The following page contains links to a number of exemplar guidance documents and toolkits related to pedagogy and curriculum design to prevent problem behaviour.
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Behaviour4Learning (2008) Classroom Scenarios
Improving the behaviour of pupils to maximise learning is one of the most difficult challenges facing student teachers. It is the topic they most frequently request yet little time is allocated for it in many ITT programmes. In order to help students to develop the skills required, 26 scenarios have been created for subject tutors to use with groups of trainee teachers as a part of their training programme. The materials are equally suitable for use as the basis for short courses on behaviour improvement and for use by mentors in schools.
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DCSF / Behaviour4Learning (2006) Improving Behaviour for Learning (Secondary Schools)
10 situations that explore the ways in which a teacher's behaviour impacts on that of her pupils. In each Scenario the classroom teacher (Kath) asks her work colleagues how they manage a particular situation. This is followed by Kath demonstrating this approach, a commentary and a set of additional observations, comprising a series of discussion points for trainees (and new teachers).
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Behaviour and Attendance Materials for Primary ITT Tutors
This handbook has been produced to support Initial Teacher Training tutors. The intention of these tutor resources is to provide both programme managers and individual tutors and mentors with flexible, non-prescriptive training materials which offer a basic set of principles and approaches, with some reference to their underlying but relevant theories, in behaviour and attendance.
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Behaviour and Attendance Materials for Secondary ITT Tutors
This handbook has been produced to support Initial Teacher Training tutors. The intention of these tutor resources is to provide both programme managers and individual tutors and mentors with flexible, non-prescriptive training materials which offer a basic set of principles and approaches, with some reference to their underlying but relevant theories, in behaviour and attendance.
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