The first few weeks of the new school year seldom go to plan. It’s not uncommon for pupils to test boundaries, especially when they have a new teacher. Even if you know your class well, behaviour that was settled last year might feel harder to manage, or routines that worked well before may need a rethink. You might find yourself repeating the same instruction more times than you’d like.
You’re not doing something wrong. September is an adjustment for everyone, and it can take time for new classroom dynamics to settle. Teacher Tapp’s longitudinal tracking shows that classroom disruption follows an annual pattern. Disruption is higher than average in September and October, then settles in November and drops in December.
You may be thinking, “Am I being too strict or not strict enough?” The good news? It’s not too late to reset.
A few small changes to your routines, expectations and approach can help you regain consistency and confidence without starting from scratch.
Behaviour management isn’t about reacting when things go wrong. It’s also about teaching pupils what good behaviour looks like and helping them understand why your routines matter.
1. Go back to basics
If a routine isn’t sticking, it can be tempting to keep reminding pupils to follow it. Instead, take a step back and teach the routine again.
Think about when behaviour tends to slip. Is it when pupils enter the classroom, move between activities or pack up at the bell?
Revisit these routines and make sure pupils know what you expect. Explain what good looks like and give them a chance to practise it.
You don’t need to change everything at once. Start with the routine causing the biggest challenge and build from there. Routines take time to become habits. Teach them clearly, practise them and refresh them when needed.
2. Make expectations clear again
In September, pupils may test boundaries. That doesn’t mean you need to introduce a long list of new rules.
Instead, remind the class of your existing expectations and explain what they look like in practice.
For example, rather than saying “be respectful”, explain what that means in your classroom. It might mean listening when someone else is speaking, allowing others to concentrate or speaking to classmates appropriately.
Be clear about what you expect when pupils line up, listen, work in pairs, need help or arrive late. Clear expectations reduce confusion and help pupils feel safe.
Keep expectations simple and consistent. When pupils know what is expected and what will happen when expectations aren’t met, there is less room for confusion.
3. Keep your responses simple and consistent
When behaviour feels unsettled, simplifying your expectations can make routines easier for everyone.
Try these three simple approaches:
- Keep it simple: Use a few clear, memorable expectations. This makes them easier for pupils to remember and easier for you to reinforce.
- Explain why: Where appropriate, explain why a rule or routine matters. Pupils are more likely to understand an expectation when they know its purpose.
- Plan your response: Think ahead about how you’ll respond to common behaviour issues. Having a consistent response ready can help you avoid reacting in the moment.
Simple phrases such as “In this class we…” can also reinforce the behaviour you want to see. When you’ve repeated the same instruction several times, staying calm can be easier said than done!
Raising your voice doesn’t make a situation easier to manage. Try using short, neutral instructions and give pupils time to respond. Follow through on agreed
consequences and avoid being drawn into an argument in front of the class.
If a pupil refuses an instruction, set the rest of the class to a task and speak to them quietly and privately.
Non-verbal cues can also help you redirect behaviour without interrupting the lesson. A simple gesture or pointing to written expectations can bring pupils back on track.
The aim isn’t to ignore poor behaviour. It’s to respond rationally and keep the focus on what needs to happen next.
4. Look beyond the behaviour
Sometimes, looking at when and where behaviour happens can help you understand what’s behind it.
- Is a certain transition difficult?
- Does behaviour change after lunch?
- Is a pupil struggling with a task or finding a noisy environment overwhelming?
- Is the pupil dealing with something outside of school that might affect their focus or emotional regulation?
- Is the level of challenge right, or is the pupil avoiding a task because it feels too difficult or too easy?
This can be particularly important when supporting pupils with additional needs. Working with colleagues, including teaching assistants, pastoral staff or the Special Educational Needs Coordinator (SENCO), can help you spot patterns and consider what support might help.
You don’t need to have all the answers yourself. Talking to a colleague can help you see a situation differently.
5. Reset relationships as well as routines
A couple of difficult weeks don’t have to define the rest of the year.
If you’ve had challenging interactions with a pupil, look for opportunities to start again. Notice when they behave well, recognise their effort and take time to speak to them with composure.
Small positive interactions can help rebuild trust and show pupils that a difficult lesson doesn’t mean you’ve given up on them.
Show pupils that you still believe they can make better choices and succeed. Treat pupils with dignity, and you can expect the same in return.
6. Use simple, predictable language
When the classroom feels busy, predictable language can help pupils understand what you expect without a long explanation.
You can use simple, consistent cues such as:
- In a moment
- Right now
- Next step
- When you are ready
- This is your reminder to…
Predictable language can support pupils with additional needs, keep transitions calm and make it easier for you to stay consistent.
If things still aren’t improving
Pupil behaviour plays a big part in creating a classroom where learning can happen. Sometimes, a few small changes won’t solve a behaviour challenge straight away. If you’ve revisited routines, clarified expectations and tried different approaches but things are still difficult, don’t manage it alone.
Know your school’s behaviour policy and use it consistently. If patterns of behaviour persist, ask for support and follow your school’s process. Speak to your manager, pastoral team, SENCO or an experienced colleague. They can help you understand what’s happening and agree on the next steps.
Asking for support isn’t a sign that you’ve failed. Knowing when to ask for help is part of effective classroom practice. Don’t forget, your wellbeing matters too. Data shows that 60% to 73% of teachers report that managing pupil misbehaviour has a direct negative impact on their health and personal wellbeing. Managing behaviour is harder when you’re tired or overwhelmed. Give yourself permission to take small steps to protect your energy.
Build your confidence with CPD
The first few weeks of term can be challenging, and you’re not expected to have everything figured out straight away.
You can keep developing your behaviour management skills throughout your career. The right training can give you practical strategies to try in the classroom and more confidence when challenges arise.
We’ve teamed up with Thrive Approach to offer Protocol Education educators free CPD courses packed with practical classroom strategies.
If you want to build your understanding of behaviour or try new approaches in the classroom, you can explore the course through our CPD Academy.
Frequently asked questions (FAQ)
What should I do if my classroom routines are not working?
Take a step back and revisit the routine. Make sure pupils understand what you expect, explain what good looks like and give them a chance to practise it.
How can I manage behaviour without shouting?
Keep instructions short and clear, use an even tone and give pupils time to respond. Consistency can be more effective than repeatedly raising your voice.
Can I reset my classroom expectations a few weeks into term?
Yes. It’s never too late to revisit expectations. If a routine isn’t working, remind pupils what you need from them and why.
What should I do if a pupil's behaviour continues to be challenging?
Look for patterns and consider whether particular situations, tasks or transitions may be contributing. If things continue, speak to your line manager, pastoral team or SENCO for support.
Can CPD help me improve my behaviour management?
Yes. CPD can help your understanding of behaviour and give you strategies to try in the classroom. You can explore the free Thrive course through the Protocol Education CPD Academy.