Best Practice

Behaviour: Tackling low-level disruption in the classroom

Every teacher must deal with low-level disruption at some point. But what approaches work best? Matt Bromley offers some practical pointers including seven top tips for teachers


My work necessitates a lot of travel. Before you conjure images of me in a smoking jacket sipping martinis in the first-class cabin of a transatlantic flight, let me describe a recent journey...

Imagine, if you will, an intercity train from the 1970s. You know the type: a rust-bucket with well-worn seats in brown-and-orange hues. Now imagine that same train rattling through the Pennines half a century later, coughing diesel fumes.

Recently, I travelled on that train to visit a school. I was fortunate to find a seat and managed to squeeze my laptop onto the pull-down table and settled to work.

My productivity was short-lived. At the next station, two party-goers boarded. I shall call these passengers Sharon and Steve, for those were their names; monikers they repeatedly hollered at each other.

Register now, read forever

Thank you for visiting SecEd and reading some of our content for professionals in secondary education. Register now for free to get unlimited access to all content.

What's included:

  • Unlimited access to news, best practice articles and podcast

  • New content and e-bulletins delivered straight to your inbox every Monday and Thursday

Register

Already have an account? Sign in here