Like equipment is always one, right. And then you can get you can get the extremes where you’re in a detention for forgetting your parent, and you get the other other extreme where it’s just a teacher just dishing out equipment left, right and centre. And it’s very easy to get kind of hung up on this. But I guess without putting words into your mouth, follow it following the school policy feels important. Try not to disrupt lesson time in the moment, but also having that kind of follow up. So so the kids kind of know what the rules are, and what are what would that be fair? This seems like a reasonable strategy to some extent. If you are a professional who knows a good deal about history or arithmetic but little about running a room (or worse, you don’t know that it’s a skill set at all), then it’s perfectly reasonable to do the thing you are good at, and crucially the thing you believe you are being paid for.

After reading the book, I am more confident that these routines support my students’ learning. I’m going to go further this term and trial practising the routines more regularly. So instead of going through them at the start of the term, going through them at least twice a term. The book emphasised that routines need to be taught, practised and re-taught BEFORE a problem occurs. Don’t wait for an issue to arise to re-teach a routine. Students tend to learn better when they are more intrinsically motivated than extrinsically motivated." Both still important. Well, it gives me great pleasure to welcome Mr. Tom Bennett to the tips for teachers podcast. Hello, Tom. How are you?Throughout, the concept of firefighting is used to demonstrate the need to make behaviour strategies preventative – to be proactive rather than reactive when it comes to poor behaviour. The unifying thread of the text is that prevention is better than cure – that “a fence at the top of a cliff is preferable to an ambulance at the bottom”. However, some of his anecdotes can drag on, particularly when the point and example already perfectly illustrated it. Regardless, what he says is spot on and does work if one perseveres at using his methods in the classroom. The book talks a lot about how people’s behaviours can be different when they are by themselves and in different group situations. A classroom and a school are large group situations and teachers need to create and sustain a culture where it is the norm to do the right thing. I’ve always been a big fan of routines and Running the Room reaffirmed this practice for me. Explicit routines prevent behaviour problems from arising and helps create the class culture and norms. My classes have routines for starting a lesson, ending a lesson, entering different classrooms, how to transition between activities, etc. I have sometimes thought I was going overboard with the routines in terms of their detail and how we actually acted them out. E.g. We would practise how to line up, enter the classroom, etc. We go through these routines and practice them at the start of every term.

Well, that’s very first first one and then we’ve had That’s brilliant. That’s brilliant. That’s, well, I’ll put links anyway to all your stuff in the show notes. But somebody it’s always Always a pleasure speaking to you. Thanks so much for Jason’s Some common behaviour myths' include: 'Some people have got it' ('the sin of essentialism - that teaching is an innate gift rather than something can be learned') and 'Kids need love, not boundaries' ('They need both. Boundaries without love is tyranny but love without boundaries is indulgence').All this is accompanied by strategies, tips and solid advice, bringing together the best of what we know works. It should save teachers old or new from reinventing or rediscovering things, improving their lives and those of their pupils. We must act respectfully towards the vast plurality of value systems from which our students emerge ... it does mean teaching them to appreciate that the classroom - your classroom - has its own culture, and that here, if nowhere else, these specific values and beliefs should be held, and demonstrated through behaviour. It is specific to the space in which you teach.' Twenty years ago this month the Channel 4 documentary series Faking It made its début. You can see it now on the All 4 app, and it's very enjoyable entertainment, conceived well before the deluge of 'real life' transformation series of recent years. Currently he is the Director and founder of researchED, a grass-roots organisation that aims to make teachers research-literate and pseudo-science proof.