Behaviour Scenarios

1
Behaviour Scenarios

• A specially commissioned set of resources for
  tutors, school mentors and trainee teachers
• Scenario 4 Identifying behaviour hotspots

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Scenario 4

• Identifying behaviour hotspots
• You have a storage area in your classroom and
  each time the pupils go there to collect
  materials they push and shove each other.
• What can you do to improve some of the
  features of classroom layout that affect
  behaviour?

3
Key Learning Outcomes

• An understanding of the impact of classroom
  layout and organisation on learning
• Modelling and practising relevant strategies to
  reduce disruption and maximise learning through
  improved classroom organisation

4
What do you do?

• Ban pupils from going to the storage area without
  permission.
• Only allow one pupil at a time to go there.
• Set up a rota for monitors to supervise the area.
• Keep any pupils who misbehave in at break.
• Plan for movement, agree ground rules and train
  pupils to use the storage area properly.
• Ask your Teaching Assistant to supervise the
  storage area.
• Have the materials you need for the lesson more
  accessible and where you can see them.

5
What may be the best choice?
5. Plan for movement, agree ground rules and
train pupils to use the storage area properly If
this situation has arisen before, you will be
able to anticipate future problems and plan to
avoid them. Agreeing clear rules with pupils and
training them to abide by them is an important
process for improving all behaviour for learning.
7. Have the materials you need for the lesson
more accessible and where you can see them.
This will help you too - but it is not a long
term solution that addresses the underlying cause
of the behaviour.
6
How might you prevent a recurrence?

• When establishing classroom routines
• ensure you have clear sight-lines in your
  classroom and constantly scan the room to
  anticipate and avoid problems.
• check that pupils can see you, boards, displays
  etc without straining from each part of the room.
• move around the classroom from time to time so
  that you cover all areas and your presence and
  authority are felt.
• pay attention to features which affect behaviour
  including seating plans, positioning of resources
  and storage areas, location of black/whiteboards,
  access (for you and the pupils) and storage of
  coats/bags if these are brought into the room.
• rearrange the room to suit the activity. But if
  you share the room come an agreement about a
  basic layout which you return to at the end of
  the lesson. Agree and publish a basic layout on a
  notice board.

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Underlying principles

• Many architectural manuals have been written on
  this topic, yet few classrooms are ideal.
• Treat classroom layout flexibly and adapt it
  according to the activity. You should plan layout
  and change it where necessary but respect the
  needs of other users of the room.
• Arranging pupil movement into, out of and, where
  appropriate, around the classroom in an orderly
  and safe way is a key principle for improving
  behaviour for learning.
• The special needs of some pupils must also be
  accommodated in any classroom layout.

8
Rights and Responsibilities

• Teachers are responsible for the organization of
  their classrooms, but there are constraints to
  take into account such as shortage of space,
  school polices, and the wishes of others who use
  the classroom.
• Behaviour for learning can be improved by
  improving and applying classroom routines which
  should be agreed by all members of the classroom
  community
• Pupils should also take some responsibility for
  classroom organisation which will improve their
  behaviour.

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Activities to try

• Observe some lessons with a particular eye on how
  the classroom layout affects behaviour for
  learning. Ask other teachers for any tips and
  ideas.
• Vary the organisation of a classroom for two
  different activities. Draw up a seating plan for
  each and practise how to make this change with
  minimal disruption to the lesson. Ask a
  colleague to give feedback on your effectiveness
• Spend time at break and lunchtime observing the
  way pupils behave as they move unsupervised
  around the school and in the play areas. Can you
  identify any behaviour hot spots where anti
  social behaviour is more common. What do you
  notice that will help you plan routines and
  organisation of movement in the classroom?

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Want to find out more?References to the B4L site

• Learning and Teaching Scotland - Evaluating the
  Physical Organisation of the Classroom
• B4L Resource - Students experiences of how they
  improved their own practice
• Teachers TV - Classroom Swap - English and Drama
• Teachers TV - Simrit and Victoria Classroom
  layout (Year 3)
• Teachers TV - All Change Transforming the
  classroom
• Teachers TV - FE Teaching for the Future - A
  Wake Up Call

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Conclusions

• What is the key message have you gained from this
  scenario material?
• How might you apply this approach in your own
  practice in school.
• Further insights and notes for tutors and mentors
  are available on the website

Updated August 2009