when can we do this? I still can appreciate, gently and assertively, but still professionally, and crucially get people to commit to timings and places.

Skip to 56 minutes and 52 secondsSo I'll see you at 3:30 at Room 506, that's great, thanks very much. And do you want to me to write that down for you, or should I send you an email to remind you? These little nudges to help the people round about you supporting you is a crucial skill. It's a hell of a hard conversation to have, and younger teachers find it difficult to have. Older teachers that come to the profession, I think would find that a bit easier, or teachers that transfers from one school to the next. Normally because they know that they're gonna need this kind of backup.

Skip to 57 minutes and 20 secondsAs I say, it's a delicate balance, that when you exist in a school culture, as I said before, you are a cell and an organ, or an organ and an organism. You must remember that you're not alone, you're not some kind of free floating particle in a Brownian motion, you're a part of a composite of a molecule. And the way in which that molecule succeeds is by every constituent part supporting every other constituent part. I like to see a school as being somewhat akin to an engine, everything has a different role. Everything has a different form, a different function, everything is important, you take away one part and everything seizes up.

Skip to 57 minutes and 55 secondsSo even the new teacher is terribly important to sustain that whole culture, and that whole culture should see the new teacher as being important. And that fundamentally, is the attitude that makes us work and succeed for everyone.

Skip to 58 minutes and 7 secondsBECCA: That's great, thank you Tom, I think the familiar thing, one of the things that I would say around that is that for a newly qualified teacher. Is that they need to be bold, that they need to take the initiative. And I remember when I was teaching in Bradford and there was somebody that I really respected for the way in which they managed behaviour. I would actually stand by them and be supportive of them but actually, I was learning an awful lot from them. And I think, go observe a teacher of a difficult child in your class with that child and see what you can learn from that.

Skip to 58 minutes and 47 secondsYou've got to really take the bull by the horns, as it were, and really put it as a focus within your new teaching. Because it's all about building and developing relationships with young people and with the adults around you. And I think that that's a really keypoint around behaviour for learning and managing behaviour and developing yourself within a new role in a new school. So thank you, Tom, I think that's the end of our questions. It's an absolute pleasure for STEM Learning to have you here with us. As an independent consultant to the Department of Education on behaviour and the founder of researchED. And we really do look forward to working with you again, thanks very much.

Skip to 59 minutes and 34 secondsTOM: The opportunity's been a huge pleasure, good luck, everyone.

Q&A session

This is the first of two question and answer (Q&A) sessions for Managing Behaviour for Learning. At the National STEM Learning Centre we’re really pleased to offer the Q&A to you as a learner on this course. It’s a great way to share your outstanding questions from the course with your fellow learners and the course team.

Special guest, Tom Bennett, Behaviour Adviser to the UK Department for Education and founder of researchED answered a selection of your questions during our hour recording. We are delighted that Tom offered to support your learning on this course and hope that you will benefit from his expertise.

You can bookmark this step to your favourites to return to it at any time. We’ll also post the video on the STEM Learning YouTube channel during August.

Topics discussed

Thank you for your questions. We’ll carry some topics that we didn’t get time to discuss with Tom over to our second Q&A session.

  • 0m35s - Maintaining student motivation and managing repeated misbehaviour
  • 9m28s - Constant chat and low-level disruption
  • 16m14s - Managing class behaviour when working with individual students
  • 19m24s - Should school work be given as a sanction or during detention?
  • 23m44s - Whole school approaches to managing behaviour and working with school policies
  • 30m47s - Handling violence and aggressive behaviour
  • 37m49s - Managing behaviour and supporting special educational needs
  • 43m49s - Working with parents to manage behaviour for learning
  • 50m24s - Working with and supporting colleagues for behaviour management (including advice for NQTs - newly qualified teachers)

Don’t forget you can join Becca and colleagues from STEM Learning in the second Q&A session. Post your questions to step 5.1 before 20 July.

Please note that questions posted to this step will be attributed by your first name and copied into the video recording which will be uploaded to this step and also to the STEM Learning YouTube channel.

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This video is from the free online course:

Managing Behaviour for Learning

National STEM Learning Centre