Acronyms
About the Editor
About the Contributors
Acknowledgements
1 Iâm here to teach, not deal with behaviour
Why do I feel like this?
Teaching behaviour is also teaching
Do we need experts?
Understanding behaviour across time
What you can do now
How to use this book, for ECTs and beyond
Do all contributors agree with one another?
2 Starting from you
Mental health, resilience, and the work of âshowing upâ
How can I manage my workload effectively to prevent burnout?
How can I advocate for myself when my wellbeing is being compromised by school demands?
How can I handle difficult classroom situations while preserving my mental wellbeing?
What can do I do when Iâm struggling to balance lesson planning, marking, and managing behaviour?
How can I find joy in teaching and truly celebrate the positive impact I have on my studentsâ lives, especially when the challenges of the classroom sometimes feel overwhelming?
Further support: Wellbeing organisations for educators (UK)
3 Schools and trusts as organisations
How do schools actually work?
How can I promote the ethos of a school as an ECT?
What is the role of the wider trust in behaviour in my classroom?
What can we learn from special schools about behaviour?
Why do leaders make the decisions they do? Suspension and permanent exclusion
What can pupil referral units and alternative provision teach us about behaviour?
How can I effectively collaborate with colleagues and support staff to maintain a consistent approach to student behaviour?
What does the local authority have to do with behaviour in my class?
4 Classrooms, conflict, and creating a culture of safety
How do I handle conflicts between students in a way that promotes inclusion?
What should I consider when implementing behaviour policies to ensure that studentsâ emotional and physical wellbeing are protected?
What can we learn from the Early Years about âbehaviourâ?
How can I create a culture of safety and certainty through design?
What does teaching have to do with behaviour?
How do I create a positive classroom culture?
What do I do when the rest of the class starts copying negative behaviour?
How do I manage when Iâve not had much support with classroom behaviour routines?
What should I consider when grouping students to support behaviour and engagement?
When is banter not banter?
As an ECT, how can I tackle misogyny in the classroom?
5 Children as individuals
How can I engage the disengaged?
How can I support students who have experienced trauma?
Is it my fault that my studentsâ behaviour is so poor?
Should students be punished for breaking school rules?
What strategies can I use to support children exhibiting challenging behaviours without asking children to leave the class?
How do you know when a behaviour issue might actually be an unmet special educational need, and how do you support behaviour for a pupil awaiting assessment or diagnosis?
What are some common misunderstandings teachers have about behaviour and SEND, and how can we reframe them?
What can I do to support white working-class boys?
What has aspiration got to do with behaviour?
6 Children and their parents/carers
How do carers find out about behaviour in school?
How can I involve parents and carers in supporting safeguarding and positive behaviour at school?
How can ECTs build strong relationships with parents, and why does this matter for behaviour and learning?
As a new teacher, how do I talk with carers about behaviour without the conversation becoming negative or adversarial?
What if I say the wrong thing?
How about when engagement from parents/carers is low?
How can I work with parents and carers to understand and support the behaviour of pupils with SEND?
7 A focus on safeguarding
Behaviour and safeguarding overlaps
What is the role of school policies in safeguarding students, and how can I apply them as an ECT?
How can I recognise and respond to safeguarding concerns in the classroom?
What steps should I take to maintain a safe learning environment while managing student behaviour?
8 Integrating perspectives
Behaviour isnât just about the children
Thinking about practice
Case study 1: The chaos classroom
Case study 2: The âdifficultâ parent
Case Study 3: Behaviour or safeguarding, professional curiosity
Case Study 4: Being undermined by another teacher
Case Study 5: I said the wrong thing
Behaviour as care
Building your own framework
Final thoughts
Index
