Step 1 BE IN CHARGE It’s YOUR room, YOU make the decisions! Stay on your feet – keep a physical presence. Watch everything – convince pupils you have eyes in the back of your head. Pick up on positive behaviour – acknowledge it. Move around the room – keep yourself a focal point of interest & authority. DO NOT... justify or apologise for your rules, standards or your insistence on compliance.

Step 2 Use Positive Classroom Rules Pupils need to know what to expect Establish a set of explicit rules – 4 or 5. Display rules clearly where you can refer to them easily. Rules should tell pupils what you WANT them to do, NOT what they shouldn’t do – emotional literacy. E.g. Don’t Call Out Put your hand up and wait to speak REWARD those doing it right

Step 3 Establish Good Habits Make your rewards work for you. Establish a habit of co-operation – standards can be raised once the habit is established. Add to the generic school rewards system – class or subject rewards are valued as ‘bonuses’ There’s more to rewards than certificates... Note/text/call home, special responsibilities, going first into break/lunch, having extra choices, free lunch/tuck shop....

Step 4 Catch Them Being Good! Criticise less, praise more! Fairness and Consistency – avoids arguments. Appreciate the smallest of effort – explain why you’re pleased. Don’t overlook those persistently doing it right – acknowledge it. Look for positives – not swinging on chair, wearing glasses, helping others, contributing sensibly etc DON’T BE BULLIED... Don’t give rewards that have not been earned!

Step 5 Be Specific and Clear GET their attention before you GIVE them instructions Eyes front– no fiddling with pencils, books chatting etc. Give instructions ONCE – repeating can unwittingly train them not to listen properly the first time. SMILE as you give instructions - have the pupil repeat them back. Don’t be wordy – short & precise works! DO NOT... Imply choice by adding “Ok?” “Would you like to..” “How about...” “Don’t you think you should...”

Step 6 Act NOW, not later! Low level behaviour infringements will escalate if not dealt with quickly and consistently. Keep calm – explain what they did & the consequence for their choice of behavour. Don’t argue – you are the adult, you are in control! Give your instruction ONCE – if pupil continues poor behaviour clearly state the consequences of non compliance and carry them out. Always follow through – minor or major infringements. Pupils quickly realise there’s no point testing boundaries. ONLY GIVE SECOND CHANCES.. After a period of good behaviour.

Step 7 CONSEQUENCES Praise every step in the right direction. Purpose of consequence – to make pupil think, “I wish I hadn’t done that.” Don’t protect the pupil from consequences of his action or lack of – it’s his choice, his consequence. Tell him it’s HIS choice and warn of consequence – no ambiguity, no excuse. Make it uncomfortable – but not upsetting or may lead to resentment.

Step 8 Find a ‘BEST FOR BOTH’ outcome. Avoid either of you having to back down. Give pupil ‘take up time’ – talk over the consequences of his choices then give him time to think it over. Walk away and wait – desired outcome isn’t always immediate. Remember..... Do not justify or apologise for your rules, standards or your insistence on compliance.

Step 9 Establish ‘start of lesson’ routines. Don’t start until they are ready. Save your energy – A good start continues through. ‘Smoke screen’ tactics – hide worries about what you’re going to ask them to do. Regular routine – they know what to expect = calm start. No discussions – quiet ‘battle free’ start but listen at end. Remember... Take time to establish routines and lessons will start themselves!

Step 10 Manage ‘End of lesson’. Leave time, don’t rush ! Wind down time – answer questions, get down homework, tidy up etc. Play a game – good mood for next lesson. Manage their exit – orderly, quiet, personal. Remember... If you are in control of your classroom, pupils feel safer and calmer = positive learning environment.