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 'consistency' in behaviour management mean in practice?
Answer: Applying the same rules and consequences to all pupils in the same way, every time
Consistency means that all staff apply the behaviour policy reliably — the same expectations and consequences apply regardless of which adult is present, building a predictable environment.
How does establishing strong teacher-pupil relationships impact behaviour?
Answer: It creates a sense of security and belonging that reduces anxiety and increases pupils' willingness to comply with expectations
Research consistently shows that warm, respectful teacher-pupil relationships are among the strongest predictors of positive behaviour — pupils are more cooperative with teachers they trust and respect.
What is the difference between a 'consequence' and a 'punishment' in behaviour management?
Answer: A consequence is logically connected to the behaviour and teaches cause and effect; a punishment may be arbitrary and focuses on compliance through fear
Effective behaviour management uses logical consequences that are connected to the behaviour and teach responsibility. Arbitrary punishments focus on deterrence through fear, which is less effective long-term.
What does 'behaviour as communication' mean in a classroom context?
Answer: Challenging behaviour often communicates an unmet need — understanding the function of behaviour guides more effective responses
Behaviour often communicates needs that cannot be expressed verbally — hunger, anxiety, boredom, frustration. Understanding the function (what the behaviour achieves) guides effective interventions.
A teacher notices that a pupil's challenging behaviour always occurs during independent writing tasks. What should the teacher investigate?
Answer: Whether the pupil may have a learning difficulty such as dyslexia or writing difficulty that makes independent writing threatening
Behaviour that is consistently triggered by a specific academic task may indicate an unmet learning need — investigating potential SpLDs or writing difficulties is the appropriate response.
What is the role of 'repair' after a behaviour incident?
Answer: Restoring the relationship between teacher and pupil through a brief, calm follow-up conversation after consequences have been applied
After an incident and consequence, a brief 'repair' conversation — done privately and calmly — restores the relationship and signals that the teacher's regard for the pupil remains positive.