Behaviour Basics: Key Questions for New Teachers

Becoming a fully qualified teacher and having your own class, or classes, for the first time is exciting – but daunting! During those first few days, weeks and months, there is so much to think about: from lesson planning and assessments to classroom organisation and displays, the to-do list feels endless.

Alongside teaching and learning responsibilities, one particular area that many new teachers can worry about is student behaviour. After all, behaviour is central to any successful learning environment and underpins every aspect of effective classroom practice.

These 8 reflective questions can help shape your thinking around behaviour and guide you to create a positive behaviour culture in your own classroom:

Question 1: What does ‘behaviour is communication’ mean?

All of our behaviour is a way of communicating something. For example:

• • to avoid or obtain something

• • to forge connection

• • to express an emotion

• • to gain sensory feedback

When we look at students’ behaviour, it can be useful to consider the following question: What is the function of this behaviour? In other words, what is this child or young person trying to tell me?

That way, rather than attaching unhelpful labels to students, or categorising behaviour as either ‘good’ or ‘bad’, we can seek to understand what is driving it. Then, we can address the underlying factors, rather than just the behaviour itself. In short, we can shift our perspective from behaviour management to behaviour support.

Question 2: Why does language matter when thinking about behaviour?

Often, the very word ‘behaviour’ can conjure up certain images and ideas in our heads. It can have negative connotations, making us think of ‘disruptive’ or ‘challenging’ behaviour, or ‘badly behaved’ students. This can make us feel anxious, and prompt us to wonder whether we will be faced with behaviour that we are unable to understand or support.

The words and phrases we use can radically influence the way we think about, talk about, and respond to behaviour. For example, rather than saying, ‘Billy is challenging’, we could instead say, ‘Billy is distressed’. Similarly, we could say, ‘Nihal was dysregulated during the lesson’, rather than, ‘Nihal was disruptive during the lesson’.

This simple shift in language encourages us to approach behaviour through the lens of compassion and curiosity and consider the different ways we can support the child or young person.

Read our article, Moving On From ‘Challenging Behaviour’ and download the accompanying resource pack.