This section contains resources and links relating to Teacher Standard 7 and ECF Section 7, around managing behaviour. You can read the detail of the teacher standard and ECF section by expanding the sections below.

Manage behaviour effectively to ensure a good and safe learning environment

  • have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
  • have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
  • manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
  • maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary.

From the Department for Education’s Teachers’ Standards

Learn that:

  1. Establishing and reinforcing routines, including through positive reinforcement, can help create an effective learning environment.
  2. A predictable and secure environment benefits all pupils, but is particularly valuable for pupils with special educational needs.
  3. The ability to self-regulate one’s emotions affects pupils’ ability to learn, success in school and future lives.
  4. Teachers can influence pupils’ resilience and beliefs about their ability to succeed, by ensuring all pupils have the opportunity to experience meaningful success.
  5. Building effective relationships is easier when pupils believe that their feelings will be considered and understood.
  6. Pupils are motivated by intrinsic factors (related to their identity and values) and extrinsic factors (related to reward).
  7. Pupils’ investment in learning is also driven by their prior experiences and perceptions of success and failure.

Learn how to:

Develop a positive, predictable and safe environment for pupils, by:

  • Establishing a supportive and inclusive environment with a predictable system of reward and sanction in the classroom.
  • Working alongside colleagues as part of a wider system of behaviour management (e.g. recognising responsibilities and understanding the right to assistance and training from senior colleagues).
  • Giving manageable, specific and sequential instructions.
  • Checking pupils’ understanding of instructions before a task begins.
  • Using consistent language and non-verbal signals for common classroom directions.
  • Using early and least-intrusive interventions as an initial response to low level disruption.
  • Responding quickly to any behaviour or bullying that threatens emotional safety.

Establish effective routines and expectations, by:

  • Creating and explicitly teaching routines in line with the school ethos that maximise time for learning (e.g. setting and reinforcing expectations about key transition points).
  • Practising routines at the beginning of the school year.
  • Reinforcing routines (e.g. by articulating the link between time on task and success).

Build trusting relationships, by:

  • Liaising with parents, carers and colleagues to better understand pupils’ individual circumstances and how they can be supported to meet high academic and behavioural expectations.
  • Responding consistently to pupil behaviour.

Motivate pupils, by:

  • Supporting pupils to master challenging content, which builds towards long-term goals.
  • Providing opportunities for pupils to articulate their long-term goals and helping them to see how these are related to their success in school.
  • Helping pupils to journey from needing extrinsic motivation to being motivated to work intrinsically.

From the Department for Education’s Early Career Framework

Early Career Hub resources about managing behaviour

Other Chartered College resources about managing behaviour

External links related to managing behaviour

DfE references list for Early Career Framework Section 7

Resource completion: 7 - Managing Behaviour