Understanding children’s behaviour

Behaviour management (my definition)

Strategies and skills to manage and control any behaviour, so children can learn in a safe environment.


It is important to take your own vocabulary into consideration regarding behaviour. This is because what you say may caterogrious children’s behaviour as negative, when the child may be acting a particular way for a reason.

Rules I would like in the classroom.

  • Respect your fellow peers, teachers and school by being kind and treating out school and the people in it like you want to be treated.
  • Enter and leave the school and class room sensibly.
  • Take turns with others, let others speak and take turns in talking

When creating rules in a class room this is the consistent process that could be followed.


When offering a rule to the children I would go through this process by asking the children what rules they would like to put in place – offering suggestions to condition the rule. After this it would be essential to model this behaviour to the children and other members of staff. I would always ensure respect is given to all children and staff so the children learn and understand they have to do this. If the children see this behaviour they will be have a good role model and see a consistent behaviour and respect.

phases of incident

I feel that this process is important when identifying behaviour incidents before they escalate. If a teacher was able to identify the trigger stage to the acceleration stage and intervene, then this may impact the escalation of the behaviour incident. The teacher should know their pupils because it will then be easier to identify the change in the children’s behaviour. Therefore, I feel that the important aspect of this phase is to, as a teacher, know the pupils and identify when their behaviour is starting to deteriorate and stop this before the incident occurs.

Plan for how you will respond to situations when your expected behaviour isn’t shown. Also plan for building the relationship after the response. For example, when a child does not show expectations, a striker could be removed. Later on in the day, reward the child for showing the expected behaviour, giving the child that sticker back.

“Effectively managing behaviour is about building relationships based on trust and respect.”

I think that relationships are essential when dealing with behaviour because the children will then gain respect as there is a relationship with the teacher. Also if there is a relationship the teacher can learn about their pupils and their personality traits.


  • listen to the children
  • have an interest in what they are telling you
  • remember what children tell you
  • model respect with other teachers
  • show respect to the children  – e.g. do not use sarcasm

I feel that these areas are some of the ways to demonstrate respect to children.

CLEAR Expectations.

Teachers should support children in following the rules. If children are not clear on the rules it may make the children feel anxious because they don’t know what they are being asked to do. The children may then struggle to follow the expectations if they do not understand what is wanted from them.

Come back to behaviour expectations during the session to show that that children’s good behaviour is recognised. When praising ensure the behaviour rule is quoted to demonstrate to other children why the child is being praised.

Children all develop at different rates and have different strengths and challenges. Therefore, the expectations set my teachers regarding behaviour should be made age appropriate to the children – again relating to a teacher knowing their class.

Hierarchy of needs – if children’s needs are not met, this may progress to affecting their behaviour. For example, if a child does not feel like they belong in a class they may act differently to feel this need.

On Professional Practice, other trainees and I designed a reward system to condition the children’s behaviour. If the children shown the expected behaviour an emerald was awarded to their group. On the other hand if the children did not show what was expected an emerald was removed. An explanation and images of this can be seen in the hard copy file. 

This session and reflection link to Teacher Standard 7 as it links to managing behaviour to ensure a safe learning environment. It also links to Teacher Standard 8 because when managing behaviour is essential that teacher’s model and maintain the behaviour and professionalism wanted from the pupils.



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