chapter  3.4
Managing Classroom Behaviour
WithRoland Chaplain
Pages 13

Effective classroom management is concerned with both maximising pupil engagement with learning and developing appropriate social relationships. Although the Department for Education (DfE) has produced a list of basic behaviour management skill requirements for trainee teachers (DfE, 2016), there is no single approach that will work with all teachers in all contexts. The ultimate target of behaviour management should be to cultivate pupils’ cognitive, socio-emotional and behavioural skills necessary to develop their self-control, self-regulation and social competence. As with academic development, pupils of the same age differ in their socio-emotional development. Some pupils (and classes) will arrive highly motivated to learn, be confident and cooperate with adults and peers – others will need more direction and support. This unit provides a framework for you to begin developing a personalised classroom management plan (CMP). It presents a practical, evidence-based approach highlighting the multilevel nature of behaviour management and emphasising preventative rather than reactive strategies.