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Running the Room: The Teacher's Guide to Behaviour

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Luke's mission for every patient is for them to have the confidence to reach higher performance or happiness than they were pre-injury. 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. The danger of over-focussing on poorly-behaved children: 'I've seen schools where coaches have been hired for students as a reward trip to some theme park, and every seat is occupied by a little rascal/pirate, and all the well-behaved children left behind are gazing at them through the window and thinking 'Who do I have to punch to get on that?'' Like all teachers, I’ve kept students in for detentions, called parents for misbehaviours and placed students on behaviour contracts. These things are bound to happen. Running the Room recommends planning and scripting how you will do these things BEFORE you have to do them. The purpose is to have a basic scaffold of what you are going to say and how you will respond in these situations. If you are an early career teacher, you can try role playing and practising what you are going to say to students/parents with a more experienced teacher. In many ways, there is nothing revolutionary here. What is important is the emphasis on behaviour needing to be taught, not told. Bennett maintains this is a systematic process like any other transference and retention of knowledge. He makes the allegedly intangible, tangible; asserting (correctly, in my opinion) that this approach takes the guesswork out of behaviour management and facilitates better learning for all. New teachers are far too often left to discover independently how to run the room, which leads inevitably to exhaustion and disillusion – and ultimately, poor retention of teaching personnel.

With further qualifications as a Strength and Conditioning Coach and as a Reformer Pilates instructor, Luke is able to utilise this knowledge in developing a rehabilitation program to suit everyone from weekend warriors to elite athletes. Be organised and plan ahead so that it is easy for students to behave and hard for them to misbehave. During the October school holidays, I read Running the Room: The Teacher’s Guide to Behaviour by Tom Bennett. As indicated in the title, the book is on managing student behaviour in the classroom. I’ve been teaching for nearly 13 years and I don’t think I have nailed classroom management (but I don’t think any teacher can say they have perfected any part of their practice, in any stage of their career). Classroom management is complex and this book offers lots of evidence-informed and practical strategies for all teachers, regardless of their experience and career stage, in a non-preachy way. The key messages I got from the book are It’s all presented in a very amenable fashion. He is clear up right up front: “ None of this makes me any better than a good teacher in any school.” He also shares brilliant anecdotes from his time on the front line, like this one:He is an extrovert and part of the reason he loves the profession so much is that he gets to communicate with people from all walks of life. He has an empathetic ear and is always willing to listen. He is always looking to expand his growing networks and build relationships within a multidisciplinary team to improve his practice but more importantly his patient care. Good behaviour is the beginning of great learning. All children deserve classrooms that are calm, safe spaces where everyone is treated with dignity. Creating that space is one of the most important things a teacher needs to be able to do. But all too often teachers begin their careers with the bare minimum of training – or worse, none. How students behave, socially and academically, dictates whether or not they will succeed or struggle in school. Every child comes to the classroom with different skills, habits, values and expectations of what to do. There’s no point just telling a child to behave; behaviour must be taught. Behaviour is a curriculum. This simple truth is the beginning of creating a classroom culture where everyone flourishes, pupils and staff. Luke was born and raised in Tasmania, Australia making the move to London in 2022. Luke developed a passion for the human body after several long term personal sporting injuries and this led him to pursue studies in Exercise Science and Physiotherapy. They need to run the room… If the teacher does not run it, the students will, because power abhors a vacuum. And if you permit students to do as they please, then ask how you would have behaved in such circumstances as a child?”

Since 2022, Will developed a love for running for the benefits for his mental and physical wellbeing. He is one of those people who enjoys the mental clarity from a long run without any music, he says it's "meditation" for him. But he also enjoys going to run clubs around London and connecting with the community of like-minded people. 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. Create a class culture where it is the norm for students to behave in a way that lets them and others learn.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'). Below are some of the routines for my Year 7 class, which I have further adjusted after reading the book, such as specifying the number of minutes that students must arrive to class after the bell (so there are no misunderstandings).

Like many people Luke turned to running during COVID and has been hooked ever since. He saw a massive change in his own physical and mental health, as well as the positive changes that outdoor exercise was having on the wider community during a tough time. 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.

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Nuno has moved to the UK in the past 3 years to pursue his passion for helping individuals achieve their goals and helping to facilitate them in reaching their highest potential. Nuno believes in practicing what you preach and would never advise anything he hasn’t tried himself. 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. And he is also the Department for Education’s “Behaviour Advisor”. In this role he has carried out a number of projects, including a r eview of behaviour management in schools that culminated in his report “ Creating a culture: how school leaders can optimise behaviour”. The value of 'scripts' (preparing in advance what you want to say, so that you can lean on these when under pressure, such as when phoning a parent for a difficult conversation). You cannot judge a person's technique by simply watching them in the moment, if they have taught the class for some time. Much of what they have done to build these great relationships has been done in the past. All you are seeing is the fruit of their labour. So don't judge yourself against this, or simply try to copy it.'

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