Video Script
Welcome to Module 3, where we’ll explore how to manage disruption effectively while maintaining the positive classroom environment you’ve been building.
[SHOW SLIDE: Module Overview]
In your previous modules, you’ve learned about proactive strategies and positive reinforcement. But what happens when disruption still occurs? Today, you’ll discover evidence-based approaches for managing these moments without derailing learning or damaging relationships.
[SHOW SLIDE: The Reality of Disruption]
Even with excellent proactive strategies, disruption will happen. Research shows that newly qualified teachers are most confident with preventative approaches, but often struggle when reactive responses are needed. The key is having a toolkit of low-level corrective approaches that keep learning on track.
[CUT TO EXAMPLE: Classroom Scene]
Let’s look at a common scenario: two pupils are chatting during independent work time. A reactive approach might be to immediately call them out publicly, potentially escalating the situation. Instead, consider these low-level corrective strategies.
[SHOW SLIDE: Low-Level Corrective Approaches]
First, use proximity and non-verbal cues. Simply moving closer to the pupils or making eye contact often resolves minor disruptions without interrupting the flow of learning. If this doesn’t work, try private redirection – quietly reminding pupils of expectations without drawing attention to the behaviour.
Tactical ignoring can also be effective. Acknowledge positive behaviour from nearby pupils while briefly ignoring minor attention-seeking behaviour, then re-engage when the pupil is back on task.
[SHOW SLIDE: De-escalation Techniques]
When situations require more intervention, de-escalation becomes crucial. The evidence shows that maintaining calm, supportive environments is essential for learning. Your tone, body language, and choice of words can either escalate or defuse tension.
[CUT TO DEMONSTRATION]
Use a calm, low voice and avoid confrontational language. Instead of “Why are you disrupting the class?”, try “I can see you’re finding this challenging. How can I help you get back on track?” This maintains dignity while addressing the behaviour.
Give pupils time to process and respond. Rushing or pressuring often increases anxiety and resistance.
[SHOW SLIDE: SEND Considerations]
For pupils with SEND-related behaviour needs, your strategies must be differentiated. What appears as defiance might actually be communication difficulty, sensory overload, or executive function challenges.
Consider whether the pupil needs movement breaks, visual cues, or modified tasks. Sometimes behaviour is telling us that the learning is inaccessible, not that the pupil is being difficult.
[SHOW SLIDE: When Sanctions Are Appropriate]
Sometimes, despite your best efforts, sanctions become necessary. The key is using them thoughtfully, not reactively. Sanctions should be proportionate, related to the behaviour, and applied consistently with your school’s policy.
Most importantly, separate the behaviour from the child. You’re addressing what they did, not who they are. This preserves the relationship and maintains the supportive environment needed for learning.
[SHOW SLIDE: Key Takeaways]
Remember, every interaction is an opportunity to teach. Even when managing disruption, you’re modelling emotional regulation, problem-solving, and respectful communication. Your pupils are watching and learning from how you handle these challenging moments.
In your reading, you’ll explore specific techniques and see how these approaches align with current research and the Teachers’ Standards.
Reading
Managing Disruption Without Derailing Learning
Effective behaviour management during disruptions requires a sophisticated understanding of when and how to intervene. Research indicates 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 alongside pupils’ cognitive and social development.
Low-Level Corrective Approaches
The most effective disruption management strategies are those that address behaviour quickly and discretely, allowing learning to continue with minimal interruption:
Proximity and Non-Verbal Communication
- Position yourself near pupils who are beginning to go off-task
- Use eye contact, subtle gestures, or strategic positioning
- Research shows these approaches often resolve 70% of minor disruptions without verbal intervention
Private Redirection
- Approach pupils individually and speak quietly
- Restate expectations rather than highlighting the problem behaviour
- Use phrases like “Remember, we’re focusing on our writing now” rather than “Stop talking”
Tactical Ignoring
- Briefly ignore minor attention-seeking behaviour while acknowledging positive behaviour nearby
- Re-engage quickly when the pupil shows appropriate behaviour
- This prevents reinforcing disruptive behaviour through attention
> Evidence Insight: Newly qualified teachers report being most confident with rewards and preventative strategies, but often struggle with corrective approaches. Developing these skills early is crucial for classroom management success.
De-escalation Techniques for Maintaining Calm Environments
The DfE’s 2024 guidance emphasises creating calm, safe and supportive environments. When situations escalate, your response becomes critical in either defusing or intensifying the situation.
Core De-escalation Principles:
- Remain Calm and Regulated
- Your emotional state directly influences pupils’ responses
- Use slow, deep breathing to maintain your own regulation
- Model the behaviour you want to see
- Use Non-Threatening Body Language
- Maintain open posture and relaxed stance
- Position yourself at an angle rather than directly facing the pupil
- Keep hands visible and gestures minimal
- Employ Strategic Language
- Use “I” statements rather than “You” accusations
- Offer choices where appropriate: “Would you like to move to the quiet area or take some deep breaths here?”
- Focus on solutions rather than problems
- Provide Processing Time
- Allow pupils time to emotionally regulate before expecting compliance
- Avoid repeating instructions immediately
- Use silence effectively
Differentiated Strategies for SEND-Related Behaviour Needs
Understanding that behaviour is often communication is fundamental when supporting pupils with SEND. What appears as defiance may actually indicate:
- Communication difficulties: Pupil cannot express their needs or understand expectations
- Sensory processing issues: Environment is overwhelming or under-stimulating
- Executive function challenges: Pupil struggles with planning, organisation, or task switching
- Anxiety or trauma responses: Behaviour is a coping mechanism
Adaptive Strategies Include:
- Visual supports: Social stories, visual timetables, or behaviour expectation cards
- Environmental modifications: Reducing sensory input, providing fidget tools, or creating quiet spaces
- Task adjustments: Breaking instructions into smaller steps or providing additional processing time
- Movement integration: Planned movement breaks or standing desks
- Communication alternatives: Non-verbal signals or communication boards
Appropriate Use of Sanctions
While positive approaches should be your primary focus, sanctions sometimes become necessary. The Teachers’ Standards Part 2 requires that you treat pupils with dignity even when applying consequences.
Effective Sanctions Are:
- Proportionate: The consequence matches the severity of the behaviour
- Related: Clear connection between the behaviour and the consequence
- Consistent: Applied fairly according to your classroom and school policies
- Educational: Help pupils understand the impact of their choices
- Restorative: Focus on repairing relationships and learning from mistakes
Maintaining Relationships Through Sanctions:
- Address the behaviour, not the pupil’s character
- Explain the reasoning behind the consequence
- Provide opportunities for the pupil to demonstrate improved behaviour
- Follow up privately to rebuild the relationship
> Key Research Finding: Evidence suggests that personalised approaches work better than universal systems for intensive behaviour support, highlighting the importance of knowing your pupils and adapting your responses accordingly.
Activity
De-escalation Strategy Planning
Objective: Develop personalised de-escalation responses for common classroom disruption scenarios.
Time Required: 15 minutes
Instructions:
- Choose Three Scenarios (5 minutes)
Select three situations from your recent teaching experience or from these common examples:
- A pupil refuses to follow instructions during a lesson transition
- Two pupils have a disagreement during group work
- A pupil becomes frustrated and shouts during independent work
- A pupil repeatedly interrupts during whole-class discussion
- A pupil appears to deliberately ignore your requests
- Plan Your Response Strategy (8 minutes)
For each scenario, outline your approach using this framework:
Initial Response:
- What low-level corrective approach would you try first?
- How would you use proximity, non-verbal cues, or private redirection?
If Escalation Occurs:
- What de-escalation techniques would you employ?
- What specific language would you use?
- How would you maintain calm and provide processing time?
SEND Considerations:
- What underlying needs might be driving this behaviour?
- How could you differentiate your response?
Follow-up Action:
- How would you rebuild the relationship after the incident?
- What learning conversation might be needed?
- Reflect and Refine (2 minutes)
Consider:
- How do these strategies align with your school’s behaviour policy?
- What additional support or resources might you need?
- How will you practise these techniques to build confidence?
Expected Outcome: You will have three detailed response plans that you can refer to when similar situations arise, helping you move from reactive to proactive responses even during disruptions.
Extension: Share your scenarios and planned responses with a colleague or mentor for additional feedback and perspective.