For early career teachers (ECTs), is one of the most important foundations for success.
It is the invisible architecture of every effective lesson, creating the calm, purposeful climate in which learning can flourish. The good news? It is not an innate talent but a professional skill you can develop and refine.
Research from the , , and many education experts such as and , highlights that proactive strategies, clear routines and strong relationships underpin effective teaching.
These approaches reduce disruption, increase learning time, improve academic outcomes, support pupil wellbeing and strengthen teacher confidence. Here are five research-informed practical strategies to help you create calm, consistent and collaborative classrooms.
Research-informed behaviour management
1. Teach behaviour in context
In my recent Tes article on establishing routines, I emphasised the importance of making expectations explicit from day one. This principle goes further when you teach behaviour in the situations where it will be required.
Pupils are when they rehearse them in context; for example, practising quiet partner talk during a discussion or lining up calmly before leaving the classroom.
This in-situ practice embeds shared expectations and fosters predictability, so positive behaviour becomes the default rather than the exception.
2. Prioritise clarity and consistency
Most pupils understand their school’s behaviour rules, but suggest that sometimes children do not feel these are applied consistently. Inconsistency - between teachers or from one day to the next - can erode trust and increase low-level disruption.
Clarity means explaining, modelling and revisiting routines regularly, especially after holidays or timetable changes.
Consistency means living your school’s values in every interaction: celebrating positive behaviours, addressing concerns with fairness and modelling the standards you expect. As the saying goes, “what you permit, you promote”: tolerating poor behaviour sends the message that it is acceptable and makes it harder to address in the future.
When pupils experience clarity and consistency, they feel secure, behave positively and engage fully with learning.
This is particularly important for pupils with , those with or learners, who benefit from predictable routines, clear expectations and structured support. It also reassures everyone that boundaries are applied equally.
3. Learn from colleagues and research
Behaviour management skills through ongoing professional learning. Training, mentoring and observation can boost your confidence and strengthen classroom climate.
Observe colleagues in different subjects and phases, noting how they use voice, body language, pacing and positioning to pre-empt disruption. Invite a mentor to watch part of your lesson and offer targeted feedback.
Engage with research-informed resources and join in-person and online professional learning communities. Combining professional learning with reflection will help you to build a flexible toolkit for any situation, making you more confident in the moments that matter most
4. Teach learning behaviours explicitly
Behaviour management is not only about preventing disruption; it is also about teaching the behaviours that support learning, such as active listening, sustained focus, resilience and respectful collaboration.
Model these behaviours, highlight them when they take place and give pupils regular opportunities to practise them.
Address shortfalls to reinforce the value of these behaviours. If a lesson does not go to plan, reflect on whether the cause may have been unclear instructions, an overly challenging task or another factor you can adjust next time. Each adjustment is an opportunity to refine your practice and build an even more positive learning environment.
Embedding learning behaviours into routines such as structured partner talk, timed independent work and group work protocols, for example, creates a culture where positive conduct is the norm. This benefits pupils in your classroom and across the school.
5. Protect your wellbeing
Sustaining behaviour management requires maintaining your wellbeing and professional boundaries. Those who manage their workload effectively, seek collegial support and maintain clear boundaries are more likely to apply behaviour policies fairly and consistently.
Seek advice from mentors and keep pupil interactions within agreed school protocols. Avoid confrontations outside of the classroom, and apply sanctions in a measured, professional way.
Debrief after challenging incidents, celebrate successes and keep expanding your repertoire of strategies for promoting positive behaviour.
An art and a science
Behaviour management is both an art and a science, blending clear expectations, consistent practice and an understanding of how pupils learn and interact. Each lesson is a chance to strengthen these skills, build trust and create a classroom culture where everyone can succeed.
Start with strategies you can use immediately in September. Reflect on what works, adapt where necessary and keep refining your approach.
Over time, small, deliberate actions will grow into a confident and authentic behaviour management style - one that supports your wellbeing, inspires your pupils and allows learning to flourish.
The habits you form now will serve you for years to come, shaping the teacher you become and the learning environment you create.
Dr Sarah Mullin MBE is an experienced school leader, visiting professor of education and author. She recently completed her doctorate in education exploring the experiences and perceptions of women secondary school headteachers in England
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