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For example, here’s a bullet point list instructing pupils how to use mini-whiteboards: • Write your answer on the MWB. • Turn the MWB over so it is face down. • Put the MWB pen down. • Don’t look at anyone else’s answer. • On my cue, show me your answer. Another benefit of displayed information is that it acts as an ongoing reminder of what to do. Narrate compliance This is where you publicly describe the actions of the pupils who are behaving appropriately. For example: • This group is silent and tracking me. As is this group. That’s how we do things in this classroom. • James is sitting with his book open, ready to learn. As is Chaya, as is Anita, as is Michael. • The majority of you have already picked up your pens and are ready to work. Narrating compliance has three benefits. First, it has perfect timing. You’re reminding the pupils at the precise moment they need to know. Second, it leverages social proof and thus prompts pupils to align their behaviour to those around them. Third, it helps to normalise appropriate behaviour so that it becomes a fixed feature of your classroom culture. TP Robin Launder is a behaviour management trainer and speaker. His new book, Brilliant Behaviour in 60 Seconds or Less (£18.99, Routledge), is out now. behaviourbuddy.co.uk Display key information Display the key information for your lesson visually, and then explain that information. Flow diagrams, numbered lists and bullet points work very well. 3 steps to better behaviour Reduce wriggle room Wriggle room is the gap between your clarity and the pupils’ understanding. It’s the space where pupils can claim, genuinely or not, that they don’t know what to do. The less wriggle room there is, the less easy it is to make that claim. Presence and clarity will help you close that gap. Just-in-time reminding The best time to remind pupils of what to do is just before the required behaviour – this is called just-in-time reminding. Limit yourself to three pieces of information, so you don’t cause cognitive overload. Check for understanding There are many ways to check for understanding (mini whiteboards, thumbs up or down, traffic lights, etc), but the most common is random sampling. That is, you get one or two pupils to explain in their own words what it is you’ve just said. It’s helpful to choose a pupil who doesn’t always pay as much attention as they might. www.teachwire.net | 23 F EATURE S BEHA V I OUR