Qualified Teacher Status (QTS) Classroom Practice and Behaviour Management Syllabus

Classroom Practice and Behaviour Management syllabus — full chapter and topic list

Expand any chapter to see its topics and sub-topics. This is the whole examinable outline for Classroom Practice and Behaviour Management in Qualified Teacher Status (QTS), not a summary of it.

1. 1

   Establishing High Expectations and Routines

   4 topics

   • Creating a culture of high expectations for all pupils
   • Establishing and reinforcing classroom routines
     • Transitions and entry/exit routines
     • Routines for materials, talk and movement
   • Building positive relationships and rapport with pupils
   • Creating a safe, orderly and predictable environment
2. 2

   Managing Behaviour Effectively

   5 topics

   • Whole-school behaviour policies and consistency
   • Positive reinforcement, praise and recognition
   • Responding to low-level disruption proactively
   • De-escalation and managing challenging behaviour
     • Understanding behaviour as communication
     • Restorative approaches
   • Reasonable use of statutory powers and the law on behaviour
3. 3

   Effective Teaching Techniques in Practice

   5 topics

   • Explicit instruction and the gradual release of responsibility
   • Modelling and live demonstration of expert thinking
   • Scaffolding and progressive removal of support
   • Maximising learning time and pace
   • Effective use of group, paired and independent work
4. 4

   Deploying Adults and Resources in the Classroom

   4 topics

   • Effective deployment of teaching assistants and support staff
   • Avoiding over-reliance on adult support for individual pupils
   • Using technology and digital tools to support learning
   • Managing the physical learning environment and displays

Classroom Practice and Behaviour Management flashcards for Qualified Teacher Status (QTS)

18 of 51 cards from the Classroom Practice and Behaviour Management deck — real questions with worked answers.

1. What does it mean to create a 'culture of high expectations' in the classroom?

   It means consistently communicating the belief that every pupil can achieve and behave well, holding all pupils (regardless of background or prior attainment) to the same demanding academic and behavioural standards, and refusing to accept low effort or poor conduct as inevitable.

2. Why are high expectations linked to the 'self-fulfilling prophecy' / Pygmalion effect?

   Because teacher beliefs about pupils influence their interactions, and pupils tend to rise or fall to the level expected of them; communicating high expectations raises actual attainment, while low expectations depress it.

3. Define a classroom 'routine' and state its main behavioural benefit.

   A routine is a taught, repeated procedure for a recurring activity (e.g. entering the room, distributing equipment). Its main benefit is automaticity, which reduces cognitive load and minimises opportunities for low-level disruption.

4. What three steps are used to establish a new classroom routine?

   Explicitly teach/explain the routine, model and practise it (with pupils rehearsing), then reinforce it consistently through repetition and correction until it becomes automatic.

5. Why should routines be 'over-taught' early in the year?

   Because front-loading clear routines establishes predictability and expectations from the outset, prevents bad habits forming, and saves learning time later by making behaviour automatic rather than negotiated.

6. What is meant by 'rapport' between teacher and pupils, and why does it matter for behaviour?

   Rapport is a positive, trusting professional relationship built on knowing pupils, fairness and genuine interest. It matters because pupils are more likely to cooperate, take risks in learning and accept correction from teachers they trust and respect.

7. Name practical strategies a teacher uses to build positive relationships with pupils.

   Greeting pupils by name, learning about their interests, giving specific praise, being consistent and fair, showing the behaviour is disapproved of rather than the child, following through on promises, and using positive non-verbal communication.

8. What are the key features of a 'safe, orderly and predictable' learning environment?

   Consistent rules and consequences, established routines, calm and respectful interactions, physical and emotional safety, clear expectations known to all, and reliable follow-through so pupils know what to expect.

9. Why is predictability particularly important for vulnerable pupils?

   Because consistent routines and responses reduce anxiety, provide a sense of security, support self-regulation, and help pupils who may have experienced chaotic environments to feel safe enough to learn.

10. What is a whole-school behaviour policy and why is staff consistency essential?

    It is the school's agreed framework of expectations, rewards and sanctions applied by all staff. Consistency is essential because pupils respond to fairness and predictability; inconsistent application undermines authority, creates a sense of unfairness and weakens the policy.

11. According to DfE guidance, what should an effective whole-school behaviour culture be led by?

    It should be led from the top by senior leaders (the headteacher and governors), with consistent, visible support so that high standards of behaviour are a shared whole-school responsibility, not just down to individual teachers.

12. What is the difference between positive reinforcement and a reward?

    Positive reinforcement is any consequence following a behaviour that increases the likelihood of that behaviour recurring; a reward is a specific tangible or social positive (e.g. praise, points, privileges) used as one form of reinforcement.

13. What makes praise effective rather than counterproductive?

    Effective praise is specific (names the exact behaviour or effort), sincere, contingent on genuine achievement, and often directed at effort and strategy rather than fixed ability or general personality.

14. Distinguish 'person praise' from 'process praise' and state which is generally preferable.

    Person praise targets the individual's traits ('you're so clever'); process praise targets effort, strategy and choices ('you worked hard on that method'). Process praise is generally preferable as it fosters a growth mindset and resilience.

15. What is 'low-level disruption' and why is responding to it important?

    Low-level disruption is minor off-task behaviour such as talking out of turn, calling out, fidgeting, slow starts or distracting others. Responding promptly matters because, although individually minor, it cumulatively erodes learning time and can escalate if ignored.

16. List proactive (rather than reactive) strategies for managing low-level disruption.

    Clear taught routines, active scanning/circulation, positive framing of expectations, non-verbal cues (the 'look', proximity), pace and challenge to keep pupils engaged, pre-empting, and 'catching pupils being good' with praise.

17. What is the principle behind the 'least intrusive intervention first' approach?

    Address misbehaviour using the smallest, quietest intervention that works (e.g. a glance or name-drop) before escalating, so learning is minimally interrupted and the pupil is given the chance to self-correct without confrontation.

18. Define de-escalation in the context of challenging behaviour.

    De-escalation is the use of calm verbal and non-verbal techniques to reduce a pupil's emotional arousal and prevent a situation from intensifying, with the aim of restoring calm and avoiding confrontation or the need for physical intervention.

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