: Make Good Behaviour your New Norm: A Practical Guide ELE Danny Barthorpe explains why the first few days into a new term is crucial for setting behaviour standards

The initial few days with a new class present a valuable opportunity to set clear expectations, boundaries and routines. Luckily, the first few days back are also when your students are most primed to learn your way of doing things and most keen to make a success of the forthcoming year. It’s a day, therefore, that deserves extra teacher attention.

During this time, you can establish routines and norms that will evolve into lasting habits. These expectations may pertain to the curriculum, learning processes, and behavioural standards. It is important not to assume that these will develop independently, even if they align with broader school-wide expectations. Tuckman (1965) produced a model setting out four stages needed to develop a successful team that can be used effectively in classrooms. The ​‘Forming-Storming-Norming-Performing’ model can be applied to any classroom or school setting when establishing those early routines and norms. As a teacher, you must clearly communicate your specific guidelines so that students understand how the class will operate. These steps ensure you are ​‘forming’ the positive behavioural path ahead, set you as the leader and support all children to succeed.

Here are some key points regarding behaviour and relationships:

1. We are always kind, positive, and respectful: Whilst this may seem obvious, the tone you establish from the outset is crucial. Greet new classes with warmth and positivity and make an effort to learn and use students’ names through seating arrangements. Ensure that all students always treat one another with kindness and respect. More simple strategies can be found in Charlie Taylors’ checklist (EEF, Improving Behaviour in Schools pg 45).

2. There is only one voice at a time: Managing classroom discussions is an essential early expectation. When you are speaking, students should be listening, and the same applies when a peer is speaking. Waiting for silence or compliance can be daunting but worthwhile! Off-task conversations or interruptions should not be tolerated. Consciously model effective communication and dialogue expectations, be vigilant in monitoring this behaviour and address it promptly. This stage is sometimes referred to as ​‘storming’¹ where children test the boundaries and check that you remain in control. Foster listening skills by regularly prompting students to build on or respond to their classmates’ contributions. For example, you might ask, ​“So, Michael, how much do you agree with Jess?” Prioritising the development of communication starts in the Early Years (EEF Preparing for Literacy) and should continue to be modelled throughout a child’s educational journey.

3. Insist and follow through: From the very beginning, it is vital to demonstrate an assertive but warm presence and uphold your expectations. Address off-task behaviour immediately, reinforce entry routines until they are consistently followed, and pause to insist on compliance whenever necessary. Avoid speaking over others and apply the behaviour warning and consequence system straightforwardly, clearly explaining the reasons behind your actions and ensuring that students understand the boundaries (EEF, Improving Behaviour in Schools). Your expectations will be high, and students will be motivated to arrive on time and come prepared, as they will recognise your commitment to maintaining standards. ​‘Normalise’ the behaviours you wish to stick!

All of these strategies can be effectively integrated with a positive, kind, and respectful demeanour, making it easier to uphold expectations in the classroom. The hard work put in during the early days will make children feel safe. They will understand the routines, expectations and boundaries of the classroom therefore be able to focus on the learning moving forward.

1 S Gill, S (2018) Successful Difficult Conversations in School