PGCE Behaviour and Classroom Management 2 — Questions and Answers
Question 1: A trainee teacher shouts at the class to gain attention. Why might this be counterproductive?
- It raises emotional arousal, models poor self-regulation, and can damage relationships and trust (Correct answer)
- It is always effective if used sparingly
- It demonstrates authority clearly
- It is the recommended approach in DfE guidance
Correct answer: It raises emotional arousal, models poor self-regulation, and can damage relationships and trust
Shouting can trigger defensiveness, raise the emotional temperature in the room, and model poor emotional regulation — calmer, more assertive approaches are more effective and sustain better relationships.
Question 2: What is 'strategic ignoring' as a behaviour management tool?
- Deliberately not responding to low-level attention-seeking behaviour while narrating the behaviour of others who are on task (Correct answer)
- Ignoring all behaviour without ever responding
- Ignoring pupils with SEND
- Not reading the school behaviour policy
Correct answer: Deliberately not responding to low-level attention-seeking behaviour while narrating the behaviour of others who are on task
Strategic ignoring avoids reinforcing attention-seeking behaviour by not responding to it, while simultaneously praising others — withdrawing the reward (attention) reduces the behaviour over time.
Question 3: What is the 'three before me' rule for independent work, and how does it support classroom management?
- Pupils must try three resources or peers before asking the teacher — reducing dependence and allowing teachers to monitor the class (Correct answer)
- Pupils must have three warnings before being moved
- Teachers must give three instructions before expecting compliance
- Three pupils must agree before a rule is applied
Correct answer: Pupils must try three resources or peers before asking the teacher — reducing dependence and allowing teachers to monitor the class
'Three before me' encourages independence and self-help — pupils try textbooks, displays, and peers first, reducing the number of low-level interruptions to the teacher and building pupil resourcefulness.
Question 4: Under the DfE's Behaviour in Schools guidance (2022), what must every school have?
- A written behaviour policy that is understood by all staff, pupils, and parents (Correct answer)
- A behaviour specialist in every classroom
- Annual behaviour conferences for all pupils
- Separate behaviour curricula for each year group
Correct answer: A written behaviour policy that is understood by all staff, pupils, and parents
DfE guidance requires schools to have a clear, published behaviour policy communicated to all stakeholders — staff must implement it consistently, and parents and pupils must be aware of it.
Question 5: What is 'scaffolded choice' as a de-escalation strategy?
- Offering a misbehaving pupil a limited, managed choice to restore a sense of control without undermining authority (Correct answer)
- Giving pupils unlimited choices to reduce frustration
- Removing all choices as a punishment
- A technique only used in early years
Correct answer: Offering a misbehaving pupil a limited, managed choice to restore a sense of control without undermining authority
Giving a pupil two acceptable options (e.g., 'You can work here or at the spare desk — which do you prefer?') restores agency without relinquishing control, often preventing escalation.
Question 6: Why is 'following through' on stated consequences important in behaviour management?
- It builds credibility and demonstrates that expectations are real — empty threats undermine the entire behaviour system (Correct answer)
- It is only important for serious misbehaviour
- It demonstrates rigidity, which is counterproductive
- It should be avoided to preserve relationships
Correct answer: It builds credibility and demonstrates that expectations are real — empty threats undermine the entire behaviour system
Following through consistently on stated consequences is essential to credibility — if pupils learn that consequences do not materialise, they lose deterrent value and the teacher loses authority.
PGCE Behaviour and Classroom Management 2
A trainee teacher shouts at the class to gain attention.
Why might this be counterproductive?