20 Behaviour Management Strategies for Teachers

Struggling with classroom behaviour? You're not alone. Every teacher faces challenging behaviour at some point, and having the right strategies makes all the difference.

This guide gives you 20 proven techniques designed specifically for secondary classrooms. Whether you're an NQT finding your feet or facing a tricky Year 10 class, these practical strategies will help you create a calmer, more focused learning environment.

Key Takeaways

• Effective behaviour management is built on consistency, relationships and clear expectations

• Proactive strategies prevent most issues before they start

• Secondary students respond best to respect, fairness and understanding

• Small, consistent actions beat dramatic interventions every time

• Strong behaviour management reduces stress and improves outcomes for everyone

Why Behaviour Management Matters in Secondary Schools

Secondary school brings unique challenges. You're teaching adolescents navigating hormones, identity, peer pressure and increasing academic demands.

Research shows that effective behaviour management directly improves academic outcomes (opens in a new tab). When students feel safe and focused, they learn better.

Adolescent brains are still developing, particularly in areas controlling impulse and emotional regulation (opens in a new tab). This explains why teenagers sometimes act before thinking.

Strong behaviour management isn't about control—it's about creating an environment where students can learn and feel respected. It also protects your wellbeing.

Key Principles of Effective Behaviour Management

Consistency is everything. Students need to know what to expect. Consistent consequences and expectations build trust.

Relationships come first. Students behave better for teachers they respect (opens in a new tab) and who care about them.

Positive reinforcement works. (opens in a new tab)Rewarding desired behaviour is more effective than only punishing unwanted behaviour (opens in a new tab). Catch students doing things right.

Clear expectations prevent problems. Students can't meet expectations they don't understand. Make your rules crystal clear from day one.

Stay calm. Your emotional state affects the whole class. Remaining composed prevents escalation.

20 Behaviour Management Strategies That Work

1. Meet and Greet at the Door

Stand at your door and greet each student individually. This establishes presence and creates a positive start. Use names and notice if someone seems upset.

2. Establish Non-Negotiable Routines

Create predictable routines for entering, starting work and ending lessons. Routines reduce uncertainty and create automatic good behaviour. Practise them explicitly in the first few weeks.

3. Use Positive Framing

Tell students what to do, not what to stop. "Pens down, eyes on me" beats "Stop talking!" Positive instructions are clearer and less confrontational.

4. Strategic Seating Plans

Deliberately plan where students sit based on behaviour and peer dynamics. Seat distracted students near the front. Separate close friends who chat constantly.

5. The Tactical Pause

Pause mid-sentence and look calmly at an off-task student. The silence draws attention without confrontation. Students usually self-correct when everyone's watching.

6. Proximity Praise

Praise a student near the misbehaving student for doing the right thing. "I love how Aisha has started the task straight away." This redirects without confrontation.

7. Non-Verbal Cues

Use gestures or movements instead of verbal corrections. A pointed look, finger to lips, or moving closer to a chatty group. Less disruptive and avoids public confrontation.

8. Precise Praise

Praise specific behaviours rather than generic compliments. "Brilliant—you've used three pieces of evidence in that paragraph" beats "Good work." Specific feedback reinforces exactly what students should repeat. (opens in a new tab)

9. The 5:1 Ratio

Aim for five positive interactions for every correction. This maintains positive relationships and prevents students feeling targeted.

10. Clear, Calm Consequences

Have a predictable system and apply it consistently. Warning → name on board → detention → referral. Never deliver consequences in anger.

11. Strategic Ignoring

Ignore minor attention-seeking behaviour that isn't disrupting learning. Attention (even negative) reinforces behaviour. Only ignore genuinely minor issues.

12. The 'What I Need' Reminder

Frame redirections around what you need. "I need you facing forward so you can see the diagram" rather than "Stop talking." Less confrontational.

13. Exit Tickets with Reflection

Students complete a brief task before leaving, including behaviour self-assessment. This creates calm endings and promotes self-awareness.

14. Behaviour Narration

Describe the positive behaviour you see. "I can see table 3 has started question 1. Table 5 is reading instructions carefully." This reinforces expectations without directly correcting.

15. The Private Word

Speak to students individually rather than publicly correcting them. Crouch beside their desk: "I've noticed you're finding it hard to focus. What do you need from me?" Shows respect and avoids defiance.

16. Choice and Autonomy

Give students appropriate choices. "You can complete this as a poster or essay—your choice." (opens in a new tab)Adolescents need autonomy (opens in a new tab). Choice reduces power struggles.

17. Scripted Responses

Prepare short scripts for frequent challenges. "I can see you're finding this difficult. You have two choices: start now and I'll help in two minutes, or we'll talk at break. What would help?"

18. Timer and Countdowns

Use visible timers to show task time. Reduces anxiety, increases focus and prevents "How long do we have?" questions.

19. Restorative Conversations

After incidents, have structured conversations focused on repairing harm. Restorative approaches build empathy and responsibility. (opens in a new tab) Ask: "What happened? Who was affected? What needs to happen to put this right?"

20. Phone a Positive

Ring home to praise good behaviour, not just problems. Parents rarely hear good news. "Hi, I'm calling to tell you Sarah has really improved her focus this week."

When to Escalate

Escalate when behaviour is dangerous, persistently disruptive despite interventions, or involves serious violations.

Writing referrals: Be factual. "Jake threw a pen across the room after I'd asked him twice to stop tapping" beats "Jake was deliberately disruptive."

Parent conversations: Start positive. Frame as partnership. "I wanted to work together on supporting Jake." Listen to their perspective.

Frequently Asked Questions

What's the best strategy for new teachers? 

Build relationships first. Learn names immediately and show genuine interest. Combine this with absolute consistency on three non-negotiable rules.

How can I avoid shouting? 

Use calm, low voice. Try tactical pausing or proximity. Walk calmly towards disruption. These are more powerful than shouting.

What if a student refuses instructions? 

Stay calm. Give clear choice with consequences: "You can start now, or stay behind at break. Which would you prefer?" Walk away and give thinking time.

How do I rebuild authority after a bad lesson? 

Start fresh next lesson. Greet positively. Re-establish expectations clearly. Be extra consistent. Catch students doing things right.

Final Thoughts

Strong behaviour management is a skill, not a talent. Every teacher can improve with practice.

You won't get it perfect immediately. Try these techniques, reflect on what works, and adapt them. Consistency matters more than perfection.

Behaviour improves over time. The impossible September class often runs smoothly by December once routines are embedded.

Be patient with yourself and your students. Behind challenging behaviour, there's often a reason. Approach with firmness, fairness and compassion.

With these 20 strategies, you're well-equipped to create the calm, focused classroom where brilliant learning happens.

 References

1, Effective Classroom Management on Overall Learning Outcomes (opens in a new tab)

2. Maturation of the adolescent brain | NDT (opens in a new tab).

3. Operant Conditioning In Psychology: B.F. Skinner Theory (opens in a new tab) 

4. Improving students' relationships with teachers (opens in a new tab)

Frequent and Targeted Feedback: Evidence-based Teaching: Teaching Resources: Center for Innovative Teaching & Learning: Indiana University Bloomington (opens in a new tab)

5. Restorative Practices: A Guide for Educators - Schott Foundation (opens in a new tab)