Bill Rogers: Where we are going wrong on behaviour 

Rather than trying to be liked and accepted, teachers need to call every student to account, and craft their language to lead for better behaviour, says Bill Rogers. 

Making sure that you call every student to account, regardless of the issues those individuals might be facing, is the cornerstone of good behaviour management. That's according to behaviour consultant, university lecturer, and author, Bill Rogers. 

Teachers need to be leaders of responsible behaviour, he explains, and consciously craft the language they use in the classroom to that effect. Taking an approach that aims to “appease” students, or to make the teacher “liked”, he adds, simply won’t work. 

“You can’t only rely on the goodwill that you bring to these students to address their behaviour,” Rogers says. 

Some will disagree with his take on things, but Rogers’ approach has been honed through extensive experience working in education. Over several decades, he initially worked as a teacher and then a behaviour consultant for the Victorian Department of Education in Australia, before moving into private consultancy. His work has taken him to schools around the world, where he team-teaches and coaches staff, as well as lecturing on behaviour management, discipline, effective teaching, and teacher welfare. 

Rogers' hugely popular books, including Classroom Behaviour: a practical guide to effective teaching, behaviour management and colleague support, are now in their fourth edition and have been translated into several languages. 

We caught up with him to hear his latest thoughts on behaviour in schools, how it has changed since the pandemic, and the pitfalls that he commonly sees in classrooms. 

What pitfalls do you see teachers falling into? 

Over and above the issues already discussed, I see a couple of major pitfalls to be wary of. The first is "escalation traps". This is where the student and the teacher both inadvertently escalate a situation. For example, the teacher may react angrily while trying to resolve an issue, leading the student to act out even more. 

As an alternative, when we remain calm but insistent, focusing on clear and direct instructions and reminders, we can de-escalate situations without giving in to bad behaviour. 

Of course, this isn't to say teachers shouldn't be human and sometimes express emotions. It's about how we handle those emotions professionally. If a student causes you to become angry or flustered, it's okay to address this after class or when other pupils are not around. For example, "John, I was angry with you earlier when you were calling out because it was distracting others. Let's talk about ways you can help yourself keep focused". 

Another common trap is what I call "the apology loop". A teacher may feel the need to apologise for insisting a student follows the rules or completes work. This stems from not wanting to be seen as "uncaring" or "mean". This approach, however, undermines your role as a leader who guides behaviour and sets expectations. 

It's far more helpful to express empathy without backing down. Instead of saying "Sorry to ask you to stop talking", try "I understand you're excited, but we need to finish the task before we can chat". 

What are teachers' responsibilities towards students? 

As educators, we have a responsibility to create a safe and welcoming learning environment where everyone feels valued. We shouldn't shy away from setting boundaries and holding our students accountable for their actions. This, paradoxically, helps them feel secure and respected. 

We mustn't underestimate the impact our language and attitude can have on a student, both positively and negatively. By consciously choosing our words, we can either raise a student's self-esteem or crush their spirit. While praise is essential, it shouldn't be given when undeserved. For true impact, it needs to be specific to an action or effort the student has made. 

Ultimately, a teacher's primary responsibility is to guide students towards responsible, independent learning. This encompasses all aspects of student development: not only academic, but also social and emotional. 

How can schools address behaviour in a systemic way? 

To support teachers in managing behaviour challenges, schools need to have some key frameworks in place. Firstly, there needs to be a clear, whole-school approach to behaviour management. This means having well-defined expectations and consequences that are consistent across all classrooms and year groups. 

Crucially, this approach needs to be focused on positive reinforcement. This could take many forms, such as a reward system, or simply providing genuine verbal praise for students who display positive behaviours. 

Of course, sometimes consequences are necessary, and these should be proportionate to the misbehaviour. Schools also need to ensure that staff are well-trained in behaviour management techniques, including how to de-escalate situations and build positive relationships with students. Schools often have a lead member of staff on student behaviour and provide staff training on the latest policies and techniques. 

Finally, it's essential that schools have systems in place to provide extra support to students who struggle with behaviour. A multi-layered approach works best, involving teachers, support staff, parents, and possibly outside specialists. The goal is always to understand the root causes of the student's behaviour and help them develop the positive skills they need to succeed in and out of the classroom. 

What about students from difficult home situations? 

Naturally, some students experience circumstances that make learning particularly difficult, including family trauma, behavioural disorders, or issues related to neurodiversity. Of course, we must be sensitive towards such circumstances. However, sensitivity should not preclude us from holding all students accountable for their behaviour. It’s essential to help these students develop the skills they need for responsible behaviour in the classroom. 

Failing to appropriately address negative behaviours in these situations actually undermines long-term support. If we don't actively guide these students toward better behaviour choices, we're essentially saying, "We don't expect you to be able to manage yourself," which perpetuates victimhood instead of offering the scaffolding they need for success. 

I'm critical of those outside of education who seem to suggest schools are failing children from difficult backgrounds simply because we hold them accountable for their behaviour. The reality is quite the opposite. Many schools work tirelessly to provide wraparound services such as counselling and external agency support. This is all done while maintaining clear expectations for behaviour and learning. 

The most effective behaviour management techniques for students facing difficulties mirror those used generally, with some key additions. First, building a positive, supportive relationship is crucial. Students facing hardship need to feel a sense of belonging and connection with their teachers. This creates a crucial foundation for addressing behaviours when they arise. 

Second, understanding triggers is essential. If a teacher knows a student is more likely to act out when feeling overwhelmed, they can proactively adjust the learning environment or task as needed. For example, a dedicated 'chill-out' space might be helpful for a student prone to emotional outbursts. 

Finally, collaboration between teachers, parents, and any involved specialists creates a web of support that offers the student the best chance to learn new skills and make positive behavioural adjustments. 

What are the challenges of balancing support with accountability? 

There is an inherent tension between supporting students who have experienced trauma and still holding them accountable for their actions. However, I believe it's a false dichotomy to choose either/or. Schools can and should do both. 

The key is ensuring that consequences are not purely punitive. Consequences should be linked to learning opportunities and developing a sense of responsibility. For instance, if a student disrupts a lesson, having them miss a break to write a reflective apology letter is more restorative than an after-school detention doing unrelated tasks. 

This balance becomes easier with practice and experience. Teachers will inevitably make mistakes occasionally, that's part of being human. What's key is that they remain committed to both supporting and challenging all their students, regardless of individual circumstances. 

What should teachers do if they feel unsupported? 

It is vital for teachers to feel supported by their school leadership team when it comes to behaviour management. Leaders need to back up their teachers when dealing with difficult situations and ensure a clear, consistent school-wide policy is in place. However, unfortunately, this doesn't always happen. 

If a teacher feels their concerns around behaviour are consistently ignored or that they don't have adequate support, it's important they escalate the situation. This could mean discussing it with a union representative or a more senior member of staff. If this does not produce change, and the situation significantly affects mental and physical well-being, it might ultimately be necessary to explore positions at a different school with a healthier, more supportive work culture. 

How should disruptive students be managed? 

Addressing disruptive behaviour during a lesson presents a unique challenge. It's paramount to maintain the flow of learning for the majority of students while handling the situation. However, this doesn't mean ignoring inappropriate behaviour. 

Let's consider the example of a student who is persistently talking out of turn. Rather than engaging in a lengthy verbal exchange that derails the lesson, try a nonverbal cue first. Make eye contact with the student, and if necessary, move calmly in their direction. This often prompts them to self-regulate. 

If the disruption continues, a direct statement can be effective. Keep it short and informative rather than confrontational or accusatory. For example, "John, thank you for settling down and joining back in with the class." 

Sometimes, the disruptive behaviour stems from genuine academic difficulty. If you suspect this is the case, it's useful to subtly offer some assistance. For instance, you could whisper to the student, "We're on question 3 now," or provide a prompt related to the task. 

If a student persistently refuses to cooperate, a temporary removal from the classroom may be necessary. Depending on school policy, this might involve having them finish work in a supervised space outside the room. It's crucial to handle this calmly and without turning it into a power struggle. 

The focus should be on preserving the learning environment for the rest of the class and allowing the student an opportunity to reset. Afterward, it's equally important to have a restorative conversation with the student about their behaviour and how they can make better choices next time. 

What are your top 3 tips for teachers? 

Firstly, be aware of your language. Think carefully about how you're framing instructions and reminders. Avoid framing things as personal requests with words like "please" or apologies when a student is not following directions. Instead, use respectful yet assertive language that clearly conveys expectations. 

Secondly, focus on the positives. It's easy to get stuck in a negative loop, constantly addressing misbehaviour. Consciously make an effort to notice and verbally praise positive choices, both individually and as a class. This creates a climate where students feel seen for their good efforts and encourages more of the same. 

Finally, don't be afraid to ask for help. Whether it's a colleague, a mentor, or an external behaviour specialist, there's always more to learn and different perspectives that can be helpful. Seeking support is a sign of strength, not weakness, and ultimately benefits your students. 

Where can teachers go to learn more? 

Fortunately, there are plenty of resources available to help teachers learn and develop their behaviour management skills. The books I have written provide actionable techniques and scripts, helping teachers create a positive learning environment. 

Additionally, several organizations offer workshops and online courses specifically dedicated to managing student behaviour. Many of these are taught by experienced education professionals with a wealth of practical knowledge to share. 

Remember, investing in your behaviour management skills benefits both you and your students. The more prepared you feel to handle challenging situations, the more rewarding and enjoyable your teaching experience will be. 

Conclusion 

Behaviour management is a complex and multifaceted aspect of teaching. However, it needn't feel overwhelming. By consciously focusing on leadership, clear expectations, and targeted language, teachers can create environments where constructive learning thrives. 

The most effective teachers take the time to understand why students misbehave, and they treat all children with respect – even when firm guidance is needed. When done well, behaviour management is not about control, but about creating the conditions for all students to succeed. 

It's important to acknowledge that there will undoubtedly be tough days. Some students and situations test even the most experienced teachers. The key during those times is to maintain a sense of perspective and avoid taking things personally. 

Reach out to colleagues for support, debrief as needed, and remember that tomorrow brings a fresh start. There's always an opportunity to reset both for yourself and your students. 

Ultimately, a focus on positive, supportive relationships goes a long way. When students feel a sense of belonging in their classroom and believe that their teachers genuinely care, they're far more likely to engage positively with learning. 

Some might argue that emphasizing behaviour management creates a joyless, overly controlled classroom. My experience is the opposite. Well-managed classrooms crackle with energy and focused learning. Students feel safe, and that freedom fosters creativity and risk-taking. 

While schools and teachers certainly play a pivotal role in guiding student behaviour, there is, of course, a broader societal context. Children carry the weight of their lived experiences into the classroom, and schools can't solve every issue created by wider social inequalities. However, a healthy school community, with teachers equipped to lead for better behaviour and learning, is perhaps the most valuable support we can provide our young people.