Kickstart to Behaviour Management (Term 1 Edition)

It’s been a year since I first stepped into a classroom as a teacher. Although I’m still early in my journey, the past year, along with my PGCE experiences, has taught me more than I could have imagined, especially about the importance of behaviour management. I’ve learnt that the start of the school year is a critical time for setting the right tone in your classroom. It’s a fresh slate, a chance to build trust, set clear expectations, and create an environment where both you and your students can thrive. In this post, I want to share the lessons I’ve learnt and the strategies that have worked for me in tackling behaviour management from day one. I hope these can help you feel confident and prepared for the year ahead.

Realistic Expectations

This is where it all begins: the first lesson back after the summer holidays. New faces, a different environment, and a fresh start filled with the energy to make a great impression. You might already be planning an "expectations" lesson with a long list of dos and don'ts for your students. But save yourself the trouble—chances are they've heard the same rules over the past few years, and yet you’ll still face disruptions and chatter. Instead, consider changing your approach. Keep your expectations realistic, whether related to behaviour, curriculum, or learning. Setting too many or overly strict rules can overwhelm students, make consistency difficult for you, and create an opportunity for them to test boundaries. Focus on quality over quantity and stay aligned with the school's policies. Consistency is key to success, so prioritise a few essential rules that genuinely enhance engagement and academic performance.

Golden Silence

Silence is Golden. I picked up this tip from Craig Barton's Tips for Teachers podcast (I'll leave a link at the bottom), and it aligns perfectly with my school's behaviour policy. You've set your students to work independently and in silence. For the first minute or two, it’s going smoothly. Then suddenly, one student drops their pen, another raises a hand for a glue stick, and a third at the back looks confused. The moment you step in to assist, it feels like the calm quickly falls apart.

So, what does "Golden Silence" actually look like? Start by introducing the concept to your students, explaining the benefits: it's a time to be fully immersed in their learning without distractions, a chance to showcase their understanding, and an opportunity to impress. If you have teaching assistants, they should also refrain from offering help during this period.

Now, the next time you assign an independent task, make it clear that it will be done in Golden Silence. Position yourself where all students can see you, and you can see them. As hands start to go up, use non-verbal cues to maintain the quiet atmosphere, avoiding interruptions until you're confident that students are fully engaged. Once the class is settled and focused, you can then begin to address individual needs.

You may have some classes where this golden silence is virtually impossible, so you may have to change the approach slightly for each of your class but when it does come off it is a treat. Adam Boxer and Craig Barton go through Golden Silence very well so it is worth having a listen. Link is below!

Side Tip: Provide each student with a sticky note. If they get stuck, they can jot down their questions. As you circulate the room, you can read and respond to their notes without breaking the silence.

Parental Involvement

I've mentioned parental involvement in all three of my posts, and there's a reason for it: it is genuinely one of the most powerful tools when used effectively. At the start of the year, take the time to introduce yourself to all your students' parents via email. Many school systems allow you to email all parents by class, so this can take as little as five minutes. I'll provide a template email for you at the end of this post. It's crucial for parents to know who you are from day one, so that when you need their support, you've already established a connection.

From my own experience, sending these introductory emails often prompts parents to respond with valuable insights about their child, including areas for improvement. Also, make it a habit to set aside time each week for quick phone calls. Keep these conversations brief, unless there's something significant that needs to be discussed.

Be the Leader

Never begin teaching while there is noise in the classroom. Focus and respect are non-negotiables. If you speak over their noise, it tells them that your words can be ignored and that their conversations are more important. I've found that this makes it much harder to regain their attention and respect. By pausing and waiting for silence, you remind them that you're in charge, and that in your classroom, every voice matters but yours comes first when it’s time to learn. If you notice small whispers or conversations, use your non verbal cues so you don't find yourself pausing and restarting. The takeaway here is don't teach while there is noise. Take charge of the classroom and steer it in the direction you want it to go.

Meet and Greet

Your actions can set the tone for the entire lesson with a small but impactful gesture: greeting your students as they enter the classroom. This simple gesture shows them that you are present, engaged, and ready to lead the lesson. It also gives you a chance to gauge their energy and mood. Are they coming from a noisy class, or perhaps they're a bit hyped after lunch? Use this opportunity to ensure they take a moment to compose themselves before entering. Only allow entry once you are satisfied with their manner. If they enter calmly but then become disruptive, calmly ask them to go back and re-enter correctly. This serves as a gentle reminder that they are entering YOUR classroom—a space you've created for focused learning. It reinforces that you are in control and that you set the standards for the lesson ahead. You can take it further by emphasising what is expect of them as they entering, throw in some positive reinforcement e.g. ''I can see that ..... is doing the correct thing'' or ''Making sure that we are all writing down the date and title''. It is important upon entry there is a task of some sort that students will be doing.

''I am not WHSmith...''

At the beginning of the year, most students come prepared and ready to learn, but this often changes as the weeks go by. If you find yourself needing to lend out equipment, which ideally should be avoided, make sure to have a clear system in place. For instance, you could lend a pen in exchange for a valuable item from the student, ensuring that the pen is returned at the end of the lesson. Use your judgement to decide whether a lack of equipment is a minor issue or if it warrants further action, such as contacting home. Consider if this is a one-time occurrence or if the student frequently comes unprepared.

Whatever system you implement, consistency is key. Addressing these small issues early on will help your lessons run more smoothly over time. A lack of equipment can often lead to disruptions, so handling this effectively within the first few weeks or months will be one less challenge to manage.

Feel free to share some ideas in the comments below too!

Notes:

Craig Barton & Adam Boxer Tips For Teachers - Golden Silence

https://tipsforteachers.co.uk/adam-boxer/

Template for Parent introductions:

Good evening,

I hope this email finds you well. My name is Mr/Miss/Mrs/Dr __________ . I am sending you this email to introduce myself as your child’s new (Insert your subject) teacher for the upcoming academic year at (Insert your school name). 

It is a very exciting and challenging year for your child as they will be beginning their preparation for GCSEs next year (You can change this around to suit the year group. This was for Year 9s).

It is a very exciting and challenging year for your child as they are no longer the youngest in the school.  They will soon start to face new challenging maths topics this year as things start to get a bit more advanced. (This was for Year 8s)

It is a very exciting and challenging year for your child as they will be starting their GCSEs in preparation for Year 11 exams next year. (This was Year 10s)

It is important that they come in with a very positive mindset and the eagerness to want to learn and excel. I believe that if we work together and collaborate, we can make maths a positive experience for your child. 

Please don’t hesitate to reach out to me if you have any questions or concerns. 

I am very excited about the year ahead and working with you. 

Thank you,

Best Wishes