Assessment information, records of incidents and successful interventions and staff comments are just some of the essential pieces of evidence you will need to plan the way forward with challenging students. How time-consuming is this step for you, and how accessible is the evidence?

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Justifying your actions or decisions is an essential part of effective behaviour management. So how do you demonstrate fairness and consistency in the teaching and learning environment?

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Today’s article is a reminder that your classroom rules, boundaries and expectations can be reinforced through careful use of language in verbal instructions, rewards and sanctions

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How effective are the behaviour plans you write for challenging students? This article offers some tips on the essential components of plans that really can make a positive change to challenging or disruptive behaviour

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Expecting an instant reaction to your instructions from some students may be a step too far! This bulletin looks at practical strategies to empower you and reduce confrontation

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’Zero tolerance’ is a phrase increasingly used in response to challenging behaviour – but what are the likely benefits and the possible consequences of such an approach?

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As behaviour policies and classroom rules are being finalised for the new term ahead, Behaviour Matters reminds staff of their responsibilities in ensuring compliance and consistency to the agreed policies

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Teachers are becoming increasingly convinced that that taking part in regular physical activity can have a significant impact on children’s behaviour. Crispin Andrews discusses

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Why does truancy remain a problem for some schools, and how far can hi-tech solutions help? Special Children looks at how e-registration might help

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Author: Gerald Haigh and Jane West

Primary Assemblies for the Global Dimension provides 40 primary school assemblies to add value to your school curriculum by bringing in the added aspect of global dimension

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Preparing the emotional and environmental details of the classroom for the next school year can have a very clear impact on pupil and teacher behaviour

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Schools have recognised that transition can be a stressful time. This issue we look at the ways schools help pupils prepare for the changes ahead and how you can manage transition for yourself

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Teachers must remember the need to share information about individual students, progress, needs and effective strategies

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Assess your own pupils strategies to prepare yourself for improving behaviour next year. This Behaviour Matters reminds you to include your own self-review in your preparations for next year

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Behaviour Matters looks at the benefits of considered classroom seating plans, since the layout and organisation of your teaching and learning area is a major factor in successful behaviour management

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Taking issues with pupils personally can lead to difficulties. This e-bulletin looks at how you can become more proactive and stand back to see the full picture

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As a quick reference point and a reminder of strategies, this Behaviour Matters lists the top 20 behaviour strategies to include in your toolbox of behaviour management techniques

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This ebulletin describes a practical strategy for involving pupils in a behaviour management process, which takes account different teaching and learning styles

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School classrooms no longer host one adult and a group of pupils – there are often a team of educational professionals working together, which can have detrimental affects on behaviour. This article offers practical advice and strategies to help all adults working in the classroom to be more effective in their management of behaviour

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This ezine raises the issue of how to repair or rebuild damaged relationships between teacher and student, resulting from difficult or challenging behaviour in the classroom

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Arguments with pupils can escalate quickly, so Dave Stott gives tips on how to defuse or control arguments with students, before they become out of control and cause permanent behaviour problems

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This article on social skills concludes Behaviour Matters’ series on how implementing the social and emotional aspects of learning (SEAL) initiative can have a positive effect on pupil behaviour

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Developing your pupils’ empathy can be an effective way to improve their behaviour. Dave Stott discusses, offering practical tips

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How can teachers motivate their pupils to improve their behaviour? Dave Stott continues the SEAL approach to improving classroom behaviour, offering practical tips

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A no-nonsense whole school approach to behaviour can be led from the top, says deputy headteacher David Morley, who here shares tips on how

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How can schools reach out to challenging pupils? Suzanne O’Connell looks at the government’s response to the problem of challenging behaviour, from a leadership perspective

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Effective anger management techniques for pupils can be led by their teacher. This Behaviour Matters continues to look at how SEAL can have a direct link to improving behaviour

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How can pupils’ self-awareness, one of the principal domains of the social and emotional aspects of learning (SEAL) initiative, contribute to improving their behaviour? Dave Stott explains

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Author: Edited by Deborah Michel

For regular and up-to-date information on social and emotional aspects of learning (SEAL), our newsletter Social and Emotional Learning Update can provide you with what you need, whether you have a primary or a secondary SEAL focus

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Author: Chris Ford

Are the boys in your school, your class or in the groups that come to you for support achieving less well than you think they should? Teach to Inspire Boys offers practical advice on how to inspire your male pupils at school

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Behaviour suffers when teachers don’t get to their classrooms on time, as pupils take advantage of the lack of supervision. Teachers’ timekeeping is therefore important, and can be made more efficient by planning and communication with colleagues

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Elizabeth Holmes looks further into the links between professional development and behaviour, focusing specifically on children with special educational needs and/or disabilities

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If ‘time-outs’, punishments and sanctions are not changing the behaviour of a pupil, what other options are there? Dave Stott discusses how to encourage pupils to reflect on, and change, their behaviour

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Sir Alan Steer’s interim report on behaviour is the springboard for this week’s focus: the links between professional development, teaching and learning, and behaviour

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When confronting problem behaviour there are some tips and techniques that will prove immediately useful; Dave Stott offers ideas which aimt to diffuse potentially volatile situations

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By monitoring behaviour — identifying patterns of disruption and collecting information over time — you will move some way towards finding a solution to behaviour problems. This ebulletin explains how to do this in an easy and effective manner

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Conduct disorder can be highly challenging to deal with at school. Special educational consultant Michael Farrell looks at the disorder in detail

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What is the first step in improving behaviour issues? The answer may surprise you — try an audit of your management style and learning environment. By acting on the findings, you may see an overall improvement in the way pupils approach learning — and each other

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What kind of interventions can you introduce as a SENCO to address pupils’ behaviour difficulties? Linda Evans discusses in her second e-bulletin on BESD (behavioural, emotional and social development)

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What can a fresh start bring to behaviour management? Here are some ideas and exercises to bring to the classroom every day in the pursuit of improved relationships with the students, led by renewed enthusiasm and perspective

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New beginnings are especially important for pupils whose behaviour is a cause for concern; this issue we’re thinking about the various elements of effective behaviour management for BESD (behavioural, emotional and social development) – including giving youngsters a chance to start with a clean slate

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Some might think that a positive learning environment would be an ineffective tool against aggression in pupils with social emotional behavioural difficulties. However, Michael Jones speaks to a school who believes that a nurturing and supportive environment is exactly what SEBD children need

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What can schools actually do about tackling self-harm at primary schools? Sue Morris discusses this in her second article on self-harm and suicidal behaviour in primary school children

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How can you use data records to analyse and tackle a student’s poor behaviour? Dave Stott looks at ways to keep accurate incident notes, and provides tips for resolving issues by looking at the patterns they reveal

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How will your response to disruptive pupils set the tone for their future behaviour? In this Behaviour Matters, author Dave Stott looks at appropriate reactions and the use of reflection sheets to conquer this common problem

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Academic standards can only be raised when behaviour is improved. Awaiting an Ofsted visit, headteacher John Viner continues his series on how staff at Drapers Mills Primary have worked together to raise standards

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We’ve been collecting your stories about the inspiring and encouraging experiences you’ve had at work during 2008. Here is a collection of the behaviour management themed responses you sent to the question, What has been your most positive experience at work this year?

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How do you avoid arguments with students? Some students will always answer back, but there are subtle ways of communication that can help you avoid giving them the opportunity, says Dave Stott

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What should your next step be when a pupil ignores a clear instruction in the classroom? Behaviour Matters explores this common dilemma, offering the 3 Reminder Rule as a solution while reminding teachers that positivity encourages obedience

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An obvious way of managing behaviour is to punish the bad and reward the good. But teachers must maintain an effective balance, being especially vigilant about continuing to reward those pupils who are consistently well behaved, warns Dave Stott

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