Physical Classroom Management

1 Understand the importance of the classroom environment

Maslow’s Hierarchy of Needs

• Physiological needs (food, water, air)
• Safety (freedom from pain, security)
• Belonging and love
• Esteem needs (self-esteem, respect)
• Self-actualisation (reach potential)

Staff-student relationship

• The importance of first impressions: assumptions, stereotypes, difficulty in changing them, self-fulfilling proficiency, unconscious bias, prejudice, equal opportunity, ethnicity, gender, Special Educational Needs (SEN).
• The importance of mutual respect in the classroom: students as individuals, learning as a two-way process, authority, resentment towards authority.
• The formal relationship between staff and students: professionalism, care, rapport, authority, power.

The impact technology can have on the learning environment: interactive learning, increasing motivation, gamification, personalised learning, access to resources, access to information, digital libraries, increased communication, creation of presentations, online learning, accessibility, digital divide, misuse of technology, distractions, resistance to change, data security, infrastructure, technical issues.

2 Be able to set high expectations which inspire, motivate and challenge students and help to create a positive classroom environment

Establishing a safe and stimulating environment for students, rooted in mutual respect: body language, language, power dynamics, respect, listening to the student, show interest in students, learning names.

Setting goals that stretch and challenge students of all backgrounds, abilities and dispositions: realistic goals, ambiguous goals, impact of goals, process of setting goals, changing goals, adapting goals.

Demonstrating consistently the positive attitudes, values, and behaviours expected of students: firm but fair, kind, respectful, language usage, Fundamental British Values.

Developing appropriate levels of rapport with students: professional relationships, differing student needs, language, tone, and body language.

3 Understand the importance of having a clear strategy for behaviour management

Techniques that can be used as part of a clear behaviour management strategy:  reinforcement, punishment, discipline, discussion, removal, escalation, and appropriate punishments.

The importance of varied behavioural management strategies which can be used to adapt to student needs and requirements: Special Educational Needs (SEN), special circumstances, age of student, expectations, motivation, continuous improvement, promoting positive behaviour, creating an inclusive space, reducing stigma, developing social and emotional skills.

The importance of addressing behavioural issues as soon as they occur: escalation, setting expectations, reinforcement, maintaining order and safety, supporting learning, addressing needs, promoting development, fostering positive relationships, preventing future issues, promoting equity and inclusivity.

Typical causes of unwanted behaviour in the classroom: SEN, boredom, special  circumstances, language barriers, emotional regulation, peer relationships, attention seeking, external stressors, unmet needs (Maslow’s Hierarchy of Needs), classroom management, cultural and environmental factors (contrasting expectations, parental influence, family difficulties, cultural understanding).

4 Be able to manage behaviour effectively to ensure a suitable and safe learning environment

Using clear rules and routines for behaviour in classrooms

• Starting a lesson the right way
• Planning, preparations, materials, objectives, creating a positive learning environment, engaging students, stating objectives and aims, assessing prior knowledge, establishing focus, consistency
• Setting expectations from the start
• Consequences for behaviour (wanted and unwanted behaviour)
• Signpost changes to routine
• Following institutional rules
• Adapting institutional rules

Promoting appropriate behaviour both in classrooms and around the school: language, body language, Fundamental British Values, consistency, set expectations, relationships, promoting inclusivity and diversity, environmental stewardship, and community services.

Establishing a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly: behaviourism, impact of sanctions, impact of praise, growth mindset, fairness, appropriate rewards, appropriate sanctions, applying institutional policies.

Managing classes effectively, using approaches which are appropriate to students’ needs in order to involve and motivate them: teaching strategies, addressing various needs, active learning, teacher lead instruction.

Managing technology usage within the classroom: phone usage policy, monitor screen usage, accessibility, ensure safe use of the internet, security settings, assist in technical difficulties, monitor internet usage, assistive technology.

Researching trends in behavioural management: identifying reliable sources of information, internet research, conferences, drawing on research (ensuring reliability and ethicality of research), trying trends in the classroom, and adapting to new trends.

5 Understand a teacher's responsibility for the health and safety of their students

Statutory requirements for health and safety in the classroom

If no suitable legislation exists locally, refer to and teach the U.K. health and safety legislation and safeguarding legislation.

• Teachers’ responsibility
• Schools' responsibility
• Health and Safety at Work etc. Act 1974
• Management of Health and Safety at Work Regulations 1999
• The Education (School Premises) Regulations 1999
• The Control of Substances Hazardous to Health Regulations 2022 (COSHH)
• The Regulatory Reform (Fire Safety) Order 2002
• The Children Act 1989, 2004
• Additional Department for Education guidance

‍Risks in a classroom within a range of subject areas

These are examples, not an exhaustive list.

• Experiments
  • Chemicals
  • Water
  • Electricity
  • Fire
• Hairdressing
  • Chemicals
  • Sharp objects
• Physical education
  • Injury
  • Flying objects
  • Heat stroke
• Catering
  • Fire
  • Sharp objects

Finding an institution's fire and lockdown procedures: knowing where to find the procedure, understanding the policy, alerts, technology, expectations.

6 Be able to follow the statutory requirements for health and safety in the classroom

Conducting a risk assessment for a high-risk lesson: lessons involving fire, chemicals, electricity, heights, extreme exercise, animals, sharp objects, etc.

Conducting a safe and orderly fire and/or lockdown drill: keeping students calm, evacuation, behaviour sanctions, informing without scaring, orderly movement, knowing the classroom, knowing the exits, and setting expectations.

Conducting a risk assessment for a lesson outside of the institution: security, photographs, safeguarding, permission, and reputational risk.

Responding to a health and safety incident within the classroom: staying calm in a crisis, contacting support when necessary, keeping the class calm, sanctioning if needed, and first aid.