TS 7:
Manage behaviour effectively to ensure a good and safe learning environment
Consistent, fair, and respectful behaviour management that maintains high expectations while preserving the dignity and motivation of every pupil.
Embedded Files
TS 7.1 — Clear rules and routines for behaviour in classrooms
My Practice
Consistency from the moment students walk in
I establish clear, co-constructed classroom agreements in the first lesson with every new group. These agreements are displayed permanently in the classroom and referred to explicitly at the start of lessons and when expectations are not met. My entry routine is consistent: students arrive, copy the date and objective, and begin the retrieval starter silently before I address the class. My exit routine is equally structured: equipment packed, chairs in, no student leaves until dismissed. At BLV, I worked within the school's Positive Behaviour Management framework, and at BGR, I follow the Braeburn-wide conduct guidelines. I hold a certificate in Effective Behaviour Management, which underpins my theoretical grounding in positive behaviour approaches.
Liz Borwell · Headteacher · Braeburn Senior School, Gitanga Road
"Your entry routine is strong, but the 'middle and end' of the lesson need firmer boundaries. The end of the lesson felt a bit 'messy.'"
Power 5 routine implemented from the following lesson — now standard in every class at BGR
Charles Ocholla · Head of Faculty, Science · Braeburn Senior School, Gitanga Road · Feb 2026
"Outstanding — behaviour management and relationships between children and staff is excellent."
Key development area recorded in both formal observation reports
Anti-bullying pastoral board, school-wide rules and Responsible Citizens ethos
TS 7.2 — High expectations of behaviour with consistent, fair use of praise, sanctions and rewards
My Practice
Relational discipline: private first, consistent always
My behaviour management philosophy is relational and consistent. I use a private-first approach to addressing behaviour concerns, a quiet word at the desk before any public sanction, which preserves pupil dignity and reduces escalation. I use the school's reward system actively: issuing commendations, positive communication home, and public praise for effort as well as achievement. When sanctions/detention/reflection time are necessary, they are applied calmly, consistently, and without favouritism. I have attended an internal CPD session on restorative practice. The Debate club also serves as a behaviour development context: students who struggle with classroom behaviour often thrive in its structured, respected-voice environment, and I have seen this channel their energy positively.
TS 7.3 — Manage classes effectively to involve and motivate pupils
My Practice
A varied toolkit responsive to what each group needs
My class management toolkit is varied and responsive. For active groups, I channel energy into structured collaborative tasks, group challenges, and competitive quiz formats. For anxious or low-confidence groups, I use 'ask the audience' structures that reduce the pressure of solo responding. I use strategic seating arrangements, reviewed each half-term based on data and observation, to maximise collaboration and reduce peer distraction. In Computer Science at BGR, I use pair programming, a professional software engineering practice, which naturally builds mutual accountability and keeps engagement high. I regularly use timer-based activities and 'brain breaks' in longer double lessons to maintain focus.
Liz Borwell · Headteacher · Braeburn Senior School, Gitanga Road
"While 1-1 support is a strength, be careful not to get 'stuck' with one student. Use a 'lap' technique: circulate the whole room every 5 minutes to catch off-task behaviour before it escalates."
Adopted from the following lesson onwards
TS 7.4 — Maintain good relationships; exercise appropriate authority; act decisively when necessary
My Practice
Trust built over time; authority exercised with care
The relationships I have built with students at both BLV and BGR are among the most significant outcomes of my practice. Students frequently visit my classroom at break for academic support, pastoral conversation, or simply to share their week, a sign that they experience my classroom as a safe, welcoming space with clear and respected authority. I am known for being consistent: I do not make empty threats, and I follow through on both consequences and rewards. My police clearance certificate and safeguarding training underpin my understanding of appropriate professional boundaries.
Sarah Burn · Collaborating Teacher · Braeburn Senior School, Gitanga Road · March 2026
"Good and interesting tasks, good relationship with students."
From the formal Observation Feedback
Noela Gichuru · Deputy Headteacher, Academics · Braeburn Senior School, Gitanga Road · March 2026
"What went well: your presence and support to the learners."
From the formal Observation Feedback
Observation feedback from Ms Noela Gichuru (Deputy Headteacher Academics, BGR, Mar 2026)
Reflection & Next Steps
My behaviour management is most confident with classes I have taught for a full term or more. Acquiring new classes mid-year, as happened with my Gitanga Road timetable, requires rapid re-establishment of norms with older pupils who already have existing habits and relationships. I am developing a "rapid relationship-building" protocol for exactly this situation, drawing on advice from experienced colleagues and the behaviour management CPD I completed in early 2025.
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