QTS Behaviour Management 2 — Questions and Answers
Question 1: What does 'low-level disruption' in the classroom include?
- Off-task chatter, calling out, and failure to follow instructions promptly (Correct answer)
- Only physical aggression
- Bullying between pupils
- Refusing to attend school
Correct answer: Off-task chatter, calling out, and failure to follow instructions promptly
Low-level disruption includes seemingly minor behaviours — talking when not required, calling out, distracting others — that cumulatively significantly disrupt learning if not managed consistently.
Question 2: What is the 'least intrusive intervention' principle in behaviour management?
- Using the smallest, least disruptive intervention necessary to redirect behaviour before escalating (Correct answer)
- Always using the most serious sanction available
- Ignoring all behaviour and waiting for it to stop
- Removing pupils at the first sign of difficulty
Correct answer: Using the smallest, least disruptive intervention necessary to redirect behaviour before escalating
Effective behaviour management starts with the least disruptive intervention (a look, proximity, a quiet word) and escalates only as necessary, preserving the relationship and minimising disruption.
Question 3: How should a teacher respond to a pupil who is becoming increasingly agitated and distressed in class?
- Give the pupil time and space, use a calm voice, and avoid confrontation while ensuring others' safety (Correct answer)
- Raise your voice to establish authority
- Insist the pupil complete the task immediately
- Exclude the pupil from the class immediately
Correct answer: Give the pupil time and space, use a calm voice, and avoid confrontation while ensuring others' safety
De-escalation involves reducing emotional arousal — giving space, using a calm tone, and avoiding confrontational language prevents situations from escalating to crisis level.
Question 4: What does 'positive behaviour reinforcement' involve?
- Recognising and rewarding desired behaviours to increase their frequency (Correct answer)
- Punishing all unwanted behaviours
- Ignoring positive behaviour to avoid creating dependence on praise
- Only rewarding academic achievement
Correct answer: Recognising and rewarding desired behaviours to increase their frequency
Positive reinforcement involves recognising and explicitly rewarding desired behaviours — praise, points, privileges — increasing the likelihood they are repeated.
Question 5: A pupil with anxiety consistently avoids group work. What is the most effective response?
- Understand the trigger, gradually build comfort with group settings using scaffolded support, and liaise with the SENCO (Correct answer)
- Force the pupil to participate to overcome the fear
- Exempt the pupil from all group activities permanently
- Refer immediately to exclusion procedures
Correct answer: Understand the trigger, gradually build comfort with group settings using scaffolded support, and liaise with the SENCO
Anxiety-driven avoidance requires a graduated, sensitive approach — understanding triggers, building confidence gradually, and involving SENCO and parents ensures both inclusion and wellbeing.
Question 6: What does 'unconditional positive regard' mean in a pastoral context?
- Valuing pupils as individuals regardless of their behaviour, while still addressing the behaviour itself (Correct answer)
- Accepting all behaviour without consequences
- Giving praise only when behaviour is perfect
- Relating positively only to high-achieving pupils
Correct answer: Valuing pupils as individuals regardless of their behaviour, while still addressing the behaviour itself
Unconditional positive regard (Rogers) means maintaining the relationship and the pupil's sense of worth even while addressing negative behaviour — separating the person from the act.
QTS Behaviour Management 2
What does 'low-level disruption' in the classroom include?