Behaviour and Classroom Management Flashcards
6 cards from real PGCE practice questions. Tap to flip, then mark Knew It or Still Learning — missed cards come back until you master them.
Read the first 6 Behaviour and Classroom Management flashcards as text
A trainee teacher shouts at the class to gain attention. Why might this be counterproductive?
Answer: It raises emotional arousal, models poor self-regulation, and can damage relationships and trust
Shouting can trigger defensiveness, raise the emotional temperature in the room, and model poor emotional regulation — calmer, more assertive approaches are more effective and sustain better relationships.
What is 'strategic ignoring' as a behaviour management tool?
Answer: Deliberately not responding to low-level attention-seeking behaviour while narrating the behaviour of others who are on task
Strategic ignoring avoids reinforcing attention-seeking behaviour by not responding to it, while simultaneously praising others — withdrawing the reward (attention) reduces the behaviour over time.
What is the 'three before me' rule for independent work, and how does it support classroom management?
Answer: Pupils must try three resources or peers before asking the teacher — reducing dependence and allowing teachers to monitor the class
'Three before me' encourages independence and self-help — pupils try textbooks, displays, and peers first, reducing the number of low-level interruptions to the teacher and building pupil resourcefulness.
Under the DfE's Behaviour in Schools guidance (2022), what must every school have?
Answer: A written behaviour policy that is understood by all staff, pupils, and parents
DfE guidance requires schools to have a clear, published behaviour policy communicated to all stakeholders — staff must implement it consistently, and parents and pupils must be aware of it.
What is 'scaffolded choice' as a de-escalation strategy?
Answer: Offering a misbehaving pupil a limited, managed choice to restore a sense of control without undermining authority
Giving a pupil two acceptable options (e.g., 'You can work here or at the spare desk — which do you prefer?') restores agency without relinquishing control, often preventing escalation.
Why is 'following through' on stated consequences important in behaviour management?
Answer: It builds credibility and demonstrates that expectations are real — empty threats undermine the entire behaviour system
Following through consistently on stated consequences is essential to credibility — if pupils learn that consequences do not materialise, they lose deterrent value and the teacher loses authority.