A classroom environment is a dynamic environment where noise can creep up and become a distraction. As a teacher we need simple strategies that work; and here one is! An interactive noise level chart designed to support a positive classroom environment. This noise chart included four clear levels: Level 0 - Silent work Level 1 - Partner voice Level 2 - Table voice Level 3 - Presenter voice Print nice and large and place in a prominent area; add some push button lights for added clarity and sparkle.

I have pulled together my top tips for behaviour management in an easy to read format - my one minute guide (OMG). More top tips for behaviour management can be found in my shop. Effective behaviour management is based on a teacher‘s ability to successfully create a well-managed, structured classroom environment so that learning can occur. However, effective behaviour management is a tricky field to navigate.

This is a qualitative pupil survey to support a successful transition for pupils returning following the national COVID Lockdown. This document provides a vital insight into the pupils thoughts, feelings and challenges to support a successful transition.

Taken from my series of One Minute Guides, this is my top 10 tips for teaching a child with SEMH needs.

These are a series of behaviour management one minute guides produced as usual references or training pieces. The one minute guides cover a range of techniques including being assertive, descriptive cues, directional cues, empathic responses, praise, secondary behaviour and a range of low level behaviour responses.

The purpose of this circle time if to provide the children with the opportunity to express their understanding of what they have experienced and to gain some clarity. This enables us, as educators, to have a unified basis on which to build and repair.

In a response to the COVID pandemic and schools re-opening, i have made some posters to go around our school. These posters promote safe distancing and cleanliness. I hope you find them useful.

This workbook is designed for children across EYFS, KS1 and KS2 to reflect on their COVID story and journey. This book promotes social and emotional recovery and offers the children the opportunity to express. To support this workbook, ideally family members in the home environment would be invited to complete alongside the pupil. Our schools are using this workbook as part of the pupils re-integration back into education on or around the 1st June. Thank you for taking the time to consider using this, i truly hope it helps the little ones in your school!

As a multi academy trust, we are developing a response to our pupils returning to education following the COVID pandemic. This document sets out theories that relate to social isolation from a behavioural science stance and puts forward a suggested series of responses/activities educational institutions could use to help repair the trauma. This is very much a working document, but I wanted to share… we are all in this together! If you have any suggestion, comments or feedback please let me know.

This resource is designed for people who work within a school setting and wish to develop their skill-set in behaviour management. I will be using this training tool for NQTs and the enhance the expertise of the schools SENCOs/Pastoral team. The presentation covers a wide variety of topics and techniques including: Low Level Responses Assertive Responses Empathic Responses to Behaviour Management. Many techniques in this resource are based upon sound research and evidenced based practices that have been utilised within the classroom for years. I have merely collated and presented. I hope you find the resource useful.

Restorative Approaches are somewhat new to schools, especially the primary sector. However, data already shows that Restorative Approaches reduce incidents of disruptive behaviour, reduce incidents of verbal abuse, reduce incidents of theft, reduce incidents of physical assault and reduce exclusions. It has also been found to increase attendance. These resources are designed to support the behaviour systems currently in place within schools, aid the learning from these systems (for all parties) and repair any harm that has taken place (both physical and emotional harm). The resources cover initial introductions for all staff, specific training for Low-High level responses (including handouts and an introduction to pedagogical ideals) and all school INSETS to support. The resources are supported through a whole school plan and risk management documents. Using these resources I introduced restorative practices across six primary schools within the academy I work. I utilised the expertise already in place within my pastoral teams and school SENCOs to support the delivery of this across two academic terms (Sept-March).

An informative resource created to describe the Cognitive Biases that effect our decision making processes.

I created this resource to introduce Human Behaviours, how we learn and more importantly how we can utilise this in school. I plan to use this as a training resource for my behaviour team at school and to challenge their beliefs on behaviours. The resource goes into the psychology of behaviour and the learning processes involved. The resource touches on the Behaviourist Perspective, Classical Conditioning and Operant Conditioning. The outcome is for the users to 'understand key motivators to behaviour', 'develop a toolkit to use within schools' and 'gain knowledge in the ways we can influence others to behave the way we want.' I hope you find this resource useful.

This document has been produced to provide a child with the opportunity to break their behaviours down and implement strategies to support and avert a 'crisis'. The document also provides a great opportunity to share individualised good practice and provide ongoing support and professional development. I have found this document useful in explaining to professionals the different stages of negative behaviours and suggesting ways to support. This document has been used as part of SMART and SMART+ plans. The document is based upon the research of Robert C. Chandler, Ph.D., internationally renowned crisis communication expert. He states a crisis has six stages: 1) warning, 2) risk assessment, 3) response, 4) management, 5) resolution, and 6) recovery. Certain incident types, have very distinct warning phases and therefore can be prevented.

A document with the sole purpose of 'challenging' a child with a small S.M.A.R.T target to get them working above and beyond the normal expectations of the classroom. The card is two sided. One side of the card outlines reasons why a child may be required to leave the room and seek the help of a TA, Interventions team or a member of SLT. The second side outlines the 'challenge' and provides the child with the opportunity to earn a reward. Enabling the child to take ownership of their behaviour and work towards achieving desired outcomes. The card is designed to be kept by the child so the ownership is on them to achieve the 'challenge' and earn the reward. *The card is required to be folded down the middle*

The ‘How and I Feeling Fan’ is a simple way for children to express how they are feeling. The fan contains 14 different faces depicting different emotions along with the matching vocabulary. The fan can be easily made by both staff and child. *requires one paper fastener Age 3+ Symbols Include: Angry, WOW, Thoughtful, Surprised, Silly, Nervous, Unwell, Shocked, Sad, Happy, Cross, Pleased, Upset, Worried.

This document is used within school to support children at home with their morning/evening routines. I have given this resource to many parents who report back that it is very helpful at home. I have found that this document helps with attendance within school. The document is easily customised with colours, names and tasks. The document can be printed and mounted onto card and/or decorated by the child to enable ownership. *Requires counters to be made* I use small plastic counters from school with stickers. Feedback Welcome

This is a resource to use after a negative incident has occurred. The resource is designed to enable the child to understand and fix their mistakes. Work through the first worksheet and challenge the child to 'take responsibility' for their actions. The resource is broken into three simple steps: 1 - Apologise 2 - Ask what you can do to fix your mistake 3 - Do it! Continuous use of this resource will develop an understanding of reflective practise for children and empower them to learn a life skill. It is important that the child understands that we all make mistakes, it is our job to learn from them and make them better. Feedback appreciated.

A document with the sole purpose of 'challenging' a child with a small S.M.A.R.T target to get them working above and beyond the normal expectations of the classroom. A reward is outlined at the bottom of each card. The card is designed to be kept by the child so the ownership is on them to achieve the 'challenge' and earn the reward. Three examples included: Example 1: Completely blank. Set them a challenge and outline a reward or EVEN BETTER 'challenge' the child to set their own target. Example 2: Suggested challenges. Don't forget to set a reward that the child would like to earn. Example 3: Challenges and rewards already set. Complete time saver with the whole emphasis put onto the child to take, complete and reward their own EPIC behaviour. Feedback appreciated.

As a school we found that a lot of our lateness was due to poor timekeeping from the parents. As an intervention to challenge this we created a 'Parents Late Slip'. The idea was to make dropping off a child late to school an inconvenience for the parent; hopefully reducing lateness! The document is used by ask each parent who brings their child late to school to complete the slip. In our school we have printed this out on red paper (makes the late slip look bad!!!) and always 'forget' to get it out ready (increasing the time it takes to complete it) I hope this works for your school!!