The headings on this page are the statements in the Teachers’ Standards that all new teachers must meet. The series of questions for each statement are prompts for new geography teachers to think about. They should use these prompts to discuss their training with their geography mentor and evaluate their progress. These questions are not intended to be a further set of ‘standards’ to be met.
To manage behaviour effectively to ensure a good and safe learning environment in geography, you must do the following:
Have clear rules and routines for behaviour in classrooms, and take responsibility for promoting good and courteous behaviour both in classrooms and around the school, in accordance with the school’s behaviour policy
- Do I follow the school’s behaviour policy?
- Do I set clear expectations for behaviour in my classroom?
- Do I always create a classroom atmosphere that is conducive to learning in geography?
- Do I use classroom routines effectively to create an environment supportive of geographical learning?
Have high expectations of behaviour, and establish a framework for discipline with a range of strategies, using praise, sanctions and rewards consistently and fairly
- How do I celebrate student achievements in geography?
- Do I ensure a balance between rewards and sanctions?
- How can disaffected students be inspired through geography?
- Can I set high expectations for behaviour when teaching outside of the classroom?
Manage classes effectively, using approaches which are appropriate to pupils’ needs in order to involve and motivate them
- How can I manage students working collaboratively in groups?
- How do I manage an enquiry approach to learning?
- Do I always give clear, specific instructions about geography activities?
- Do I always check students’ understanding of a geography task before it begins?
- Do I always consider carefully how to manage learning activities when I plan them, and select teaching strategies that will contribute to successful behaviour management?
- Do I carefully monitor student responses in lessons so that I can intervene quickly if necessary?
Maintain good relationships with pupils, exercise appropriate authority, and act decisively when necessary
- Is my classroom a positive environment for geographical learning?
- Do I have a good rapport with students?
- Am I respected by students?
- Do I know how to manage fieldwork and balance maintaining good relationships with exercising appropriate authority when outside of the classroom?
Where to find support?
For support in achieving this Standard, go to the teacher in the school who leads the general ITE training for the induction tutor. The key aspects of managing student behaviour are common to all subjects. Lessons which are stimulating and interesting to students will avert many common behaviour problems.
In geography some activities rely particularly on students’ good behaviour: for example, working outside the classroom on fieldwork, undertaking debates and role plays, managing independent learning in enquiries. You may find it useful to look at the following sections of the GA website, which include information on managing specific activities:
- Dialogic teaching and discussion in geography
- Collaborative learning in geography
- Role play and drama in geography
- Geographical enquiry: the teacher’s role
- Search the Early Career Hub by the Chartered College of Teaching for Behaviour advice for new teachers.
- Bennett , T. (2016) The Beginning Teacher’s Behaviour Toolkit: A Summary, DfE.
- Dix, P. (2018) ‘Behaviour management in the classroom’, The profession, (Chartered College of Teaching), June.
- Education Endowment Foundation (2019) Improving behaviour in schools, EEF.
- Quigley, A. ‘Behaviour management: Practical tips’, Impact (Chartered College of Teaching)