Diary of an NQT: Behaviour management

I am very fortunate to work in a school which, relatively speaking, has low levels of behavioural problems; disruption in class is more typically due to one or two individuals who are excitable and/or unable to be quiet when asked.

We set very high expectations for our learners and likewise have firm policies for both positive and negative behaviour. This consistency is one of the reasons why behaviour is more manageable.

I have classes that represent nearly every “stream” the school has and, as such, I have learnt to facilitate lessons for a range of students. For example, with my lower set year 9, the learning and application feels more of a struggle, compared to the top set year 9, where the students are keen to think, discuss and apply. This is stretching my ability to differentiate through motivation and engagement, and developing my learning strategies. The following are among the sanctions and strategies which I have been using to encourage engagement.