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. In my earlier years of teaching, I had reflection sheets for students to complete when they are in detention to facilitate a conversation to support them to choose more appropriate behaviours in the future. I have no idea why I stopped using these sheets (perhaps because as I became more experienced, the number of detentions I’ve had to give has decreased), but I have now revamped them and them printed and ready to be used. I’ve also decided to let my students know how detentions will be operated so we have a clear understanding before they happen. 3. Have a removal strategy in place before you need it

Tech: "what access to smartphone, tech or other distractions are you permitting them? Oes this task need to be done on the computer or are you only stipulating that to amuse them, or to pretend you are teaching them more innovatively? Classes will not run smoothly unless we think clearly and explicitly about what behavior we need to succeed, and how to direct the minds of children towards it. The classroom project is a microcosm of the great project of society and civilization. Because they are both communities. And they both need to be run. Leaders and teachers need to make the weather. We can find this demonstrated neatly. In 1969 the Montreal police went on strike in protest about pay and conditions. The next day, this was the way the television news described what happened:In 2009 he was made a Teacher Fellow of Corpus Christi College, Cambridge University. From 2008-2016 he wrote a weekly column for the TES and TES online, and is the author of five books on teacher-training, behaviour management and educational research. In 2015 he was long listed for the GEMS Global Teacher Prize, and in that year was listed as one of the Huffington Post’s ‘Top Ten Global Educational Bloggers’. Some people have ‘got it’ – the magic touch with It’s true that some have better interpersonal skills than others, but subscribing too much to this leads us to the sin of essentialism – that teaching is an innate gift rather than something that can be learned. 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.' What you don’t do is hope fires don’t happen, and only think about how to respond when your smoke alarm is shrieking murder at you. The kind of caution that drives health and safety regulations is amongst the dullest but most necessary of human instincts, and as sure an indicator of social and civil flourishing as the invention of language.

Students need to know that if they take a risk and try in lessons, they won't be punished socially by the teacher or their peers. They need to feel that trying will be rewarded rather than stigmatised, no matter how well they do. Students tend to learn better when they are more intrinsically motivated than extrinsically motivated." Both still important. Bennett (2020) mentions very informative and interesting methods for different types of behaviors and how a teacher should respond. For example, he states that there are specific steps or measures a teacher should take when bad behavior occurs. A few listed in the book is how to prevent negative behavior first, focusing on positive behavior as redirecting, and the removal strategy. Bennett (2020) states that one misbehavior occurs, it is imperative to be prepared for an intervention. After years of watching and teaching lessons, and then teaching people to teach lessons, and then watching that, I can observe that many teachers make the same mistake. It is incredibly common, and at times it almost appears to be the default. The most common mistake teachers make is this: Tom writes and speaks beautifully and with flair, and can make any topic come to life with humour and flow. This is very much the case in his latest book, “ Running the room”. Where his DfE behaviour report was about the behavioural principles at a whole school level, there is more focus in this book on what goes on inside the individual classroom.Before I go any further with this, the book emphasises that removal should not be done on an ad hoc basis and it should be an unusual event in mainstream classrooms. However, sometimes there will be situations where a student needs to be temporarily removed from the class and a removal strategy should be in place before it is needed. This is something I want to work on as a Head Teacher. Do I have an agreed process with the teachers I supervise for the unlikely event that a student needs to be removed from class so that all students, including the student being removed, can continue learning? When such an event occurs, the class teacher should not have to think about who and where the student is to be sent to, what the student should be doing while removed from class, what happens after the removal, etc. It is important that students should know this process before they are removed (which hopefully will be never). It wasn’t the world’s funniest joke even then, but the humor rested on the then well-understood premise that New York was a violent and often dangerous city. At the time, it was famous for its muggings and inner-city unrest. The “gag” was that New Yorkers were legendarily brittle and cynical. 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. The book re-affirmed a lot of things I’m already doing and gave me new ideas to trial as a teacher and a school leader. Here are 3 things I’ve learnt from the book. 1. Routines, routines and routines

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”. For things to be seen as normal, they must be seen frequently, consistently and over a long period of time." We do not seek the happiness of the student - not directly. Rather, we aim to enrich their lives, minds and abilities in ways that will enable them to flourish independently of our direction, long after we cease to be part of their lives.' Sadly, many mistaken approaches are explicitly taught to teachers at the beginning of their careers. For example, I was told that children will behave well if you let them follow their interests, if you make the lessons engaging enough, and if you permit them to express themselves. There is a commonly held view that children naturally want to learn, are innately inclined to learn, and it is the unnatural classroom model that creates friction, conflict and misbehavior as much as anything else. In this view, schools and teachers themselves are responsible for most bad behavior. 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').It is a matter of urgency that we focus on this; that we start to understand that students need to be taught how to behave. From that principle, another follows: teachers need to be taught how to teach students to behave well. And from that, we can conclude that we need to create a system that trains others to train others to do so. There is a lot of work to be done, and it is all vital that we set ourselves to it if we care about the well-being, education, and sanity of millions of children around the world.