by Matt Bromley
This article first appeared in SecEd‘s ECT supplement on 10 June 2026.
Behaviour management is often the defining challenge of the first few years in the classroom. It can feel relentless, unpredictable, and, at times, personal. Yet, effective behaviour management is neither about personality nor power; rather, it’s about systems, habits, and professional judgement.
At its core, good behaviour is not something you demand; it is something you teach, reinforce, and sustain.
Here, I’d like to offer you some practical guidance on establishing routines and social norms, using rewards and sanctions effectively, managing low-level disruption, and responding to more serious or persistent behavioural issues – all while recognising that behaviour is sometimes a form of communication.
Start with routines, not reactions
Elsewhere in this supplement, I offer my advice on establishing classroom habits. Such routines are also crucial to effective behaviour management. The most effective classrooms are not those where teachers constantly react to misbehaviour, but those where misbehaviour is less likely to occur in the first place. This is achieved through clear, well-rehearsed routines. Routines reduce ambiguity. They make expectations visible. They allow pupils to succeed.
Entry routines: setting the tone at the threshold
The lesson begins before pupils sit down.
- Greet pupils at the door.
- Set expectations for entry (e.g. silent entry, equipment ready).
- Direct them immediately to a Do Now task.
If the entry is chaotic, the lesson will be too. If necessary, reset and practise again. This is not wasted time; it is a valuable investment.
Do Now tasks: creating immediate focus
A short, accessible task on the board ensures that learning begins straight away.
- It should be routine (e.g. retrieval practice, review questions).
- It should require no explanation.
- It should be completed in silence.
Over time, this becomes automatic. Pupils enter, sit, and start.
Transitions: the hidden pressure points
Movement between activities is where behaviour often deteriorates. Plan transitions explicitly:
- Give clear, concise instructions.
- Use countdowns or time limits.
- Narrate positive behaviour (“I can see this side is ready…”).
Avoid vague directions such as “get on with it”. Precision matters.
Attention signals: securing silence efficiently
Choose a consistent method for gaining attention – and stick to it.
- A countdown.
- A phrase (“3, 2, 1, eyes on me”).
- A raised hand.
Do not talk over noise. Train pupils to respond to your signal. If they do not, pause, reset, and try again.
Exit routines: ending with purpose
Do not allow the end of the lesson to unravel.
- Summarise learning.
- Dismiss pupils in an orderly way.
- Reinforce expectations to the final moment.
The last impression matters as much as the first.
Teaching social norms explicitly
Beyond routines, classrooms operate on social norms – how we listen, speak, and interact. These are not innate. They must be taught.
Listening and attention
Be explicit about what good listening looks like:
- Eyes on the speaker.
- No interruptions.
- Active engagement.
Model this. Challenge deviations consistently.
Class discussion
Discussions can be a powerful learning tool, but without structure they can quickly become unfocused.
- Set clear expectations (e.g. one voice at a time).
- Use hands up or structured turn-taking.
- Teach pupils how to build on others’ ideas.
For example: “I agree with… because…” or “I would like to add…”
Respectful disagreement
Pupils need to learn how to disagree constructively. Model language such as:
- “I see it differently because…”
- “Another way to look at it is…”
This not only supports behaviour but also deepens thinking.
Rewards: reinforcing what you want to see
While sanctions are often the focus of behaviour discussions, rewards are equally important. They signal what success looks like.
Be specific, not generic
Avoid vague praise such as “well done”. Instead, identify the behaviour:
- “Thank you for starting straight away.”
- “I appreciate how you listened without interrupting.”
This reinforces expectations and provides a model for others.
Use rewards consistently
If your school has a reward system, use it. Do not reserve it for exceptional behaviour only. Recognising everyday compliance and effort builds a positive climate.
Avoid over-reliance on extrinsic rewards
Rewards should support, not replace, intrinsic motivation.
- Use them to highlight behaviours, not to bribe pupils.
- Gradually shift towards verbal recognition and feedback.
The goal is for pupils to internalise expectations.
Sanctions: predictable, proportionate, and impersonal
Sanctions are necessary, but their effectiveness depends on how they are applied.
Follow the system
Most schools have a behaviour policy. Use it consistently.
- Apply sanctions in line with the policy.
- Avoid inventing your own system.
- Ensure pupils understand the consequences.
Consistency across classrooms is crucial.
Keep it calm and neutral
Sanctions should not be emotional.
- State the behaviour.
- State the consequence.
- Move on.
For example: “You are talking while I am speaking. That is a warning.” Avoid lectures or public confrontations. The goal is to correct behaviour, not to win an argument.
Escalate when necessary
Do not ignore repeated low-level disruption.
- Follow the escalation steps.
- Be prepared to apply consequences.
Failing to follow through undermines your credibility.
Managing low-level disruption
Low-level disruption is the most common – and often the most draining – challenge for ECTs. It includes talking out of turn, off-task behaviour, and minor defiance. Left unchecked, it can erode the learning environment.
Scan and intervene early
Do not wait for disruption to escalate.
- Circulate the room.
- Use proximity to deter off-task behaviour.
- Address issues quietly and promptly.
A brief, calm intervention is often enough.
Use non-verbal cues
Not all corrections need to be verbal.
- A look.
- A gesture.
- Standing near a pupil.
These can be effective without interrupting the flow of the lesson.
Avoid public confrontation
Where possible, correct behaviour privately.
- Speak quietly to the pupil.
- Avoid calling out individuals unnecessarily.
This reduces the likelihood of escalation.
Maintain the pace of the lesson
Slow, unfocused lessons invite disruption.
- Keep explanations concise.
- Move swiftly between activities.
- Ensure tasks are appropriately challenging.
Engagement is not a panacea, but it helps. When pupils are kept meaningfully occupied, there is less time and space for defiance or distraction.
When behaviour escalates
Despite your best efforts, there will be moments when behaviour becomes more serious.
Stay calm
Your response sets the tone.
- Lower your voice rather than raise it.
- Avoid showing frustration or anger.
Calm authority is more effective than emotional reaction.
Use the school system
If a pupil refuses to comply or behaviour escalates:
- Follow the agreed procedures (e.g. on-call support).
- Do not attempt to manage beyond your remit.
Seeking support is not a failure; it is professionalism.
Protect the learning environment
Your responsibility is to the whole class. If one pupil’s behaviour is significantly disrupting learning, it is appropriate to remove them in line with school policy.
Persistent poor behaviour: looking beyond the surface
Some pupils exhibit ongoing behavioural difficulties. In these cases, a purely punitive approach is unlikely to be effective. Behaviour is sometimes a symptom, not the cause.
Seek to understand
Consider underlying factors:
- Special educational needs and disabilities (SEND).
- Social, emotional, and mental health needs.
- Disadvantage or instability outside school.
This does not excuse poor behaviour, but it informs your response.
Work with colleagues
You are not alone in addressing persistent behaviour.
- Speak to pastoral staff.
- Consult the SENCO.
- Share strategies with colleagues.
A coordinated approach is more effective than isolated efforts.
Adapt your approach where necessary
Some pupils may require adjustments:
- Clearer instructions.
- Additional processing time.
- Structured support.
These are not lowering expectations; they are enabling access.
Support, not just sanctions
For some pupils, support is more effective than punishment.
Build relationships
Take time to connect with pupils who struggle.
- Greet them positively.
- Acknowledge effort.
- Show interest in their progress.
This can shift behaviour over time.
Use restorative approaches where appropriate
After an incident, a restorative conversation can help:
- What happened?
- Who was affected?
- How can it be put right?
This encourages reflection and accountability.
Set achievable targets
For pupils with persistent difficulties, focus on small steps:
- Remaining on task for a set period.
- Following a specific routine.
- Recognising and reinforcing progress.
Striking the balance: firm but fair
A common concern among ECTs is how to balance firmness with empathy. The answer lies in being both consistent and compassionate.
- Firm, in that expectations are clear and upheld.
- Fair, in that responses are proportionate and considered.
- Consistent, in that pupils know what to expect.
- Compassionate, in that you recognise individual needs.
Avoid two common pitfalls:
- Being overly lenient, which leads to inconsistency and uncertainty.
- Being overly punitive, which can damage relationships and fail to address underlying issues.
Professional judgement is key.
De-escalating defiance
At some point in your early career, you might encounter a situation where a pupil refuses to follow an instruction – and, in more challenging cases, refuses to leave the classroom when directed. These moments can feel high stakes, especially with a full class watching. Your response matters, not only for resolving the incident but for maintaining your credibility and the learning environment.
The first principle is simple: prioritise de-escalation over compliance in the moment. A power struggle rarely ends well.
Stay calm and reduce the audience
Your tone and body language are critical. Lower your voice rather than raise it. Avoid abrupt movements or confrontational postures. Where possible, create space – both physical and social. Do not perform the interaction for the class. If appropriate, set the rest of the pupils to a task and move closer to the pupil, speaking quietly. The less public the interaction, the less pressure the pupil feels to “win”.
Acknowledge, then restate expectations
A refusal is often driven by heightened emotion – frustration, embarrassment, or anxiety. A brief acknowledgment can lower tension:
- “I can see you’re frustrated.”
- “Something’s not right here.”
This is not agreement; it is recognition. Follow it with a clear, calm restatement of your expectation:
- “Right now, I need you to step outside so we can sort this.”
Keep language simple. Avoid long explanations or repeated instructions.
Offer limited choices
Providing controlled choices can restore a sense of agency:
- “You can step outside now and we’ll talk, or I will need to call for support.”
Both options lead to the same outcome, but the pupil retains some control over how it happens.
Pause and allow take-up time
Do not demand immediate compliance. After giving an instruction, step back slightly and allow thinking time. Silence can be effective. Repeating the instruction too quickly can escalate the situation.
Avoid escalation triggers
Resist the urge to argue, threaten, or issue ultimatums you cannot enforce. Avoid phrases such as “last chance” unless you are prepared to follow through immediately. Do not engage in back-and-forth debate. If the pupil is seeking attention, minimise it. If they are overwhelmed, reduce demands.
Use the system without hesitation
If the pupil continues to refuse, follow your school’s behaviour procedures promptly (e.g. on-call support). This is not a failure of your authority; it is the appropriate use of a system designed for exactly this scenario. Your responsibility is the safety and learning of the whole class. Do not allow one situation to derail the lesson indefinitely.
After the incident: repair and reflect
Once the situation is resolved, follow up. A restorative conversation, when the pupil is calm, can rebuild the relationship:
- What happened?
- What were you feeling?
- What should happen next time?
Also reflect on possible underlying factors. Persistent refusal may indicate unmet needs – SEND, emotional difficulties, or external pressures. Work with pastoral and SEND colleagues where appropriate.
De-escalation is not about backing down. It is about maintaining control of the situation in a way that preserves dignity, reduces conflict, and keeps learning at the centre.
Final takeaways…
Here are 8 practical strategies you can use immediately:
- Stand at the door and greet every class.
- Use a consistent Do Now task to start lessons.
- Teach and practise one routine at a time.
- Use clear, scripted language for corrections.
- Apply rewards and sanctions consistently.
- Circulate the room and intervene early.
- Seek support when behaviour escalates.
- Reflect regularly on what is working – and what is not.
Remember that behaviour management is not about control for its own sake. It is about creating a classroom where all pupils can learn. For ECTs, it takes time to develop confidence and consistency. There will be lessons that go well and lessons that do not. What matters is persistence. Teach routines. Reinforce norms. Apply systems consistently. Reflect and refine.
Behind every behaviour is a pupil. Some need clear boundaries. Some need additional support. Most need both. Get the balance right, and you will not only manage behaviour – you will shape it in ways that support learning, relationships, and long-term success.
