People, Participation, Progression, Performance in Hockey
A PRACTICAL BLUEPRINT FOR ENGAGEMENT AND BEHAVIOUR IN YOUR CLASSROOM AND BEYOND 
ENTRY
ROUTINE DEFUSE
DEBATES GAINING
ATTENTION TIGHT
TRANSITIONS The Classroom Management Handbook set out to synthesise the key principles of behaviour management and present to you the tools and routines required to create the calm and productive environment that all students and teachers deserve. A well-established entry routine is essential for creating a calm, organised, and focused classroom environment. This routine involves teachers greeting students at the door with a friendly welcome, setting a positive tone right from the start. As students enter, they are provided with clear, concise instructions about what to do next, whether it's beginning a Do Now activity or preparing materials for the lesson. Teachers should narrate and praise students who follow the instructions promptly, reinforcing positive behaviours. This process ensures students are prepared to engage and ready to start learning without delay. Defusing student-teacher debates is key to maintaining control and avoiding distractions. When a student challenges a request, such as asking to put away headphones, teachers should avoid engaging in back-and-forth arguments. Instead, use partial agreement phrases like "Maybe so," to acknowledge the student without conceding the debate. Focus on primary behaviours and tactically ignore minor reactions like eye-rolling. Offer directed choices that give the student clear options to comply, and calmly restate expectations. Finally, allow take-up time to avoid power struggles, giving students a moment to comply on their own terms. Successfully gaining and holding students' attention is a key element of classroom management. Teachers should develop a consistent method for signaling when they need students to focus, whether it's using a verbal cue like "Eyes on me," a hand signal, or a countdown. These signals should be practiced and reinforced regularly so that students respond immediately and know exactly what is expected. By calmly waiting until everyone is attentive and using positive narration for those following instructions, teachers create a focused, respectful environment. This simple routine maximises teaching time and keeps the class moving forward. Tight transitions between classroom activities are vital for minimising disruption and keeping the momentum of learning. To achieve this, teachers should clearly communicate what students need to do, how long they have to transition, and what the next task involves. Using visual timers or countdowns helps create urgency without stress, while narrating and acknowledging students who transition efficiently can reinforce positive behaviour. Regular practice and consistency are key to ensuring smooth transitions. This routine reduces wasted time, limits off-task behaviour, and allows lessons to flow seamlessly. 10 CLASSROOM MANAGEMENT PRINCIPLES 
PRINCIPLE1
CRACKING BEHAVIOUR IS CRACKING A CODE Identify factors influencing each student's behaviour. 
PRINCIPLE 2
DEVELOP CLASSROOM MANAGEMENT HABITS Build and practise effective management routines. 
PRINCIPLE3
STARTING WITH HIGH EXPECTATIONS IS KEY Set firm behavioural standards from day one. 
PRINCIPLE 4
MASTER YOUR BEHAVIOUR TO INFLUENCE OTHERS Stay calm and consistent in your emotions and actions. 
PRINCIPLE 5
BEHAVIOUR IS A CURRICULUM TREAT IT AS SUCH 
Plan and model behaviour just like academic content. AFTER CLASS
CONVERSATION EFFECTIVE
INSTRUCTION MONITORING
FOCUSED WORK MOVING
A STUDENT 
PRINCIPLE 6
IT'S WHAT YOU SAY AND HOW YOU SAY IT! Even with effective classroom management, there will be times when students don't meet expectations. If a pattern of poor behaviour arises or there is a significant incident, a follow-up conversation after class can be essential. These conversations serve three key purposes: to provide students with an opportunity to reflect on their behaviour, clarify the standards that need to be met, and maintain a positive relationship between teacher and student. By using techniques like partial agreement and guiding students through reflection on the impact of their behaviour, teachers can help students and commit to better behaviour. The key to improving student behaviour is helping them succeed through clear, explicit instruction. The "I Do" phase of a lesson is when the teacher models and explains the knowledge or skills being taught. Start by gaining students' attention, then clearly state the learning intention and its relevance. Provide a bulletproof definition, followed by examples and non -examples. Following this, the "We Do" phase transitions students into guided practice. Check for understanding after each small chunk of instruction using methods like choral responses or mini-whiteboards. This ensures students grasp the concept before moving to independent work. During independent work, students should be focused and quietly practicing skills to embed them in their long-term memory. The teacher's role is to monitor behaviour and keep students on task while providing support. Effective strategies include creating a public record of praise for "fast starters" on the board, using a visible timer to maintain focus, and scanning the room regularly. Proximity and non-verbal cues like pointing to a student's book can refocus off-task students. When necessary, close talk or directed choices can help to correct behaviour. These strategies ensure a productive, focused environment for learning. When proactive strategies fail, moving a disruptive student to a new seat is an effective way to maintain classroom order. Begin by using descriptive and direct language, clearly explaining the behaviour that needs to stop. Offer a directed choice, allowing the student to either remain in their seat quietly or move. If the behaviour persists, calmly instruct the student to move, using partial agreement to deflect excuses. Allow take-up time for compliance, setting a timer if needed. Ignore minor disruptions, like sighing, and acknowledge positive behaviour once the student complies. Escalate further defiance to management if necessary. Take note of your tone, posture, and non-verbal signals. 
PRINCIPLE7
SUCCESS IS THE GREATEST MOTIVATOR Break tasks into steps and CFU to foster success. 
PRINCIPLE 8
SEEK OUT EXAMPLES OF EXCELLENCE Observe and learn from high-performing teachers. 
PRINCIPLE 9
LET STUDENTS KNOW YOU BELIEVE IN THEM Create an environment of support, trust and belonging. 
PRINCIPLE 10
BANK POSITIVITY WITH STUDENTS Actively build positive relationships through praise.
