Five ways to promote positive behaviour for learning

Explicitly teach routines

Behaviour expectations should be taught explicitly rather than simply assumed. Routines should be consistent across classes and, ideally, across the whole school.

This includes everyday moments such as giving out books, handing out worksheets, lining up, answering questions, listening when somebody else is speaking, walking to assembly and getting equipment ready. These routines are especially important at the beginning of the year. Even a simple expectation such as “look, turn and listen” needs to be clearly taught and practised.

Explain why routines matter

Children are more likely to buy into routines when they understand why they exist. Some expectations may initially seem overly picky, but small routines protect learning time, make transitions smoother and reduce wasted time.

The purpose is not control for its own sake. Once routines are established, children can focus on learning rather than continually having to decode their teacher.

Model, practise and stay consistent

Tight routines require modelling and repeated practice. The teacher needs to maintain and reinforce them consistently; if a routine slips, return to it and practise the expectation again. Corrections should be calm and unemotional.

The teacher can still bring their own personality and warmth to the classroom while maintaining clear expectations. This links strongly with Teach Like a Champion: clear routines, modelling and repeated practice.

Positive framing

Use language intentionally to reinforce the behaviour you want to see. Rather than immediately drawing attention to a child or table that is not ready, name what is going well:

“I can see this table is tracking.”
“This table has their books open and is ready.”
“Thank you to those who are ready.”

This models the expectation and encourages positive peer modelling. It can reduce confrontation and keep the emotional temperature of the classroom low. The natural default should be a calm and positive atmosphere.

Correct poor behaviour calmly

Positive behaviour management does not mean ignoring poor behaviour. The aim is to use the least invasive intervention necessary:

1. Begin with a positive or anonymous reminder: “We’re waiting for one” or “We’re waiting for one table.”
2. If necessary, speak to the child individually.
3. If the behaviour continues, have a more direct conversation.
4. A consequence may then be necessary, such as missing part of an activity.

Children should understand the process and know what will happen if expectations are not met. Corrections should be brief, calm, respectful and compassionate.

Use an economy of language

Communicate expectations using simple, consistent language rather than lengthy explanations or arguments. Short prompts that children already understand reduce ambiguity and can prevent situations from escalating.

Anonymous phrases such as “waiting for one” allow a child to recognise that the reminder applies to them without immediately singling them out. Consistent language across the school makes expectations clearer still.

The teacher sets the tone

The classroom should normally feel calm because the teacher models calmness. Effective behaviour management draws on clear routines, consistent expectations, a shared toolkit of strategies, support from senior leadership, and appropriate communication and buy-in from parents.

Expect everyone to be ready

The principle is based on high expectations for every child and creating the conditions in which everyone can participate in learning. The teacher might say, “Pens down and track me”, then stand calmly and wait until everyone is ready.

Prompts such as “I’ll wait”, “Waiting on two more” or “Track me” maintain the expectation without shouting, threatening or becoming emotional.

Remove ambiguity

The purpose is not to catch children out. Clear expectations remove uncertainty about what children should be doing at a particular moment. During an explanation, pupils may be expected to put pens down, stop doodling or fiddling, face the teacher, listen actively and be ready to respond.

This gives every child the best opportunity to listen, participate and learn. It can also reduce repeated questions because pupils are expected to attend when instructions are given.

High expectations require practice

Expecting full participation does not mean expecting instant perfection. Children need repetition, practice, reminders and consistent reinforcement. Teachers also need to change their own habits and avoid accepting partial attention simply because most of the class is ready.

This is about creating the conditions for learning, not control for its own sake. Behaviour strategies remain a toolkit rather than rigid rules: teachers need to understand the individual child and what may be happening in their life while maintaining high expectations for the class.

Correct behaviour while protecting dignity

Behaviour may need to be addressed and corrected, but this should be done while protecting the child’s dignity. Children should be given a fresh start each day rather than carrying yesterday’s mistakes into today’s relationship. Correction and warmth are not opposites; both can exist together.

Know your learners

Behaviour management requires a team approach and an understanding that children may need different forms of support. Some particularly need consistency and firm boundaries; others need reassurance, encouragement or “an arm around them”.

Knowing children’s interests, personalities and individual needs helps build trust. A “strict and warm” approach combines high expectations with care for the child’s development and desire for them to succeed.

Develop intrinsic motivation

The longer-term aim is for children to want to do well for themselves, their class and their teachers. They should gradually develop the ability to reflect on their own behaviour rather than relying entirely on external rewards or consequences.

Children can thrive where there is a consistent and fair baseline of expectations. High expectations should apply to everyone, while the support needed to meet them may differ.

Consistency beyond one classroom

Behaviour approaches need to extend beyond an individual teacher or classroom. If expectations are not repeated and reinforced elsewhere, they may disappear as soon as the child leaves the room. A strong behaviour culture requires consistency from Reception through to Year 6.

Build a shared language and toolkit

Adults across the school should use the same or similar short phrases and expectations. This economy of language reduces ambiguity because children do not have to interpret a completely different behaviour system with every adult.

A common toolkit creates consistency without requiring every teacher to have exactly the same personality or teaching style.

Coach the practice

Teachers benefit from regular opportunities to reflect on behaviour management. Short coaching sessions can focus on practical examples: “This technique might have worked there”, “Try this next time” or “What might happen if you approached it this way?”

Coaching should be practical rather than purely theoretical, helping staff choose and apply techniques within the school’s shared expectations.