To behave, or not to behave, that is the question
By Sam Strickland @strickomaster
Behaviour is potentially one of the most controversial and divisive topics within educational circles. Nothing appears to polarise opinion more. If we were to consider behaviour in a political sense then arguably what we would see plotted is a left-right continuum. Those believing in rules, routines and, seemingly controversially, the use of sanctions are deemed to be on the right side of the spectrum. Often these educators are labelled as ‘Trads.’ Those that believe in championing pupils, loving the children and listening to them are often seen to be on the left and labelled as ‘Progs.’ The debate in some edu circles is almost binary. Anyone that raises their head above the parapet and says exclusions are sometimes necessary and that being strict is not a bad thing are, worse still, compared to someone who runs a Stasi camp. This binary divide worries me hugely. It is possible to both professionally love the pupils you serve, champion their corner but also to be clear, consistent, strict and use sanctions where appropriate, relevant and proportionate. Doug Lemov refers to this as warm/strict. Some people prefer to call this firm but fair.
The idea of strictness is seen, again by some, as a controversial term. However, as an adjective, it means that rules concerning behaviour are obeyed and observed. A concern I have is when we selectively choose to ignore school rules, be it either because we do not like them, do not agree with them or feel we know better. When someone does this they are undermining the entire school’s approach. Potentially they are making things more difficult for their colleagues and undermining their efforts. At worst they are clearly stating to pupils that these rules can be ignored. That is not to say that we should not consider reasonable adjustments where applicable but these need to be carefully employed and explained.
Another claim is that all poor behavioural decisions are a form of communication and that they are the manifestation of unmet needs. Sometimes this can be the case and it would be foolhardy to ever deny that communication and unmet needs do not exist. However, what can be forgotten by some is that at times children and teenagers are actually quite conformist. Their behaviour will be a representation of the social norm engineered by the behaviours exhibited by their peers, by their families, by the school and what a school both permits and promotes. Sometimes children like to test the water, push the boundaries and go beyond the envelope. Why? Because they can. It is also sometimes forgotten that ‘to err is human.’ People do make mistakes. Children more so. Why? Because they are children. Because they have not yet learnt fully the need to make sound decisions. They are still growing, developing, maturing and learning. Often children do not fully understand the ramifications of making a mistake. Sometimes children and, more so teenagers, will mess around and behave in a particular way simply because they can, because it generates a laugh and praise from their peers. If we are all true to ourselves when we were children growing up I would question how many of us silently navigated the corridors of our schools reciting historical dates, Aristotle, Shakespeare and Algebra in our heads or with our friends. I would also question how many of us, outside the gaze of the teachers at break and lunch, behaved impeccably and demonstrated a high level of maturity, courtesy and calmness towards our peers at all times.
None of this is to rubbish children and I am not seeking to paint children in the dimmest, poorest and darkest of lights. Children do make mistakes, do misbehave and sometimes they can engage in extremely poor behavioural choices. They can also be incredible, amazing and inspiring. It is important though that as teachers we serve as the vanguard of the school’s rules and culture. That we fulfil our professional duty and establish a system and series of expectations, rules, values and norms that allow children to thrive. It is not accidental that managing behaviour effectively is part of the teacher standards, nor is it accidental that Headteachers are expected to ensure high standards of pupil behaviour, as per the Headteachers’ standards. Having a clear set of rules doesn’t make you a ‘Trad,’ nor does it mean you are fierce or that you do not champion children. I would argue quite the reverse. Those rules and the certainty of those rules give children consistency, certainty, safety and the ability to learn and thrive. A clear approach to behaviour, which is explicitly taught, allows for relationships to form, develop and build. Ultimately without relationships, nothing can happen. Everything falls flat on its face. I actually think that the left-right continuum of ‘Progs’ to the left and ‘Trads’ to the right creates a false binary divide. The two ‘camps’ actually have far more in common than meets the eye, with a horseshoe model more applicable. There are huge degrees of overlap.
As I draw this article to a close here are a series of questions to stimulate your thinking in and around behaviour, as follows:
1: What are your values, beliefs and vision for behaviour?
2: What are the behaviours you want to see promoted and what are the behaviours you will not allow?
3: What is your stance on rules? What rules do you value?
4: What routines for learning do you want to see?
5: What is your stance and approach to rewards and sanctions?
6: Where would you allow for reasonable adjustments?
7: Do you explicitly teach behaviour?
8: Does your approach to behaviour allow the magic to happen? Are teachers able to teach?
In most, not all, cases behaviour is a choice. To behave or not to behave, that is the question…..
Sam Strickland is the Principal of a large all-through school in Northamptonshire. His approaches to behaviour, curriculum and teaching have seen the school placed in the top 5% of all schools nationally at A-Level and generated GCSE results that see the school as the 27th most improved school nationally. Follow him @strickomaster