Behaviour Management Flashcards
6 cards from real QTS 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 Management flashcards as text
What does 'low-level disruption' in the classroom include?
Answer: Off-task chatter, calling out, and failure to follow instructions promptly
Low-level disruption includes seemingly minor behaviours — talking when not required, calling out, distracting others — that cumulatively significantly disrupt learning if not managed consistently.
What is the 'least intrusive intervention' principle in behaviour management?
Answer: Using the smallest, least disruptive intervention necessary to redirect behaviour before escalating
Effective behaviour management starts with the least disruptive intervention (a look, proximity, a quiet word) and escalates only as necessary, preserving the relationship and minimising disruption.
How should a teacher respond to a pupil who is becoming increasingly agitated and distressed in class?
Answer: Give the pupil time and space, use a calm voice, and avoid confrontation while ensuring others' safety
De-escalation involves reducing emotional arousal — giving space, using a calm tone, and avoiding confrontational language prevents situations from escalating to crisis level.
What does 'positive behaviour reinforcement' involve?
Answer: Recognising and rewarding desired behaviours to increase their frequency
Positive reinforcement involves recognising and explicitly rewarding desired behaviours — praise, points, privileges — increasing the likelihood they are repeated.
A pupil with anxiety consistently avoids group work. What is the most effective response?
Answer: Understand the trigger, gradually build comfort with group settings using scaffolded support, and liaise with the SENCO
Anxiety-driven avoidance requires a graduated, sensitive approach — understanding triggers, building confidence gradually, and involving SENCO and parents ensures both inclusion and wellbeing.
What does 'unconditional positive regard' mean in a pastoral context?
Answer: Valuing pupils as individuals regardless of their behaviour, while still addressing the behaviour itself
Unconditional positive regard (Rogers) means maintaining the relationship and the pupil's sense of worth even while addressing negative behaviour — separating the person from the act.