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Managing behaviour: A Six Step Approach. Step Six: Develop and use a Repertoire of Strategies. When correcting inappropriate behaviour. SP-A-C-E-R Status Preservation Assertiveness Calm Empathetic Respectful. When responding to inappropriate behaviour. Avoid SYP paragraphs: Stop

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Managing behaviour:

A Six Step Approach

when correcting inappropriate behaviour
When correcting inappropriate behaviour


  • Status Preservation
  • Assertiveness
  • Calm
  • Empathetic
  • Respectful

When responding to inappropriate behaviour

  • Avoid SYP paragraphs:
    • Stop
    • You
    • Please
  • “Will you STOP what YOU are doing. Why on earth are you doing this? PLEASE will you move to that table and get on with your work. You have to get this finished before the end of the lesson so please settle down”

When responding to inappropriate behaviour

  • Replace with short NIT sentences or phrases:
    • Notice
    • “I” statements
    • Thanks
  • “I NOTICE that you are not working. I need you to move to that table now so you can get on. THANKS”

Behaviour Management Strategies

  • Use simple brief directions and finish with “thank you”
  • Class/school rule reminders to refocus
  • Redirect onto the task in hand
  • Use the “LOOK” and
  • Other non-verbal signals

Group Task

  • In two minutes, how many non verbal signals do you use or can you come up with to use in your classroom?
  • A minimum should include signals for the following:
    • Stop
    • Well done
    • Sit down
    • Be quiet
    • listen
    • Come here

Behaviour Management Strategies

  • Where appropriate, tactical ignoring to focus on the primary behaviour
  • Cooling techniques such as the “when … then” condition
  • Distraction and diversion
  • Partial agreement
  • The Language of Choice (immediate and deferred)
  • Take-up time
  • The cracked record ….

Behaviour Management Strategies

  • If pupils are angry or upset, always allow “cool off” time – or use a visual device, such as the “Primary Peg”
  • Direct pupil to work aside (from peers in room)
  • Removal (for dangerous behaviour, continual disruption or safety issue)
  • Getting help from colleagues
  • Follow up, as appropriate:
    • With pupil
    • With senior colleague/SENCo
putting it all together
Putting it all together

If, for example, a pupil is off task, you could:

  • Ask quietly if s/he understands or needs help
  • If s/he doesn’t need help, follow up with a non-verbal prompt after a minute or two
  • If still off task after a couple of minutes, remind s/he this is the second time you have had to discuss this and give a brief direction + thank you
  • Next remind him/her that this is the third time and s/he now needs to move to another table/part of the room to get on with the task
  • If still off task, mention that this is the last reminder and use the language of choice – complete it now or at lunchtime
  • Follow up and keep in at lunchtime, if necessary
  • While watching the following clip, focus on the teacher and make notes of effective strategies he uses
  • Also make notes of any ineffective strategies (clue: He is wearing glasses during these)
  • At the end of the clip, share you thoughts with those on your table and be prepared to feed back key points for both.
  • Practical approaches to behaviour management in the classroom (Primary)
    • Relationships
    • Techniques and strategies
    • Playground behaviour
    • Games to develop behavioural skills
  • Practical approaches to behaviour management in the classroom (Secondary)
    • Classroom management
    • Effective communication
    • Approaches to changing behaviour
    • Incident management
    • Specialist approaches to support behaviour change
  • Special Educational Needs and Disabilities

DfE Advanced Training Materials