Blog Post Four

How to Handle Behaviour in the Classroom: A Teacher’s Perspective

Classroom behaviour can make or break the learning environment. It affects not only the teacher’s ability to teach but also the students’ ability to learn. As a Geography teacher with experience across diverse age groups and school settings, I’ve learned that managing behaviour isn't about control — it's about connection, consistency, and clarity.

Here’s what I’ve found to work, both in practice and through observation of great colleagues.

Set Clear Expectations Early

One of the most effective things any teacher can do is establish clear routines and expectations from day one. Students need to know where the boundaries are — and they respect you more when those boundaries are fair, consistent, and well-communicated. Don’t assume pupils know how to behave. Model it. Reinforce it. Refer back to it often.

Relationships First, Rules Second

Behaviour management is more than sanctioning poor behaviour — it’s about building strong relationships. When students feel seen and respected, they’re far more likely to engage positively. A smile at the door, remembering their name, or asking how their game went at the weekend — these small moments build trust and reduce tension.

Be Consistent, Not Confrontational

Consistency is the backbone of good behaviour management. If you say phones aren’t allowed, follow through every time — kindly but firmly. Avoid public power struggles. If a student is off-task or defiant, deal with it calmly and discreetly where possible. Address the behaviour, not the student’s character.

Positive Reinforcement Works

Don’t underestimate the power of praise. Recognising effort, progress, and good behaviour — especially when it's genuine and specific — can shift classroom culture. Students respond to knowing what they’re doing right. This is especially powerful when praise is linked to your expectations: “Thank you for coming in quietly — we can start straight away.”

Have a Toolkit, Not Just One Strategy

There’s no one-size-fits-all method. What works for one class might not work for another. Use a range of strategies — proximity, planned ignoring, humour, cueing, non-verbal signals. Learn what works for your students and adapt. Teaching is, after all, an art as much as a science.

Reflect, Don’t React

When things go wrong (and they do), take a moment. Reflect on what happened and why. Was the instruction unclear? Was the task too difficult? Were the expectations consistent? Behaviour is often a form of communication — not always defiance. Keep your ego out of the equation and approach problems as a professional, not a disciplinarian.

Final Thought

Behaviour management isn’t about having a “loud voice” or a “no-nonsense” persona. It’s about setting your tone, being respectful, holding high expectations, and treating every student as capable of success. It’s an ongoing journey, and every lesson is a chance to get better.