Questions on Behaviour: Building Classroom Confidence as an Early Career Teacher: Q&As for ECTs
Editat de Sarah Johnsonen Limba Engleză Hardback – 14 aug 2026
Every teacher faces moments of uncertainty when managing behaviour in the classroom and for Early Career Teachers (ECT) these challenges can feel especially daunting. Drawing on insights from a diverse panel of behaviour experts, this dip-in-and-out guide navigates these complexities with confidence, compassion and curiosity, offering practical strategies rooted in real-life classroom experiences.
Each chapter provides actionable advice on topics ranging from classroom organisation and conflict resolution to handling individual and group behaviours. The guide goes beyond surface-level solutions, encouraging you to consider the ‘why’ behind behaviour while demystifying key concepts like ‘warm/strict’ approaches and trauma-informed practices. Contributors bring a wealth of expertise and lived experiences and, while perspectives may sometimes challenge your thinking, they collectively shape a classroom where every child feels safe, valued and ready to learn. Case studies and reflections from the editor further invite you to deepen your understanding of the roots of behaviour and to strengthen your classroom practice.
Whether you’re learning to establish routines, build connections, or navigate moments of disruption, Questions on Behaviour equips you with the tools to create a calm and inclusive learning environment. It will support you at every step of your teaching journey and is essential reading for ECTs, as well as a valuable staffroom resource for all educational settings.
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Specificații
ISBN-13: 9781032971551
ISBN-10: 103297155X
Pagini: 170
Ilustrații: 10
Dimensiuni: 138 x 216 mm
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Q&As for ECTs
Locul publicării:Oxford, United Kingdom
ISBN-10: 103297155X
Pagini: 170
Ilustrații: 10
Dimensiuni: 138 x 216 mm
Ediția:1
Editura: Taylor & Francis
Colecția Routledge
Seria Q&As for ECTs
Locul publicării:Oxford, United Kingdom
Public țintă
Professional Practice & DevelopmentRecenzii
"This is a book I wish I had had at the start of my teaching career and one I will be happy to recommend to the many people I work with who support early careers teachers. I know both from personal experience and from extensive work in ITT and the early career phase that behaviour worries are amongst the biggest barriers to making progress as a new teacher. Behaviour is also one of the the issues that has the biggest impact on wellbeing and emotional resilience. I particularly like the way the book uses a range of authors and perspectives to really dig into the underlying causes and helps build a fuller, more informed sense of the pupil as an individual with complex life circumstances impacting on how they show up." - Samantha Twiselton, Emeritus Professor and Former Founding Director of Sheffield Institute of Education (SIoE)
“This is a refreshing book, encouraging teachers to reflect on behaviour with positive relationships, strength-based approaches and wellbeing, at its heart. Providing a variety of perspectives shows that there is not one way of supporting pupils; voicing this is powerful! It allows readers to reflect on their own practice, while developing their understanding further, in a way that works for them, their pupils and their context. The key message for me was ‘behaviour is not something to be managed but something to be made sense of to support’ and this book provides us with the tools to do just that.” - Rachel Thynne, SEMH Outreach Lead Teacher and author of Behaviour Barriers and Beyond and Understanding Anxiety at School
“This is a refreshing book, encouraging teachers to reflect on behaviour with positive relationships, strength-based approaches and wellbeing, at its heart. Providing a variety of perspectives shows that there is not one way of supporting pupils; voicing this is powerful! It allows readers to reflect on their own practice, while developing their understanding further, in a way that works for them, their pupils and their context. The key message for me was ‘behaviour is not something to be managed but something to be made sense of to support’ and this book provides us with the tools to do just that.” - Rachel Thynne, SEMH Outreach Lead Teacher and author of Behaviour Barriers and Beyond and Understanding Anxiety at School
Notă biografică
Sarah Johnson is the founder and Director of Phoenix Education Consultancy, which works alongside educational establishments to identify their strengths and address gaps to improve outcomes for children and young people. With over twenty years of senior leadership experience across mainstream, alternative provision, and hospital education settings, she brings a depth of practical, relational understanding to questions of behaviour that few can match.
Sarah is President of PRUsAP, the national body for Pupil Referral Units and Alternative Provision, and sits on Department for Education stakeholder groups for both AP and SEND. She is a member of the Special Education Consortium and a trustee of Bromley Y, a mental health charity supporting young people in South London. Her previous roles have included Director of Inclusion for a large primary school and Head of a Secondary Pupil Referral Unit. She has also taught internationally, including in Uganda, which has deepened her commitment to culturally responsive, inclusive practice.
Sarah is President of PRUsAP, the national body for Pupil Referral Units and Alternative Provision, and sits on Department for Education stakeholder groups for both AP and SEND. She is a member of the Special Education Consortium and a trustee of Bromley Y, a mental health charity supporting young people in South London. Her previous roles have included Director of Inclusion for a large primary school and Head of a Secondary Pupil Referral Unit. She has also taught internationally, including in Uganda, which has deepened her commitment to culturally responsive, inclusive practice.
Cuprins
Acronyms
About the Editor
About the Contributors
Chapter One: I’m Here to Teach, Not Deal with Behaviour
· Why Do I Feel Like This?
· Teaching Behaviour is Also Teaching
· Do We Need Experts?
· Understanding Behaviour Across Time
· What You Can Do Now
· How to Use this Book, for ECTs and Beyond
· Do All Contributors Agree with One Another?
Chapter Two: Starting From You
· Mental Health, Resilience, and the Work of ‘Showing Up’
· How Can I Manage My Workload Effectively to Prevent Burnout? Steve Waters
· How Can I Advocate for Myself When My Wellbeing is Being Compromised by School Demands? Steve Waters
· How Can I Handle Difficult Classroom Situations While Preserving My Mental Wellbeing? Steve Waters
· What Can I Do When I’m Struggling to Balance Lesson Planning, Marking, and Managing Behaviour? David Didau
· How Can I Find Joy in Teaching and Truly Celebrate the Positive Impact I Have on My Students’ Lives, Especially when the Challenges of the Classroom Sometimes Feel Overwhelming? Sarah Stevens
· Further Support: Wellbeing Organisations For Educators (UK)
Chapter Three: Schools and Trust as Organisations
· How Do Schools Actually Work? James Handscombe OBE
· How Can I Promote the Ethos of a School as an ECT? By Haili Hughes
· What Is the Role of the Wider Trust in Behaviour in My Classroom? Matt Morris
· What Can We Learn from Special Schools about Behaviour? Matt Morris
· Why Do Leaders Make the Decisions they Do? Suspension and Permanent Exclusion Emma Dodds
· What Can PRU and AP Teach Us about Behaviour? Zoe Johal
· How Can I Effectively Collaborate with Colleagues and Support Staff to Maintain a Consistent Approach to Student Behaviour? Dr Haili Hughes
· What Does the Local Authority Have to Do with Behaviour in My Class? Mervin Cato
Chapter Four: Classrooms, Conflict and Creating a Culture of Safety
· What Can We Learn from the Early Years about ‘Behaviour’? Dr. Sue Allingham
· How Can I Create a Culture of Safety and Certainty through Design? Enzo Vullo
· What Does Teaching Have to Do with Behaviour? Phillip Salisbury
· How Do I Create a Positive Classroom Culture? David Didau
· How Do I Handle Conflicts between Students in a Way that Promotes Inclusion? Krupa Patel
· What Should I Consider when Implementing Behaviour Policies to Ensure that Students’ Emotional and Physical Wellbeing are Protected? Krupa Patel
· What Do I Do When the Rest of the Class Starts Copying Negative Behaviour? David Didau
· How Do I Manage When I’ve Not Had Much Support with Classroom Behaviour Routines? David Didau
· What Should I Consider when Grouping Students to Support Behaviour and Engagement? Philip Salisbury
· When Is Banter, Not Banter? Richard Clutterbuck
· As an ECT, How Can I Tackle Misogyny in the Classroom? Richard Clutterbuck
Chapter Five: Children as Individuals
· How Can I Engage the Disengaged? Phil Beadle
· How Can I Support Students Who Have Experienced Trauma? Krupa Patel
· Is It My Fault that My Students’ Behaviour Is So Poor? David Didau
· Should Students Be Punished for Breaking School Rules? David Didau
· What Strategies Can I Use to Support Children Exhibiting Challenging Behaviours without Asking Children to Leave the Class? Jenene Morgan
· How Do You Know When a Behaviour Issue Might Actually be an Unmet Special Educational Need and How Do You Support Behaviour for a Pupil Awaiting Assessment or Diagnosis? Cassie Young
· What Are Some Common Misunderstandings Teachers Have about Behaviour and SEND, and How Can We Reframe Them? Georgina Durrant
· What Can I Do to Support White Working-Class Boys? Phil Beadle
· What Has Aspirations Got to Do with Behaviour? Clive Hill
Chapter Six: Children and Their Parents/Carers
· How Do Carers Find Out about Behaviour in School? Dr Dan Owen
· How Can I Involve Parents and Carers in Supporting Safeguarding and Positive Behaviour at School? Richard Clutterbuck
· How Can ECTs Build Strong Relationships with Parents, and Why Does This Matter for Behaviour and Learning? Phillip Salisbury
· As a New Teacher, How Do I Talk with Carers about Behaviour without the Conversation Becoming Negative or Adversarial? Dr. Dan Owen
· What If I Say the Wrong Thing? Hannah Hall
· How about When Engagement from Parents/Carers Is Low? Hannah Hall
· How Can I Work with Parents and Carers to Understand and Support the Behaviour of Pupils with SEND? Georgina Durrant
Chapter Seven: A Focus on Safeguarding
· Behaviour and Safeguarding Overlaps
· What Is the Role of School Policies in Safeguarding Students, and How Can I Apply them as an ECT? Sara Alston
· How Can I Recognise and Respond to Safeguarding Concerns in the Classroom? Sara Alston
· What Steps Should I Take to Maintain a Safe Learning Environment while Managing Student Behaviour? Krupa Patel
Chapter Eight: Integrating Perspectives
· Behaviour Isn’t Just about the Children
· Thinking about Practice
· Case Study 1: The Chaos Classroom
· Case Study 2: The “Difficult” Parent
· Case Study 3: Behaviour or Safeguarding, Professional Curiosity
· Case Study 4: Being Undermined by Another Teacher
· Case Study 5: I Said the Wrong Thing
· Behaviour as Care
· Building your Own Framework
· Final Thoughts
Index
About the Editor
About the Contributors
Chapter One: I’m Here to Teach, Not Deal with Behaviour
· Why Do I Feel Like This?
· Teaching Behaviour is Also Teaching
· Do We Need Experts?
· Understanding Behaviour Across Time
· What You Can Do Now
· How to Use this Book, for ECTs and Beyond
· Do All Contributors Agree with One Another?
Chapter Two: Starting From You
· Mental Health, Resilience, and the Work of ‘Showing Up’
· How Can I Manage My Workload Effectively to Prevent Burnout? Steve Waters
· How Can I Advocate for Myself When My Wellbeing is Being Compromised by School Demands? Steve Waters
· How Can I Handle Difficult Classroom Situations While Preserving My Mental Wellbeing? Steve Waters
· What Can I Do When I’m Struggling to Balance Lesson Planning, Marking, and Managing Behaviour? David Didau
· How Can I Find Joy in Teaching and Truly Celebrate the Positive Impact I Have on My Students’ Lives, Especially when the Challenges of the Classroom Sometimes Feel Overwhelming? Sarah Stevens
· Further Support: Wellbeing Organisations For Educators (UK)
Chapter Three: Schools and Trust as Organisations
· How Do Schools Actually Work? James Handscombe OBE
· How Can I Promote the Ethos of a School as an ECT? By Haili Hughes
· What Is the Role of the Wider Trust in Behaviour in My Classroom? Matt Morris
· What Can We Learn from Special Schools about Behaviour? Matt Morris
· Why Do Leaders Make the Decisions they Do? Suspension and Permanent Exclusion Emma Dodds
· What Can PRU and AP Teach Us about Behaviour? Zoe Johal
· How Can I Effectively Collaborate with Colleagues and Support Staff to Maintain a Consistent Approach to Student Behaviour? Dr Haili Hughes
· What Does the Local Authority Have to Do with Behaviour in My Class? Mervin Cato
Chapter Four: Classrooms, Conflict and Creating a Culture of Safety
· What Can We Learn from the Early Years about ‘Behaviour’? Dr. Sue Allingham
· How Can I Create a Culture of Safety and Certainty through Design? Enzo Vullo
· What Does Teaching Have to Do with Behaviour? Phillip Salisbury
· How Do I Create a Positive Classroom Culture? David Didau
· How Do I Handle Conflicts between Students in a Way that Promotes Inclusion? Krupa Patel
· What Should I Consider when Implementing Behaviour Policies to Ensure that Students’ Emotional and Physical Wellbeing are Protected? Krupa Patel
· What Do I Do When the Rest of the Class Starts Copying Negative Behaviour? David Didau
· How Do I Manage When I’ve Not Had Much Support with Classroom Behaviour Routines? David Didau
· What Should I Consider when Grouping Students to Support Behaviour and Engagement? Philip Salisbury
· When Is Banter, Not Banter? Richard Clutterbuck
· As an ECT, How Can I Tackle Misogyny in the Classroom? Richard Clutterbuck
Chapter Five: Children as Individuals
· How Can I Engage the Disengaged? Phil Beadle
· How Can I Support Students Who Have Experienced Trauma? Krupa Patel
· Is It My Fault that My Students’ Behaviour Is So Poor? David Didau
· Should Students Be Punished for Breaking School Rules? David Didau
· What Strategies Can I Use to Support Children Exhibiting Challenging Behaviours without Asking Children to Leave the Class? Jenene Morgan
· How Do You Know When a Behaviour Issue Might Actually be an Unmet Special Educational Need and How Do You Support Behaviour for a Pupil Awaiting Assessment or Diagnosis? Cassie Young
· What Are Some Common Misunderstandings Teachers Have about Behaviour and SEND, and How Can We Reframe Them? Georgina Durrant
· What Can I Do to Support White Working-Class Boys? Phil Beadle
· What Has Aspirations Got to Do with Behaviour? Clive Hill
Chapter Six: Children and Their Parents/Carers
· How Do Carers Find Out about Behaviour in School? Dr Dan Owen
· How Can I Involve Parents and Carers in Supporting Safeguarding and Positive Behaviour at School? Richard Clutterbuck
· How Can ECTs Build Strong Relationships with Parents, and Why Does This Matter for Behaviour and Learning? Phillip Salisbury
· As a New Teacher, How Do I Talk with Carers about Behaviour without the Conversation Becoming Negative or Adversarial? Dr. Dan Owen
· What If I Say the Wrong Thing? Hannah Hall
· How about When Engagement from Parents/Carers Is Low? Hannah Hall
· How Can I Work with Parents and Carers to Understand and Support the Behaviour of Pupils with SEND? Georgina Durrant
Chapter Seven: A Focus on Safeguarding
· Behaviour and Safeguarding Overlaps
· What Is the Role of School Policies in Safeguarding Students, and How Can I Apply them as an ECT? Sara Alston
· How Can I Recognise and Respond to Safeguarding Concerns in the Classroom? Sara Alston
· What Steps Should I Take to Maintain a Safe Learning Environment while Managing Student Behaviour? Krupa Patel
Chapter Eight: Integrating Perspectives
· Behaviour Isn’t Just about the Children
· Thinking about Practice
· Case Study 1: The Chaos Classroom
· Case Study 2: The “Difficult” Parent
· Case Study 3: Behaviour or Safeguarding, Professional Curiosity
· Case Study 4: Being Undermined by Another Teacher
· Case Study 5: I Said the Wrong Thing
· Behaviour as Care
· Building your Own Framework
· Final Thoughts
Index
Descriere
With contributions from a panel of behaviour experts, this book explores the reasons behind behaviour and offers actionable advice for handling disruptions with confidence. It covers a range of topics from organisation and conflict resolution to inclusive learning environments and is essential reading for ECTs.