3. Getting pupils into the classroom - Perspective 1 (Tina)









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It is important for a positive and prompt start to lessons that pupils enter the classroom in an orderly and calm way. Establishing a clear and consistent routine for this across school ensures that pupils understand exactly what is expected of them. Where routines have not been established, pupils can enter the classroom in an unruly way, resulting in a loss of teaching and learning time, as staff struggle to make instructions heard and pupils extend social behaviours into the learning environment.




The kind of language staff use when giving feedback to pupils about their behaviour makes a significant difference to whether positive behaviour is promoted or poor behaviour escalates. In the 'staff room' Kath gives feedback about how patiently the class have waited in the corridor. What was it about this feedback that would make it more likely that the class would wait appropriately the next time she was late. Consider the language used, the volume and tone of voice, body language and facial expression. How does Kath combine these aspects of communication? Look at 'Ending the lesson (Alison)'. - How does Kath respond when Jason swears? - What might be the effect on Jason of this form of verbal feedback? - What impact might Kath's reaction have on the rest of the class? Research has suggested that staff are three times more likely to respond to inappropriate behaviour than to good behaviour. How would this figure compare with your school? Why do you think this figure is so weighted in favour of the negative? What steps might you take to improve such a ratio if it applied in: - your school? - your teaching?

[See related articles below to: KS3 Behaviour and Attendance Strand - Behaviour and Attendance Training Materials - Core Day 1 DfES 0392/2003 & KS3 Behaviour and Attendance Strand - Behaviour and Attendance Training Materials: Core Day 2 Developing effective practice across the school DfES 0055/2004]




  • What advice would you give any new teachers in your school in relation to: - your whole school approach to pupils entering classrooms? - your most effective ways of teaching pupils how you would like them to behave if they have to wait in the corridor before class?
  • How does your school promote the importance of punctuality?
  • How does Kath expect pupils to behave when they are waiting in the corridor?
  • What are the most effective ways of managing personal feelings in a professional way that might otherwise leave a negative impact on pupils' behaviour, attendance and learning?
  • How long do you estimate it takes Kath to get pupils into the classroom?
  • Tina commented on the need to get the lesson started quickly and positively. How is this best achieved: - in a regular and planned way; - when the teacher might be unavoidably detained?
  • What are the skills needed to maintain a calm and composed demeanour in the classroom?
  • The language that staff use can have a significant impact on pupils' behaviour. What did you feel were the significant elements of the language that these three teachers used with their pupils? And what impact did you note? How is this reflected in your school?
  • How do lessons in your school get off to a smooth start?
  • What support systems exist in your school to enable lessons to get off to a smooth start when staff may be late or absent?
  • What is your school policy on pupils waiting to start a lesson? How effective is this system? How consistently is it applied?
  • Draw up a list of the positive social behaviours that you would like to see in a year 8 class. In what ways could you provide feedback for pupils both to acknowledge their skills in these areas, and to encourage further development/use of these skills?



Language, Routine, Positive Relationships,