1.1 Setting the Standard of Behaviour

On this page

  1. Start setting the standard of behaviour
  2. When do you set the standard of behaviour?
    2.1 Also show the standard when reinforcing positive behaviour
    2.2 Showing the standard during both whole-class teaching and working independently
  3. Connections between Leary’s Circle and FFT
    3.1 Consciously avoiding mirroring behaviour
  4. Use of voice
  5. Pitfall
  6. Examples
  7. Summary

Teachers set a good example. Most pupils naturally adopt their teacher’s attitude.

I teach in a friendly and clear manner. As a result, everyone’s attention is directed towards the lesson.

 Bapuji [Mahatma Gandhi, grandfather of Arun] had different ideas about education from most other people. He believed that children learned more from the character and example of their teachers than from books. He rejected the old advice  “Do as I say, not as I do”.
He was convinced that teachers must set a good example if they expect something from their pupils.”  Gandhi (2017), Arun

Image: Haim Ginott

Introduction video

For more information check out our other introductory videos here.

Current approach

How do I set the standard of behaviour up to now?

Future approach:

How will I show the standard of behaviour in the future?

Introduction

‘Setting the Standard of Behaviour’ is one of the four modules within the perspective ‘Establishing a Friendly Tone’ in Friendly and Fair Teaching (FFT).

Figure 7: Establishing a friendly tone (overview)

Within FFT, setting the standard of behaviour means that teachers teach both kindly and fair in all circumstances. When you teach with good intentions and the necessary tact, most pupils are likely to adopt and gradually internalise your example. By showing the standard of behaviour you invite pupils to behave in a desirable way themselves. Your attitude influences and guides the behaviour of your pupils. Setting the standard of behaviour is one of the ways in which you create a positive learning environment.

When showing the standard of behaviour you use body language and speak in a friendly way. Showing the standard of behaviour is a skill that develops over time. You may make mistakes along the way. By paying attention to your own behaviour and discussing it openly, you learn more quickly. It begins with observing your own behaviour and also paying attention to the behaviour of your pupils.

The world is like a mirror: look into it angrily and she looks back angrily, smile and she smiles too.” Samuel (1937), Herbert

1. Starting by showing the standard of behaviour

You can begin showing the standard of behaviour at any moment. Display the Framework (Friendly + Fair) in the classroom, discuss it with the pupils and apply it in practice. When you consistently act in a friendly and fair way, pupils quickly notice this change. See ‘Practice Period‘.

2. When do you show the standard of behaviour?

You show desired behaviour while teaching. Pay attention to your posture, the pace of your movements and the tone of your voice. In addition, consider the following aspects:

  • Ensure that the classroom is tidy.
  • Arrive on time and complete tasks on time.
  • Use friendly and polite language when speaking to pupils and in emails.

2.1 Also show the standard when reinforcing positive behaviour

It can be challenging to remain friendly and clear when addressing a pupil about behaviour or effort. When this succeeds, you can teach with confidence. Pupils adopt your calm attitude and attention returns to the lesson.

The illustration below shows that approximately 95% of pupils adopt the teacher’s attitude. About 5% do not. These pupils are guided and, if necessary, you reinforce positive behaviour in a friendly and fair manner (see ‘Behaviour Management Strategies).

Figure 10: most pupils adopt your behaviour

2.2 Showing the standard during both whole-class teaching and working independently

Desired behaviour is shown during both whole-class teaching and independent work. In both situations you:

  1. use body language and make your actions visible;
  2. give compliments (preferably with a thumbs-up gesture) or address pupils first through body language;
  3. build mutual trust;
  4. approach pupils in a friendly and clear manner;
  5. continue observing.

The differences in approach between the two forms of teaching are shown below

Setting the standard of behaviour during frontal teaching

  1. During whole-class teaching your role resembles that of a tour guide. You connect with the pupils’ world of experience while also expanding it. You present the subject matter in an engaging and inspiring way and lead the class discussion.
  2. During exercises following your explanation you decide how pupils work together. In this way pupils get to know one another.

Setting the standard of behaviour during independent work

  1. During independent work you coach individual pupils or small groups.
  2. Speak softly (while articulating clearly) so that other pupils are not distracted.
  3. Your role resembles that of a roadside assistance service: when a pupil gets stuck you offer tailored help and mainly ask guiding questions.
  4. Within a clear structure you give pupils a certain degree of freedom. With this freedom they develop in their own way.
  5. Allow pupils to choose tasks at their own level.
  6. Allow pupils to choose whom they work with. Together they connect with the subject and with the wider world.

3. Connections between Leary’s Circle and FFT

The Leary Circle describes a range of behaviours in which each behaviour tends to evoke a response from the other person. Opposing behaviour can sometimes produce a change in behaviour.

What similarities and differences exist between the Leary Circle and the FFT approach?

Timothy Leary contrasted hostility with love and dominance with submission. If love is understood as friendly and dominance as fair, then FFT and Leary meet in one important point: Friendly + Fair works best.

Dominance can have negative connotations such as arrogance, rigidity or dogmatism. These should be avoided. Likewise, avoid the negative connotation of friendliness as weakness or excessive softness.

Figure 20: Friendly and Fair within Leary’s model

More information about the Leary Circle can be found on Wikipedia (Interpersonal Circumplex).

3.1 Consciously avoiding mirroring behaviour

Teachers sometimes respond automatically by mirroring the behaviour of pupils. When a teacher responds angrily to angry behaviour, a power struggle often arises.

The following examples show how contrasting behaviour can be more effective than mirroring behaviour.

  1. If the class is noisy and you want attention, begin with the Lighthouse gesture. This gesture conveys calm, the class quickly becomes quiet and you can then speak softly.
  2. If a pupil addresses you rudely, respond politely. Address the pupil in a friendly and clear way about behaviour and effort.
  3. If a pupil displays challenging body language, respond calmly:
    “I see that something is bothering you. Would you like to tell me about it?”

If you respond irritably to challenging behaviour, a power struggle may arise. The key is that you model the behaviour you wish to see. Pupils often adopt the intention behind your words.

By acting in this way you avoid the impulse to mirror undesirable behaviour.

4. Use of voice

Our voice can be used in different ways. Through their voice, people can consciously or unconsciously create unrest in the classroom.

To guide the use of voice effectively, it is helpful to make clear agreements with the class. For this purpose FFT uses a voice-volume chart. This chart shows the different voice levels that can be used in the classroom and the volume expected. With a clip or magnet you indicate which voice level pupils should use at a particular moment.

This also helps you monitor your own voice. If you ask pupils to use a “spy voice”, the same applies to you.

Figure 22: voice volume

Your own use of voice

Speaking loudly is often related to tension. When people speak loudly they often speak faster as well, which can reduce clarity. Speaking loudly can also be an attempt to assert authority.

You can avoid this by first using the Lighthouse gesture to request silence before addressing the class. This allows you to begin calmly and pupils are more willing to listen.

In this situations FFT does recommend using a louder voice.

5. Pitfall

By displaying the Framework in the classroom, everyone—including yourself—is expected to be both friendly and fair. But what happens if one of these elements is missing?

Pitfall 1: Friendly but not fair

You become too lenient and it becomes difficult to reinforce positive behaviour.

Pitfall 2: Fair but not friendly

You become strict. Strictness can unintentionally provoke undesirable behaviour and undermine pupils’ trust.

Pitfall 3: Responding with anger

Tension arises and trust is lost. See also “Managing Emotion”.

Figure 4: Afraid and angry

When a pupil disrupts the lesson and you respond angrily, this often stems from frustration or a desire to assert authority. Anger disturbs calm and attention in the classroom. Teaching in anger also diminishes your enjoyment of teaching and damages the relationship with your pupils.

An eye for an eye makes the whole world blind.” Arun Gandhi (2017)

See also the blog about the movie Les Choristes, which discusses two interpretations of action and reaction: setting a good example or responding with retaliation.

6. Examples

Liemer List

Practical example by Wietske, Year 6 teacher

  Pupils mirror not only the behaviour of the teacher but also that of one another. Since using Taakspel (Task Game),  I have discovered the power of compliments. When I clearly state my expectations, I then only need to compliment the pupils who take the lead by showing the desired behaviour. Most pupils also want to receive compliments and therefore start copying this behaviour. The last pupils who are less responsive can then be quietly redirected with a gesture or a brief whisper.”

In a music lesson at Pieter Nieuwland College given by Johan ’t Hart, a pupil conducts the class. In this video the pupil demonstrates desired behaviour by leading calmly and clearly.

In the video you see:

  • the teacher greeting the pupils
  • a pupil taking the lead
  • the teacher thanking the pupils

Stephanie, who completed the Friendly and Fair Teaching course and received a VOH diploma, says:

“I used to think I had to be strict with busy classes, like a kind of ‘terror teacher’. That isn’t necessary as long as I am clear and naturally friendly.”

Another teacher who followed the VOH course says:

“What I give, I receive. Pupils greet me more often, I receive more compliments, and when I address pupils they are much more open to conversation.”

7. Summary

Model the behaviour you wish to see in your pupils. Most pupils will adopt your behaviour. Even when pupils do not show the desired behaviour, you remain friendly and clear.

Go to ‘Communicating Through Gestures’