Session 322: Good Behaviour Strategies

Thursday 29th September 2016

Following on from the results of our online poll, #UKEdChat this week focused on Good Behaviour Strategies used in schools. Whether in the Early Years, Primary, Secondary or beyond, the behaviour of students can positively or negatively impact the rest of the class as well as interfere with teaching and learning.

The session asked six questions:


  1. What student behaviours to you find to be the most annoying when teaching?
  2. Where do you go for support when you are finding student behaviour a problem?
  3. What has been the most positive intervention made in helping build a positive classroom behaviour?
  4. What are the foundations in ensuring positive pupils behaviour in any classroom?
  5. What are the most effective consequences used when dealing with disruptive behaviour?
  6. Think back to when you were a school pupil. What was the worst behaviour you displayed?


The discussion began by talking about annoyance when teaching. Responses where universal directed at the pupils, with fiddling with things and not listening being the top of most people’s lists. General rudeness and pupils not being prepared were also mentioned.

The second question asked about getting support. Most chatters said they talk to colleagues and the SLT for support, but a few people also commented that it is important to get support from the pupil’s parents too. Naturally, peer support from classmates can also be particularly useful for certain challenges. There was a huge range of answers for positive intervention for a positive classroom. Many common themes included everyone showing respect, consistency and good communication, but see the archive for many more answers.

It is very clear that behaviour charts and rewards are currently out of favour from the responses to question 4. Answers ranged from role-modelling the type of behaviour you wish to see and commenting by ‘catching them being good’, to bribery and sanctions.

Once again, there were many different ideas about consequences for dealing with behaviour issues. One interesting insight was that many people suggested that escalation should be actively avoided, so the sanction should reflect this. Many UKEdChatters referred to following a clear school policy.

Lastly, the chatters confessed to some ‘choice’ behaviour from there own time at school. Answers included setting fire to things (in the name of science of course), graffiti and chewing gum. See more incriminating evidence in the archive.


Featured image credit: Via US Department of Education on Flickr under (CC BY 2.0)

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About UKEdChat Editorial 3188 Articles
The Editorial Account of UKEdChat, managed by editor-in-chief Colin Hill, with support from Martin Burrett from the UKEd Magazine. Pedagogy, Resources, Community.

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