Behaviour Management Quiz (10 minutes)

During a GCSE Maths lesson, Mr. Ali notices that a student, Tyrell, is repeatedly talking to his peers, ignoring instructions, and making jokes loudly. Other students are starting to laugh, and the lesson is being disrupted. Mr. Ali asks Tyrell to stop twice, but the behaviour continues. Eventually, Mr. Ali raises his voice and tells Tyrell to leave the classroom. Tyrell responds with, “You always pick on me!” and slams the door on his way out.

• Quietly reminding Tyrell of expectations

• Praising students nearby who are on task

• Raising his voice in frustration

• Moving closer to Tyrell without confrontation

Case Study: During a GCSE Maths lesson, Mr. Ali notices that a student, Tyrell, is repeatedly talking to his peers, ignoring instructions, and making jokes loudly. Other students are starting to laugh, and the lesson is being disrupted. Mr. Ali asks Tyrell to stop twice, but the behaviour continues. Eventually, Mr. Ali raises his voice and tells Tyrell to leave the classroom. Tyrell responds with, “You always pick on me!” and slams the door on his way out. Which of the following is a proactive behaviour strategy?

• Detention after class

• Seating plan adjustment before lesson

• Calling parents after an incident

• Sending the student out mid-lesson

During a GCSE Maths lesson, Mr. Ali notices that a student, Tyrell, is repeatedly talking to his peers, ignoring instructions, and making jokes loudly. Other students are starting to laugh, and the lesson is being disrupted. Mr. Ali asks Tyrell to stop twice, but the behaviour continues. Eventually, Mr. Ali raises his voice and tells Tyrell to leave the classroom. Tyrell responds with, “You always pick on me!” and slams the door on his way out.

• Use of humour in the classroom

• Consistency and calm response

• Encouraging peer collaboration

• Ignoring low-level disruption

Case Study: During a GCSE Maths lesson, Mr. Ali notices that a student, Tyrell, is repeatedly talking to his peers, ignoring instructions, and making jokes loudly. Other students are starting to laugh, and the lesson is being disrupted. Mr. Ali asks Tyrell to stop twice, but the behaviour continues. Eventually, Mr. Ali raises his voice and tells Tyrell to leave the classroom. Tyrell responds with, “You always pick on me!” and slams the door on his way out. What is the best follow-up action after Tyrell’s exit?

• Ignore the incident and move on

• Discuss the behaviour in front of the class next day

• Arrange a restorative conversation with Tyrell privately

• Issue a warning through a third party

Two reasons why Tyrell’s behaviour might have escalated during the lesson are:

• He was feeling frustrated and overwhelmed

• He was being rewarded for his behaviour

• He was given clear instructions

• He was engaged in the lesson

Which of the following actions by Mr. Ali escalated the situation rather than de-escalated it?

• Ignoring Tyrell's behaviour

• Giving Tyrell a warning

• Raising his voice in frustration

• Sending Tyrell out of the classroom

Which of the following is a proactive step to prevent disruption in the classroom?

• Ignoring minor disruptions

• Seating plan adjustment before lesson

• Giving out detentions

• Waiting for disruptions to occur

What response undermines consistency and calm authority in classroom management?

• Ignoring the behaviour

• Consistency and calm response

• Responding emotionally

• Calling parents immediately

Which action encourages reflection and rebuilds the relationship without public confrontation?

• Ignoring Tyrell

• Giving Tyrell a detention

• Arrange a restorative conversation with Tyrell privately

• Publicly reprimanding Tyrell

Two reasons why Tyrell’s behaviour might have escalated during the lesson are:

• He felt misunderstood or ignored by the teacher and was frustrated by the lesson content.

• He was rewarded for his behaviour and received extra privileges.

• He was given less homework than others and felt bored.

• He was praised for his behaviour earlier in the day.