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Be organised and plan ahead so that it is easy for students to behave and hard for them to misbehave.
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.
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While we [teachers] may be expert behavers, new teachers are novices at running the room. No wonder we make so many mistakes.' 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.
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. Will studied Physiotherapy in Adelaide Australia and moved to London in 2023. Throughout his younger years, seeing the Physio for ACL and ankle injuries from basketball sparked his interest in the injury management and prevention. Being born in China and moved to Australia when he was eight, Will is also fluent in Mandarin and Cantonese. 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.' 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. Create a class culture where it is the norm for students to behave in a way that lets them and others learn.Throughout, the concept of firefighting is used to demonstrate the need to make behaviour strategies preventative – to be proactive rather than reactive when it comes to poor behaviour. The unifying thread of the text is that prevention is better than cure – that “a fence at the top of a cliff is preferable to an ambulance at the bottom”. 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. 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. From his interest in strengthtraining, Will received his qualification as a Strength and Conditioning Coach from the Australian Strength and Conditioning Association. This helps him program strength training in and out of the gym to help his clients become stronger and more resilient. 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”.
Luke's mission for every patient is for them to have the confidence to reach higher performance or happiness than they were pre-injury. 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.
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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. We must act respectfully towards the vast plurality of value systems from which our students emerge ... it does mean teaching them to appreciate that the classroom - your classroom - has its own culture, and that here, if nowhere else, these specific values and beliefs should be held, and demonstrated through behaviour. It is specific to the space in which you teach.' 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.'
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