{"id":6310,"date":"2025-08-18T16:24:57","date_gmt":"2025-08-18T16:24:57","guid":{"rendered":"https:\/\/www.ebtd.education\/?p=6310"},"modified":"2025-09-01T13:44:41","modified_gmt":"2025-09-01T13:44:41","slug":"%e0%a6%b6%e0%a7%8d%e0%a6%b0%e0%a7%87%e0%a6%a3%e0%a7%80%e0%a6%95%e0%a6%95%e0%a7%8d%e0%a6%b7%e0%a7%87%e0%a6%b0-%e0%a6%86%e0%a6%9a%e0%a6%b0%e0%a6%a3%e0%a7%87%e0%a6%b0-%e0%a6%a8%e0%a6%bf%e0%a6%b0%e0%a7%8d","status":"publish","type":"post","link":"https:\/\/www.ebtd.education\/bd\/%e0%a6%b6%e0%a7%8d%e0%a6%b0%e0%a7%87%e0%a6%a3%e0%a7%80%e0%a6%95%e0%a6%95%e0%a7%8d%e0%a6%b7%e0%a7%87%e0%a6%b0-%e0%a6%86%e0%a6%9a%e0%a6%b0%e0%a6%a3%e0%a7%87%e0%a6%b0-%e0%a6%a8%e0%a6%bf%e0%a6%b0%e0%a7%8d\/","title":{"rendered":"\u09a4\u09c1\u09ae\u09bf \u098f\u0995\u09be \u09a8\u0993: \u09b6\u09cd\u09b0\u09c7\u09a3\u09c0\u0995\u0995\u09cd\u09b7\u09c7\u09b0 \u0986\u099a\u09b0\u09a3\u09c7\u09b0 \u099c\u09a8\u09cd\u09af \u098f\u0995\u099f\u09bf \u09a8\u09a4\u09c1\u09a8 \u09b6\u09bf\u0995\u09cd\u09b7\u0995 \u09a8\u09bf\u09b0\u09cd\u09a6\u09c7\u09b6\u09bf\u0995\u09be"},"content":{"rendered":"\n\t\t<div id=\"fws_69fe3dad93ec0\"  data-column-margin=\"default\" data-midnight=\"dark\"  class=\"wpb_row vc_row-fluid vc_row\"  style=\"padding-top: 0px; padding-bottom: 0px; \"><div class=\"row-bg-wrap\" data-bg-animation=\"none\" data-bg-animation-delay=\"\" data-bg-overlay=\"false\"><div class=\"inner-wrap row-bg-layer\" ><div class=\"row-bg viewport-desktop\"  style=\"\"><\/div><\/div><\/div><div class=\"row_col_wrap_12 col span_12 dark left\">\n\t<div  class=\"vc_col-sm-12 wpb_column column_container vc_column_container col no-extra-padding inherit_tablet inherit_phone \"  data-padding-pos=\"all\" data-has-bg-color=\"false\" data-bg-color=\"\" data-bg-opacity=\"1\" data-animation=\"\" data-delay=\"0\" >\n\t\t<div class=\"vc_column-inner\" >\n\t\t\t<div class=\"wpb_wrapper\">\n\t\t\t\t\n<div class=\"wpb_text_column wpb_content_element \" >\n\t<div class=\"wpb_wrapper\">\n\t\t<h1 data-start=\"237\" data-end=\"678\">You\u2019re Not Alone: A New Teacher\u2019s Guide to Classroom Behaviour<\/h1>\n<p data-start=\"237\" data-end=\"678\">If you\u2019re a newly qualified teacher, you\u2019ve probably already had <em data-start=\"302\" data-end=\"308\">that<\/em> lesson. The one where the class wouldn\u2019t settle, three students tested the boundaries, and you went home wondering whether you\u2019re cut out for this job. First things first: <strong data-start=\"481\" data-end=\"503\">you are not alone.<\/strong> Every teacher, no matter how experienced, has faced behaviour challenges. The good news? Behaviour <em data-start=\"603\" data-end=\"608\">can<\/em> improve \u2013 and there\u2019s a strong body of evidence to show what works.<\/p>\n<p data-start=\"680\" data-end=\"828\">In this blog, we\u2019ll explore <strong data-start=\"708\" data-end=\"734\">what the research says<\/strong> about behaviour, why children misbehave, and \u2013 most importantly \u2013 what you can do about it.<\/p>\n<hr data-start=\"830\" data-end=\"833\" \/>\n<h2 data-start=\"835\" data-end=\"866\">Why Do Children Misbehave?<\/h2>\n<p data-start=\"867\" data-end=\"1146\">It\u2019s tempting to see poor behaviour as simple defiance. But in reality, behaviour is communication. The Education Endowment Foundation (EEF) reminds us that pupils\u2019 actions are shaped by their background, emotional state, and even neurological wiring. Some key drivers include:<\/p>\n<ul data-start=\"1148\" data-end=\"1787\">\n<li data-start=\"1148\" data-end=\"1323\">\n<p data-start=\"1150\" data-end=\"1323\"><strong data-start=\"1150\" data-end=\"1171\">Trauma or stress:<\/strong> A child who has lived through adversity may react with \u201cfight, flight, or freeze.\u201d They\u2019re not being wilfully rude \u2013 their brain is in survival mode.<\/p>\n<\/li>\n<li data-start=\"1324\" data-end=\"1508\">\n<p data-start=\"1326\" data-end=\"1508\"><strong data-start=\"1326\" data-end=\"1345\">ADHD or autism:<\/strong> Neurological conditions can make it harder to sit still, focus, or interpret social cues. What looks like misbehaviour may simply be a child struggling to cope.<\/p>\n<\/li>\n<li data-start=\"1509\" data-end=\"1663\">\n<p data-start=\"1511\" data-end=\"1663\"><strong data-start=\"1511\" data-end=\"1554\">Anxiety (including separation anxiety):<\/strong> Fear of failure, social pressure, or being apart from family can trigger avoidance or emotional outbursts.<\/p>\n<\/li>\n<li data-start=\"1664\" data-end=\"1787\">\n<p data-start=\"1666\" data-end=\"1787\"><strong data-start=\"1666\" data-end=\"1693\">Boredom or frustration:<\/strong> Tasks that are too hard, too easy, or not engaging enough often lead to off-task behaviour.<\/p>\n<\/li>\n<\/ul>\n<p data-start=\"1789\" data-end=\"1880\">Understanding the \u201cwhy\u201d is step one. The next step? <strong data-start=\"1841\" data-end=\"1878\">Proactive, consistent strategies.<\/strong><\/p>\n<hr data-start=\"1882\" data-end=\"1885\" \/>\n<h2 data-start=\"1887\" data-end=\"1929\">The Evidence-Based Basics: What Works<\/h2>\n<p data-start=\"1930\" data-end=\"2102\">Research from the EEF, the UK\u2019s ITT Framework, and international teacher development programmes points to a consistent set of strategies that make the biggest difference:<\/p>\n<ol data-start=\"2104\" data-end=\"3175\">\n<li data-start=\"2104\" data-end=\"2305\">\n<p data-start=\"2107\" data-end=\"2305\"><strong data-start=\"2107\" data-end=\"2147\">Teach behaviour like the curriculum.<\/strong> Don\u2019t assume students know how to behave. Explicitly <em data-start=\"2201\" data-end=\"2221\">teach and rehearse<\/em> expectations \u2013 how to enter the room, how to ask for help, how to work in groups.<\/p>\n<\/li>\n<li data-start=\"2306\" data-end=\"2480\">\n<p data-start=\"2309\" data-end=\"2480\"><strong data-start=\"2309\" data-end=\"2328\">Build routines.<\/strong> Predictability reduces anxiety and keeps the class moving smoothly. Clear start-of-lesson and transition routines cut down wasted time and arguments.<\/p>\n<\/li>\n<li data-start=\"2481\" data-end=\"2689\">\n<p data-start=\"2484\" data-end=\"2689\"><strong data-start=\"2484\" data-end=\"2509\">Relationships matter.<\/strong> Students are more likely to follow rules when they feel respected and known. Simple actions \u2013 greeting pupils by name at the door, showing interest in their lives \u2013 build trust.<\/p>\n<\/li>\n<li data-start=\"2690\" data-end=\"2839\">\n<p data-start=\"2693\" data-end=\"2839\"><strong data-start=\"2693\" data-end=\"2719\">Keep lessons engaging.<\/strong> Bored minds wander. Use varied activities, chunk tasks into manageable steps, and include opportunities for movement.<\/p>\n<\/li>\n<li data-start=\"2840\" data-end=\"3009\">\n<p data-start=\"2843\" data-end=\"3009\"><strong data-start=\"2843\" data-end=\"2876\">Positive reinforcement works.<\/strong> Praise and reward the behaviours you want to see. Be specific (\u201cThanks for getting started so quickly, Ayesha\u201d) rather than vague.<\/p>\n<\/li>\n<li data-start=\"3010\" data-end=\"3175\">\n<p data-start=\"3013\" data-end=\"3175\"><strong data-start=\"3013\" data-end=\"3037\">Consistency is king.<\/strong> Mixed messages breed misbehaviour. Apply your rules calmly and fairly, every time. Students thrive on knowing where the boundaries lie.<\/p>\n<\/li>\n<\/ol>\n<hr data-start=\"3177\" data-end=\"3180\" \/>\n<h2 data-start=\"3182\" data-end=\"3230\">Special Considerations for Diverse Learners<\/h2>\n<p data-start=\"3231\" data-end=\"3346\">One size doesn\u2019t fit all. Adjusting your approach for pupils with additional needs is part of inclusive teaching:<\/p>\n<ul data-start=\"3348\" data-end=\"3825\">\n<li data-start=\"3348\" data-end=\"3472\">\n<p data-start=\"3350\" data-end=\"3472\"><strong data-start=\"3350\" data-end=\"3359\">ADHD:<\/strong> Build in movement breaks, seat them near the front, use visual reminders, and celebrate short bursts of focus.<\/p>\n<\/li>\n<li data-start=\"3473\" data-end=\"3580\">\n<p data-start=\"3475\" data-end=\"3580\"><strong data-start=\"3475\" data-end=\"3486\">Autism:<\/strong> Provide visual schedules, give advance warning of changes, and use clear, literal language.<\/p>\n<\/li>\n<li data-start=\"3581\" data-end=\"3678\">\n<p data-start=\"3583\" data-end=\"3678\"><strong data-start=\"3583\" data-end=\"3594\">Trauma:<\/strong> Avoid public shaming; instead, create safe spaces and use restorative approaches.<\/p>\n<\/li>\n<li data-start=\"3679\" data-end=\"3825\">\n<p data-start=\"3681\" data-end=\"3825\"><strong data-start=\"3681\" data-end=\"3693\">Anxiety:<\/strong> Establish calming drop-off routines for younger pupils, use comfort items or quiet corners, and celebrate small steps of bravery.<\/p>\n<\/li>\n<\/ul>\n<p data-start=\"3827\" data-end=\"3955\">These are not \u201cextras\u201d \u2013 they\u2019re strategies that help every child, while making a huge difference for those who struggle most.<\/p>\n<hr data-start=\"3957\" data-end=\"3960\" \/>\n<h2 data-start=\"3962\" data-end=\"4005\">A Systematic Plan for Better Behaviour<\/h2>\n<p data-start=\"4006\" data-end=\"4148\">Behaviour management isn\u2019t about quick fixes. It\u2019s about building a system that works day in, day out. Here\u2019s a plan you can start tomorrow:<\/p>\n<ol data-start=\"4150\" data-end=\"5110\">\n<li data-start=\"4150\" data-end=\"4343\">\n<p data-start=\"4153\" data-end=\"4343\"><strong data-start=\"4153\" data-end=\"4180\">Set clear expectations:<\/strong> Write down your three to five non-negotiables (e.g. listen when others are speaking, follow instructions first time). Teach them, model them, and practise them.<\/p>\n<\/li>\n<li data-start=\"4344\" data-end=\"4489\">\n<p data-start=\"4347\" data-end=\"4489\"><strong data-start=\"4347\" data-end=\"4367\">Design routines:<\/strong> Plan how you want students to enter, transition, and end lessons. Teach and rehearse these until they become automatic.<\/p>\n<\/li>\n<li data-start=\"4490\" data-end=\"4661\">\n<p data-start=\"4493\" data-end=\"4661\"><strong data-start=\"4493\" data-end=\"4523\">Create a positive climate:<\/strong> Decide how you\u2019ll recognise effort \u2013 praise, points, or simple acknowledgement. Aim for a 4:1 ratio of positive to corrective comments.<\/p>\n<\/li>\n<li data-start=\"4662\" data-end=\"4814\">\n<p data-start=\"4665\" data-end=\"4814\"><strong data-start=\"4665\" data-end=\"4690\">Respond consistently:<\/strong> Choose a stepped approach for misbehaviour (e.g. warning \u2192 seat move \u2192 consequence). Communicate it and follow it calmly.<\/p>\n<\/li>\n<li data-start=\"4815\" data-end=\"4959\">\n<p data-start=\"4818\" data-end=\"4959\"><strong data-start=\"4818\" data-end=\"4842\">Build relationships:<\/strong> Make time for \u201csmall talk.\u201d Use student names, notice their strengths, and check in with those who seem withdrawn.<\/p>\n<\/li>\n<li data-start=\"4960\" data-end=\"5110\">\n<p data-start=\"4963\" data-end=\"5110\"><strong data-start=\"4963\" data-end=\"4985\">Reflect and adapt:<\/strong> If behaviour persists, ask \u201cwhat\u2019s behind this?\u201d \u2013 is the work too hard, is there an unmet need, is more support required?<\/p>\n<\/li>\n<\/ol>\n<p data-start=\"5112\" data-end=\"5204\">Implement these steps systematically and behaviour won\u2019t just improve \u2013 it will transform.<\/p>\n<hr data-start=\"5206\" data-end=\"5209\" \/>\n<h2 data-start=\"5211\" data-end=\"5232\">You\u2019re Not Alone<\/h2>\n<p data-start=\"5233\" data-end=\"5557\">Perhaps the most important message is this: <strong data-start=\"5277\" data-end=\"5333\">don\u2019t feel you have to manage behaviour on your own.<\/strong> Even the most seasoned teachers need support. Consistency across a school, guidance from mentors, and shared routines make all the difference. As the EEF notes, whole-school coherence is critical to sustained improvement.<\/p>\n<hr data-start=\"5559\" data-end=\"5562\" \/>\n<h2 data-start=\"5564\" data-end=\"5587\">Want to Go Deeper?<\/h2>\n<p data-start=\"5588\" data-end=\"5973\">Classroom behaviour can be one of the toughest parts of teaching \u2013 but also one of the most rewarding when you get it right. That\u2019s why we\u2019ve developed a <strong data-start=\"5742\" data-end=\"5786\">one-day training course for new teachers<\/strong> on behaviour management. The course blends the best international evidence (EEF, ITT Framework, trauma-informed practice) with practical strategies you can implement the very next day.<\/p>\n<p data-start=\"5975\" data-end=\"6216\">If you\u2019d like to feel more confident, calmer, and better equipped to handle those tricky moments, join us. You don\u2019t have to struggle alone \u2013 and with the right tools, your classroom <em data-start=\"6158\" data-end=\"6164\">will<\/em> become a place where learning and respect thrive.<\/p>\n<p data-start=\"6218\" data-end=\"6279\"><a href=\"https:\/\/www.ebtd.education\/teacher-training-bangladesh\/improving-behaviour\/\">\ud83d\udc49 [Find out more about our Behaviour Training Course here]<\/a><\/p>\n\t<\/div>\n<\/div>\n\n\n\n\n\t\t\t<\/div> \n\t\t<\/div>\n\t<\/div> \n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"You\u2019re Not Alone: A New Teacher\u2019s Guide to Classroom Behaviour If you\u2019re a newly qualified teacher, you\u2019ve probably already had that lesson. The one where the class wouldn\u2019t settle, three...","protected":false},"author":1,"featured_media":6314,"comment_status":"open","ping_status":"open","sticky":false,"template":"","format":"standard","meta":{"footnotes":""},"categories":[51,26,25,27],"tags":[32,29,31,30],"class_list":{"0":"post-6310","1":"post","2":"type-post","3":"status-publish","4":"format-standard","5":"has-post-thumbnail","7":"category-behaviour","8":"category-evidence","9":"category-research","10":"category-teaching","11":"tag-behaviour-management","12":"tag-classroom-behaviour","13":"tag-evidence-based-strategies","14":"tag-new-teacher-support"},"_links":{"self":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/posts\/6310","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/comments?post=6310"}],"version-history":[{"count":3,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/posts\/6310\/revisions"}],"predecessor-version":[{"id":6845,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/posts\/6310\/revisions\/6845"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media\/6314"}],"wp:attachment":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media?parent=6310"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/categories?post=6310"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/tags?post=6310"}],"curies":[{"name":"\u09a1\u09ac\u09cd\u09b2\u09bf\u0989\u09aa\u09bf","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}