Tom Bennett’s Top Ten Behaviour Tips ( plus one )

These are the things that every teacher should be doing in order to achieve order in the classroom. They’re very basic, and open to endless interpretation, but I think that they represent a good place to start with a new class…or an old one you want to reboot.

1. Set out your behaviour expectations from the moment you meet them.

This can be done by a whole lesson of talking; something stuck in their books; a poster on the wall…anything that gets the point across that there are rules in your classroom. Don’t assume that the pupils know how you want them to behave. They know how to behave, but that’s not the same as knowing that YOU want them to do it. Many will assume that there are no rules until YOU tell them there are.

2. Have a seating plan.

Before you meet them, go into the room; sketch out where you want everyone to be. If you don’t know them, simply break them up alphabetically, or by gender (boy/ girl is a popular option). This dislocates friendship groups, by introducing a random element into their pairings and groupings.

Not only will a seating plan assist you with behaviour, but it will help you to…

3. Know their names.

This is essential- and good manners. Make a point of speaking to every pupil in your class throughout the lesson at least once, and naming them. If you DON’T know their names, then any kind of sanctions becomes nearly impossible. Magicians used to believe that naming something gives you authority over it. They were right.

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1. Paintbrush; Expectations

A paintbrush should be used to show our eyes where to look

and to help ensure that yourclass reads and understandsyour personal rule book.

To make learning these tips easier, each one now has both an explanation and a story: a story that uses mnemonic devices. In these stories, we have used rhymes combined with the number-shape memory system.

In the number-shape system we use shapes for numbers, and then link these shapes to what is being learnt.

Once learnt, these memory pegs can be used to learn other short lists as well as historical dates and other numbers.

3. Heart; Know their names

It is important to know anduse students’ names, rightfrom the very start.

Speak to everyone. Use their names; learn them all by heart.

2. Swan; Seating plan

Students swanning all around;stop them, if you can,

and, to help with namesand to separate friendship groups, use a seating plan.

4. If they break the rules, they have to pay the penalty.

Sanctions are an essential part of running a classroom. You might feel uncomfortable giving punishments- don’t. They are intrinsic to guiding pupils on to the path of better behaviour. They need to be FAIR, CONSISTENT, and PROPORTIONATE. Don’t be inconstant or whimsical. The sooner they learn that they can’t get away with mucking around, the sooner you get a safe place where everyone’s learning is maximised (and your sanity).

5. Follow Up

If at first you don’t succeed, keep it up. If students try to avoid your first sanction, then escalate, and involve other parties higher up the food chain, like….

6. Don’t walk alone.

You can’t do it all by yourself: you exist in a structure, a hierarchy of adults and authority that can all be wielded for your purposes. Line management, SLT, Heads of Year, Department Heads, mentors, other teachers can all be brought to your disposal. Badly behaved students are almost without exception badly organised, and work alone. If you work with others you have the strength of ten.

7. Get the parents involved.

Some parents are unsupportive, but they are by far in the minority. The vast majority want the best for their children, just like you do. A phone call home (done in a sympathetic, adult manner, not indignant and accusative) can work wonders, as you extend your classroom discipline all the way home…

8. Don’t freak out.

Sounds obvious, but this is a common error. If you’re not getting the behaviour you need, then it’s very tempting to blow your nut and scream your head off. Never, never do this- it’s so easy for the kids to put their feet up and think, ‘Oh boy, TV’. Besides, many kids get worse at home. And besides which, it’s a totally disproportionate response to most classroom behaviours. But mostly, it makes you look weak. Be the king of your own calm kingdom (© The Little Book of Calm).

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4. Yacht; Give punishmentsFair sanctions are essential, they help guide students away from harm.On a yacht, if they werebad, they might be tiedto the yardarm.

5. Hook; Keep trying. Follow up.Like the famous spider tryingto hook its web on to a wall,try and try again.Follow on to further sanctions;escalate up the food chain.

6. Elephant; Use help available

Elephants live in groups, looking out for one other.

And just like them, weall need help; I oftenused to ask my mother.

7. Boomerang; Involve parents

Most parents want to help;to do the best for their child.

If their phone rang, and theyheard a sympathetic tone, they would want to be on your side.

8. Snowman; Stay calm

A regal snowman, a quietsort, in charge of his ownkingdom.

This is how we all shouldbe, stay calm and show aplomb.

9. Be prepared.

Try to be there before them; to have your resources ready; to have a lesson planned in advance; to know what you’re talking about. If the kids think you’re more badly organised than them, they’ll rarely respect you. They might call you ‘The Vegetable’, for instance.

10. Be the teacher, not their chum.

The mental attitude you need to succeed is ‘They are here to learn, and my job is to help make that happen.’ Don’t try to be their friend (God Forbid) because they’re not- they need rules, boundaries, and an adult who will treat them with manners and civility, to encourage them to do the same. But never forget that you are an authority figure with a responsibility for their education. You’re not an entertainer, although you may be entertaining. You’re not a confidante, although you may also serve that function; you’re not their mate, although you may eventually grow to like each other. You’re the teacher. So be the teacher.

0. Pause before you speak

One day, early on in my teaching career, I announced to a noisy class that I would not begin the lesson until they were quiet; they looked at each other, shrugged, and carried on talking; I had given them no reason to stop.

Later, I recalled a tip given to me, in somewhat more colourful terms, by a WWII aircraft gunner: ‘It is better to remain quiet and appear stupid, than open your mouth and remove all doubt!’

If you give yourself a moment or two to think, you can choose to speak, or not; often, it is more effective to stay silent. Having given yourself time to consider your options, your actions will be more appropriate and effective.

Good luck,

Tom

Number shapes for zero to ten:

zero one two three four five six seven eight nine ten

donut paintbrush swan heart yacht hook elephant boomerang snowman flag bat and ball

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0. Donut; Pause to thinkIt is better to remain quietthan speak and removeany doubtthat you obviously do notthink things through; words of nonsense coming out.

9. Flag; Be prepared‘Be prepared!’ the scouts’ flagship motto, is easier said than done,

but be on time, resourcesready, and your lessons willbe more fun.

10. Bat and ball; Be the teacherYou are the one in charge; you look after the bat andthe ball.It is not your job to be theirfriend; you are the teacherafter all.

Note: The lion-taming pictures and the main text, except for the last tip (zero ), are taken from Tom Bennett’s original.

The rest is by Andrew Evans.

For reliable, accurate, long-term recall:Write the key ideas on to a blank piece of paper, or say them out loud from memory. Test your recall after ten minutes; one day; one month; then six months. Reward your efforts; tell yourself, ‘Well done!’ or ‘Good try!’