Classroom Management

A stronger class community is built when pupils also begin to matter to one another.

Every pupil needs repeated experiences of being noticed by the adult in the room. But some pupils can be quiet, more avoidant, harder to reach, or mainly noticed only when something has gone wrong.

How will we get back to being that class when learning, behaviour or relationships become difficult?

Every September, teachers spend time setting expectations with a new class. Sometimes those expectations become a list of rules that pupils can repeat but do not really feel part of.

n the first few days, teachers and pupils are already beginning to answer those questions through the way they enter the room, listen, take risks, recover from mistakes and treat one another.

Creating genuinely inclusive schools is no longer an optional aspiration; it is a core educational responsibility and one endorsed by the UK government. Yet, many teachers and leaders know from experience that inclusion often falters not because of lack of goodwill, but because the practical steps required to make it succeed are not always clear. However, inclusive practice can flourish when certain conditions are in place. Schools that achieve strong outcomes for pupils with

The key to building strong teacher-to-student and student-to-student relationships with a new class is by establishing a positive classroom culture. Psychological research in education often highlights the best approach is to set-up a framework or “class community agreement” with students in the first weeks of term. This means that that class as a whole should strive to: Establish shared goals the group finds meaningful. Build psychological safety by agreeing on how to treat