Behaviour Scenarios

Behaviour Scenarios Resources to support Charlie Taylor’s Improving Teacher Training for Behaviour Scenario 13: Identifying behaviour hotspots This Scenario has been developed for Initial Teacher Training (ITT) to enable trainees to demonstrate knowledge, skills and understanding of behaviour management

Introduction Behaviour2Learn has developed 17 Scenarios focusing on the 8 areas highlighted in the Teaching Agency's document Improving teacher training for behaviour. These are: • Personal Style • Self-management • Reflection • School Systems • Relationships • Classroom Management • More Challenging Behaviour • Theoretical Knowledge Improving teacher training for behaviour has been developed by Charlie Taylor, the Government’s expert adviser on behaviour, to complement the new Teachers’ Standards that all teachers have to demonstrate from September 2012.

Scenario 13 Identifying behaviour hotspots You have a storage area in your classroom and every time the pupils go there to collect materials they argue, pushing and shoving each other and taking a long time to settle back to work. You want to avoid this and explore ways of changing classroom layout to improve learning behaviour. What do you do?

Key Learning Outcomes • Recognition of the ways in which classroom layout can affect learning behaviour. • Planning to maximise the use of classroom space to encourage learning and improve learning behaviour. • Practice in developing and teaching routines to pupils so that time is used efficiently. • Increased ability to manage behaviour in a range of different situations.

What do you do? Consider these responses and choose the best one(s): • Ban pupils from going to the storage area without permission. • Only allow one pupil at a time to go there. • Set up a rota for monitors to supervise the area. • Shout out and stop the class, tell them to behave and give a detention to anyone who continues to misbehave. • Plan for movement and agree ground rules and routines that help pupils to use the storage area properly. • Ask your Teaching Assistant to supervise the storage area. • Have the materials you need for the lesson more accessible and where you can see them.

What may be the best choice? 5. Plan for movement and agree ground rules and routines that help pupils to use the storage area properly. You need to consider the available space and how to use it efficiently . Agreeing clear rules and routines with pupils helps them to take responsibility for their learning behaviour. Even when a routine is well established you should follow up with regular praise for those who behave considerately. This could be a learning behaviour objective for a lesson from time to time. 7. Have the materials you need for the lesson more accessible and where you can see them. This may be a necessary solution if it proves impossible to arrange the effective use the storage area. You will still need to address the underlying learning behaviour issues and agree how the pupils will collect what they need without wasting time or disturbing one another.

How might you prevent a recurrence? When establishing classroom routines: • Arrange furniture to make any necessary movement into, out of and around the room as easy as possible. • Ensure you have clear sight-lines and frequently look around the room to anticipate and avoid problems. • Check that all pupils can see you, boards, screens, displays etc. without straining. • Move around the classroom from time to time so that you cover all areas, your presence is felt, and you can see what pupils can see. • Pay attention to features which affect behaviour including seating plans, positioning of resources and storage areas, location of screens and boards, access (for you and the pupils) and storage of belongings. Experiment to find the best solution to any problems. • Rearrange the room to suit the activity. If you share the room, come to an agreement with colleagues about a basic layout which you return to at the end of the lesson. • Enlist the help of pupils and/or Teaching Assistants in organising resources and movement. • Choose organised and disciplined movement around the classroom as a learning behaviour objective for the lesson from time to time.

Underlying Principles • Behaviour problems often have triggers, one of which can be the learning environment where there may be “hotspots” - areas that cause the most problems • Transitions within a lesson and between lessons are the key times for behaviour hotspots to arise . Improved organisation of transition will improve behaviour in general. • In particular, arranging pupil movement into, out of, or around the classroom in an orderly and safe way is an important way of maintaining positive learning behaviour. • Few classrooms are perfect. You have to consider how to make the best use of the available space for your purposes. • It is necessary to treat classroom layout flexibly and adapt it according to the activity. You should plan layout and change it where necessary– but respect the needs of other users of the room • The special needs of some pupils must be accommodated in any classroom layout and particular attention should be paid to this need.

Rights and Responsibilities • Pupils have the right to learn in a safe and secure environment • Teachers are responsible for the organization of their classrooms, and also for taking into account school policies, the need for effective use of space by everyone in the building as a whole, and the needs of others who use the classroom. • Pupils should be helped to take responsibility for their learning behaviour and taught how to exercise their responsibility to behave with consideration for others. • The school should audit the environment from time to time to identify behaviour hotspots and to put in place arrangement that will improve pupil welfare in these areas. Teachers should do the same in their teaching area.

Activities to try • Observe some lessons with a particular eye on how the classroom layout affects learning behaviour. Ask other teachers for any tips and ideas. • Decide on the organisation of a classroom for two different activities. Draw up a seating plan for each and practise how to change from one to the other with minimal disruption to the lesson. Ask a colleague to give feedback on your effectiveness • Spend time at break and lunchtime observing the way pupils behave as they move unsupervised around the school and in the play areas. Can you identify any “behaviour hotspots” where anti-social behaviour is more common? What do you notice that will help you plan routines and organisation of movement in the classroom?

Conclusions Planning to make the best use of the space in a classroom may require imagination and ingenuity but it is worth spending time on it and experimenting to see how different arrangements help (or hinder) learning. Features such as: • space for moving into, out of and around the room; • seating plans; • accessibility of resources; • visibility of screens etc.; • acoustics of the room; • displays, including those of pupils’ work; can have a profound effect on learning behaviour and you need always to be aware of them and use them to advantage. Transitions within a lesson and between lessons are the key times for behaviour hotspots to arise . Improved organisation of transition will improve behaviour in general. In particular, arranging pupil movement into, out of, or around the classroom in an orderly and safe way is an important way of maintaining positive learning behaviour. The special needs of some pupils must be accommodated in any classroom layout and particular attention should be paid to this need.

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Behaviour Scenarios