introduction

  1. Introduction

  2. Considering the research

  3. Core values and beliefs

  4. The fundamentals – lesson design, learning styles and classroom climate

  5. Building mutual respect – the language teachers use

  6. Techniques and strategies

  7. Summary of research

  8. Next steps

  9. References / Further reading


Before you start, please read the "How to use this study guide" section below.

How to use this study guide

This study unit offers some practical strategies that teachers use to manage their classrooms. The techniques suggested are tried and tested; they draw on both academic research and the experience of practising teachers.

By working through this guide, you can build your teaching repertoire step by step, starting with strategies that are easy to implement and moving on to those that will help pupils develop their skills still further. The unit contains ‘reflections’, to help you reflect on an idea or on your own practice, as well as practical tips and tasks to help you consider advice or try out strategies in your classroom. There are case studies to exemplify particular points, a summary of the research and some suggestions for ‘next steps’ and further reading. The final page invites you to reflect on the material and to set your personal targets for the future.

You can work through this unit in a number of ways:

• Start small; choose one class to work with. Ask another teacher to help by talking through what you intend to do and to act as a mentor.

• Work with another teacher or group of teachers who teach the same class. Work together on developing your approach to classroom management. After three weeks compare notes. Discuss which strategies are the most effective and why.

• Find someone to pair up with and team-teach. Design the tasks together and divide the role of teacher in the lesson between you.

• Work with a small group of teacher-researchers within your school. Use the guide to help you focus your work as a professional learning community. Record successes in your professional development portfolio.

• Identify sections of the unit that are particularly relevant to you and focus on those.


The tasks are available as word documents to download so that you might make notes as you progress through the study unit. For some tasks, you might want to make an audio recording or video of yourself in action so you can review your work more easily. You could add this, along with any other notes and planning that you do as part of your work on this unit, to your professional development portfolio.


You will also access some of the video resources when working through this unit.

Effective Classroom Management

Few, if any, classroom management issues arise when pupils are properly engaged in the following way: the lesson has been well planned; learning outcomes are shared and understood; different strategies are used to reinforce and secure learning; resources and environment are sufficient and conducive to effective learning and achievement is recognised.

When issues do arise, and are effectively managed by the teacher, the pupils:

• re-engage with tasks;

• exercise individual responsibility;

• respond positively to the teacher’s intervention;

• retain respect for themselves and the teacher;

• accept the consequences of their behaviour.

Effective classroom management affirms the teacher’s right to teach and the pupil’s right to learn.

Common issues

Even the most experienced and skilled teacher has to manage pupils whose behaviour can disrupt not only their own learning but also that of others. In the early part of a teacher’s career it can be particularly disheartening if pupils’ behaviour presents significant challenges. Indeed, national surveys of newly qualified teachers have shown that one of their major concerns relates to the management of pupil behaviour. Teachers sometimes explain these difficulties as stemming from their own inadequacies or attribute them entirely to the pupils’ background. Both explanations are unfair and unfounded.

Resolving the issues

The successful management of pupil behaviour in the classroom does not lie in simply applying a menu of strategies; it requires the application of the best pedagogy and practice and an appreciation of the values and beliefs which lie behind the school’s ethos.


Pupils are more likely to engage in learning and not engage in off-task activity if the teacher:

• has high expectations and makes them clear;

• applies rules, routines, sanctions and rewards consistently and fairly;

• uses the language of mutual respect;

• avoids over-reaction and confrontation;

• deploys a range of techniques and strategies;

• adopts a positive approach to problem solving.