1. Running a room: lessons from the UK behaviour review Tom Bennett

2. Background
2015

3. Rationale
2014 Ofsted report ‘Below the radar’: behaviour was still a serious concern in many UK schools
A ‘YouGov’ surveys: pupils losing up to an hour of learning/ day, or 38 days of teaching lost per year.
One fifth of the teachers surveyed indicated that they ignored low-level disruption and just ‘tried to carry on’
2015 NAHT recruitment survey indicated that many head teachers felt that behaviour management was one of the most significant gaps in new teachers’ ability: 70%
ATL behaviour survey in 2014 showed that ‘dealing with students’ aggression has caused 60% of staff to feel a loss of confidence, (34%) to have mental health issues, such as stress, anxiety or depression, (33%) to refuse to teach the pupil concerned.’ The survey also found that 40% of respondents have considered leaving the profession because of the poor behaviour of students.’
2014 survey NASUWT ‘ (69% of teachers) believe there is a widespread problem of poor pupil behaviour in schools and (38%) believe behaviour is a serious problem in their own school.’

4. Project 1: ITT Behaviour working party
To reform initial teacher training
To suggest a classroom management curriculum
Method:
Party formed
School visits
Open consultation
Round tables
Expert group meetings

5. Project 2: Leadership, culture and behaviour report
Professional investigation-
How do high performing school systems create their culture?
‘How we do things around here’
Method:
Interviews
School visits
Consultation with academic specialists
Independently commissioned case studies
Recommendations late 2016

6. The 3 Rs of classroom management training:
ROUTINES
RELATIONSHIPS
RESPONSES

7. Core principle 1- Routines
Explicit classroom routines
Simple
Short
Fair
Upfront
Unmistakeable
Modelled
Reinforced

8. Creating routines In-class routines eg To start and end lessons
Setting routines at the start
in-class transitions: eg bring pupils to focus
Be able to set clear expectations
Using pace to optimise focus and behaviour

9. Core principle 2: responses
Normalising good behaviour and reducing the attention misbehaviour receives
Using praise and rewards
Correcting misbehaviour early
Positive language aimed at setting pupils back on task
Body language, voice tone, language choice
Strategies for discouraging low level disruption/ nonverbal interactions

10. Core principle 3: Relationships
Not aimed for directly
Understanding pupil data
Home interactions
Restorative conversations
Practice set piece conversations
Self management

11. Further reading- research
WHOLE SCHOOL FOCUS Luiselli et al (2005) Whole‐school positive behaviour support: effects on student discipline problems and academic performance. Educational Psychology: An International Journal of Experimental Educational Psychology, 25, 2-3, LEADERSHIP Day, C. et al (2009) The Impact of School Leadership on Pupil Outcomes (DCSF-RR108) Nottingham: DCSF AGREED ROUTINES Emmer, E. & Stough, L. (2008)Classroom Management: A Critical Part of Educational Psychology, With Implications for Teacher Education. Educational Psychologist, 36 (2), CONSISTENCY Freiberg, H. J., Stein, T., Huang, S. (1995). The effects of classroom management intervention on student achievement in inner-city elementary schools. Educational Research and Evaluation, 1(1), PHYSICAL ORGANISATION & SEATING Wannarka, R. & Ruhl, K. (2008) Seating arrangements that promote positive academic and behavioural outcomes: a review of empirical research. Support for Learning 23 (2), LINKING BEHAVIOUR TO CURRICULUM Gutman, L. & Vorhaus, J. (2012) The Impact of Behaviour and Well-being on Educational Outcomes (DFE-RR253) Institute of Child Wellbeing, Institute of Education: London SHARING IDEAS/CPD Pedder, D., Storey, A. and Opfer, V. (2008) Schools and continuing professional development (CPD) – State of the Nation research project, a report commissioned by the Training and Development Agency for Schools, Cambridge University and the Open University KNOW WHAT PUPILS REALLY WANT Ko, J. & Sammons, P. (2013) Effective teaching: a review of research and evidence. CfBT: Reading MODELLING REQUIRED BEHAVIOUR Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence- based practices in classroom management: Considerations for research to practice. Education & Treatment of Children, 31,

12. Methodology
Equal importance to content 1. Role plays 2. In-house coaching 3. Film your teaching 4. Plan structured (low stakes) observations 5. Listen to people who can do it 6. Revisit skills (CPD) 7. Pre-ITT summer schools

13. Lessons for Principals
1. Real- not pseudo- consistency

14. 2. Real communication of vision- drill down; concrete examples

15. 3. Immersion cultures: wall-to-wall messaging

16. 4. Focus on academia AND social skills

17. 5. Consequence systems- manage the boundaries

18. 6. Teacher training

19. 7. Principle character

20. www.researchED.org.uk @tombennett71 @researchED1