Managing Behaviour for Learning

Transform your classroom management by building trust and improving behaviour, with this CPD-certified course for teachers.

71,897 enrolled on this course

Managing Behaviour for Learning
  • Duration5 weeks
  • Weekly study3 hours
  • 100% onlineTry this course for free
  • Extra BenefitsFrom $94Find out more
  • AccreditationAvailableMore info

Discover how behaviour management skills can help you and your students

By effectively managing behaviour in the classroom, your students will benefit and you’ll enjoy your teaching more.

On this course, you’ll explore how your own behaviour influences your students’, and learn how to control your emotional responses when you’re interacting in the classroom. You’ll discover the latest techniques in classroom management and develop your capability to achieve consistency.

You’ll also learn how to properly recognise positive behaviour from your students and build trust in your classroom. You’ll be supported by other teachers experienced in behaviour management.

Skip to 0 minutes and 6 seconds Hello. I’m Paul Dix. Behaviour specialist at Pivotal Education. I’m going to show you how to harness the power of your own behaviour to dramatically improve the behaviour of your students. I’m going to show you how routines are central to establishing clear and high expectations of your students and I’m going to show you how to intervene with poor behaviour with techniques that protect you and protect the dignity of your students. I’m going to show you through this course how techniques can benefit your students, how recognition should be central to your classroom or laboratory technique and not reward. How a clear and purposeful learning environment can be established through clear boundaries and how we can deal with tricky customers with real flair.

Skip to 0 minutes and 58 seconds The benefits of studying this course for your school is that you can have STEM teachers who are employing a consistent approach to managing behaviour. This means calmer classrooms, less fallout for senior and middle managers and most importantly calmer teachers. It’s run online, and it’s 15 hours of taught time. It’s going to allow you to do some action research in your classroom, in your laboratory. You’re going to be able to develop resources that are useful today, tomorrow and into the future. And most importantly you’re going to develop techniques to use in your context that really work with your students. I look forward to seeing you on the course.


  • Week 1

    Managing your own behaviour to influence theirs

    • Welcome and getting started

      Before you get started take a moment to meet the educators and mentors who will support you through the course. There's also an opportunity to meet your fellow learners and some advice on planning your learning journey.

    • Controlling yourself

      The foundation of any behaviour management is your ability to control yourself before you try and control others.

    • Impact of adult behaviour

      The only behaviour that you have absolute control over is your own. The behaviour of teachers directly impacts on the behaviour of their learners.

    • Stopping short of your full range

      Teaching spaces where emotional responses from the teacher are the norm can be difficult and frightening places to learn.

    • Interacting with students

      It’s a fact that you can’t make anyone do anything without their permission or choice to complete the actions you require.

  • Week 2

    Using rules and routines to achieve consistency

    • Routines

      Last week we looked at how you can manage your own behaviour to influence the behaviour of others. This week we consider how you can use routines and rules to achieve consistency in behaviour.

    • Rules

      What rules operate in your teaching space?

    • Habits

      Your personal teaching routines introduce certainty into the chaotic lives of the 30 students in front of you.

  • Week 3

    Intelligent use of recognition to motivate students

    • Question and answer session

      The course educators answer your questions in the first of two Q&A in this course.

    • Recognition or reward?

      You can’t buy students off with material rewards and expect them to sustain good behaviour.

    • Techniques for recognition

      How to use recognition to motivate students.

    • Contacting home

      As a teacher, influencing the way a student feels about themselves, you and your subject, is in your hands and there are simple things you can do that take little time.

  • Week 4

    Reducing friction when students behave badly

    • Diverting and diffusing

      Considering ways to reduce friction when students behave badly.

    • Scripted interventions

      We’ve all had days and specific times in a lesson when we feel exasperated with a student and we find it difficult to know what to say in the moment.

  • Week 5

    Reparation and restorative practice

    • Question and answer session

      The second question and answer session with the course educators reflecting on your comments.

    • Punishments

      This week we look in detail at reparation and restorative practices.

    • Restoration

      Whatever setting you are working within, restorative practice techniques can transform behaviour, restore and - crucially - improve relationships.

    • Reviewing your professional development

      Review your professional development and plan your next steps to sustain and develop the way you plan for learning.

Who is this accredited by?

The CPD Certification Service
The CPD Certification Service:

This course has been accredited by the CPD Certification Service, which means it can be used to provide evidence of your continuing professional development.

When would you like to start?

Start straight away and learn at your own pace. If the course hasn’t started yet you’ll see the future date listed below.

  • Available now

What will you achieve?

By the end of the course, you‘ll be able to...

  • Assess how your own behaviour influences the behaviour of your students.
  • Apply rules and routines to achieve consistency.
  • Apply recognition intelligently to motivate students.
  • Demonstrate how to reduce friction when students behave badly.
  • Develop reparation and restorative practice.

Who is the course for?

Managing Behaviour for Learning is a continuing professional development (CPD) course designed for teachers of science, technology, engineering and mathematics (STEM) subjects, focusing mainly on the context of UK secondary schools and colleges.

Although the course draws from examples experienced in the UK, the material covered is relevant to an international audience and to non-STEM teachers.

Who will you learn with?

I trained at Homerton College, Cambridge and have taught, managed, and succeeded in a wide range of schools and colleges in challenging circumstances. I co-founded Pivotal Education in 2001.

Who developed the course?

National STEM Learning Centre

The National STEM Learning Centre provides world-class professional development activities and resources to support the teaching of STEM (science, technology, engineering and mathematics) subjects.

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