Building Foundations: Proactive Behaviour Management

Video Script

Welcome to Module 1: Building Foundations – Proactive Behaviour Management. I’m delighted you’re starting this journey to strengthen your classroom practice.

[SHOW SLIDE: Module overview]

As a newly qualified teacher, you’re probably finding that behaviour management feels like one of your biggest challenges. You’re not alone – research shows that most novice teachers rely heavily on reactive strategies simply because they haven’t had enough training in proactive approaches. Today, we’re going to change that.

[SHOW SLIDE: Proactive vs Reactive]

Let’s start with the evidence. The Education Endowment Foundation found that behaviour interventions can produce three additional months of academic progress when done well. The key? Moving from reactive management to proactive prevention. Instead of constantly putting out fires, we’re going to learn how to prevent them starting.

[CUT TO EXAMPLE: Classroom scenario]

Picture this: It’s 9am Monday morning. In Classroom A, children arrive to find their teacher frantically shuffling papers, unclear about where to sit, and immediately several hands shoot up with questions and complaints. In Classroom B, children enter to their teacher greeting them warmly at the door, clear visual cues showing them exactly what to do, and a calm, purposeful atmosphere.

Which classroom do you think will have fewer behaviour issues? The research is clear – Classroom B’s proactive approach wins every time.

[SHOW SLIDE: DfE 2024 Guidance]

The Department for Education’s 2024 guidance emphasises creating cultures with high expectations of behaviour. This isn’t about being stricter – it’s about being clearer. When pupils know exactly what’s expected and feel supported to meet those expectations, behaviour issues naturally decrease.

[SHOW SLIDE: Four key strategies]

Today we’ll explore four evidence-based foundations: positive greetings, environmental setup, clear routines, and high expectations. These simple strategies can transform your classroom culture.

Remember, as the Teachers’ Standards require, we must treat pupils with dignity and build relationships rooted in mutual respect. Proactive behaviour management does exactly that – it sets everyone up for success.

Let’s dive into the practical strategies that will make your Monday mornings feel completely different.

Reading

The Evidence for Proactive Approaches

Research consistently demonstrates that proactive behaviour management strategies are more effective than reactive approaches for creating positive learning environments. The Education Endowment Foundation’s analysis shows that behaviour interventions can produce moderate improvements in academic performance (equivalent to 3 additional months’ progress) when they focus on improving teachers’ behaviour management skills and pupils’ social-emotional development.

A significant challenge for newly qualified teachers is the limited training typically provided on proactive approaches. Karasova’s 2025 research in the British Educational Research Journal found that novice teachers frequently rely on reactive strategies because they lack training in emotional regulation skills and proactive prevention techniques. While reactive strategies may address immediate disruptions, they don’t address underlying causes or create long-term positive changes.

Creating High Expectations and Positive Cultures

The DfE’s February 2024 guidance on Behaviour in Schools emphasises the importance of creating cultures with consistently high expectations of behaviour. This approach focuses on establishing calm, safe, and supportive environments that are conducive to learning, rather than simply managing problems as they arise.

Key principles include:

• Clarity: Pupils understand exactly what is expected in all situations
• Consistency: Expectations remain the same across different contexts and staff
• Support: Systems are in place to help pupils meet expectations
• Recognition: Positive behaviour is actively noticed and reinforced

> Professional Insight: High expectations don’t mean being harsh or inflexible. They mean being clear, consistent, and supportive in helping all pupils achieve success.

Essential Proactive Strategies

1. Positive Greetings

Simple research from the EEF shows that greeting students positively at the classroom door can have measurable positive impacts on pupils’ behaviour during lessons. This strategy:

• Sets a welcoming tone for learning
• Allows you to gauge pupils’ emotional state
• Demonstrates that you value each individual
• Provides opportunity for brief positive interaction

2. Environmental Setup for Success

Your physical classroom environment communicates expectations before you say a word. Evidence-informed environmental strategies include:

Visual clarity:

• Clear sight lines to all areas
• Organised, clutter-free spaces
• Visual cues for routines and expectations

Purposeful organisation:

• Resources easily accessible
• Defined spaces for different activities
• Displays that celebrate learning and positive behaviour

3. Establishing Clear Routines

Routines reduce cognitive load for both teachers and pupils, freeing mental capacity for learning. Effective routines should be:

• Explicit: Clearly taught and modelled
• Practised: Rehearsed until automatic
• Consistent: Applied the same way every time
• Purposeful: Linked to learning objectives

Essential routines to establish:

• Entry and exit procedures
• Attention-getting signals
• Transition procedures
• Material distribution and collection
• Response to instructions

Building on Strengths

Reupert and Woodcock’s 2023 research found that newly qualified teachers are most confident using preventative strategies and positive reinforcement. This is encouraging – you likely already have instincts that align with evidence-based practice. The key is to systematically develop and apply these approaches.

> Remember: The Teachers’ Standards Part 2 requires you to demonstrate consistently high standards of personal and professional conduct, treating pupils with dignity and building relationships rooted in mutual respect. Proactive behaviour management embodies these principles.

Activity

Proactive Strategy Audit and Action Plan

Time Required: 15 minutes

Objective: Assess your current proactive behaviour management practices and identify specific areas for development.

Instructions:

Step 1: Self-Assessment (5 minutes) Using the scale below, rate your current confidence and consistency in each area: 1 = Not yet established, 2 = Sometimes, 3 = Usually, 4 = Consistently excellent

• Positive greetings: I greet pupils warmly at the classroom door
• Environmental setup: My classroom layout supports positive behaviour
• Clear expectations: Pupils know exactly what behaviour I expect
• Established routines: Key classroom routines are automatic
• Proactive mindset: I focus on preventing rather than reacting to issues

Step 2: Priority Identification (5 minutes) Select the TWO areas where you scored lowest. These become your focus areas for improvement.

Step 3: Action Planning (5 minutes) For each priority area, write:

• One specific strategy you will implement this week
• How you will measure success (what will you see/hear?)
• When you will review progress (specific date)

Example: Priority: Positive greetings Strategy: Stand at door and greet each pupil by name with a smile Success measure: Notice pupils entering more calmly, fewer immediate questions/complaints Review date: Friday afternoon

Expected Outcome: You will have a clear, personalised action plan focusing on two specific proactive strategies to implement immediately. This targeted approach increases likelihood of successful habit formation while avoiding overwhelming yourself with too many changes at once.

Reflection Prompt: How might these proactive changes affect the overall atmosphere in your classroom? Consider both immediate and longer-term impacts.