2.2 Creating a Framework for Positive Behaviour

On this page

  1. What is a framework?
  2. Why a framework works
  3. How to establish and maintain a framework
    3.1 Establishing a framework
    3.2 Maintaining a framework
  4. Role of the teacher
  5. Scope of a framework
    5.1 Personal framework
    5.2 School-wide framework
  6. Framework in primary and secondary education
  7. Pitfalls
  8. Examples
  9. Summary

A framework provides direction for the behaviour of both teacher and pupils and clarifies what is expected.

I display the framework (Friendly + Fair) visibly on the wall and discuss it with my pupils. I adhere to the framework myself and ask my pupils to do the same. I combine friendliness with fairness. In doing so, I avoid teaching in an overly permissive or non-committal way (laissez-faire) or in an overly strict manner (authoritarian / not friendly).

Children recognize that rules that prevent hurting others are moral rules. Turiel defines those rules as related to “justice, rights, and welfare that prescribe how people are supposed to treat each other.” Haidt (2012)

Introduction video

For more information check out our other introductory videos here.

Current approach:

This is what I currently use as a framework:

Future approach:

My future framework will look as follows:

Introduction

‘Creating a framework for positive behaviour’ is one of the three modules within the ‘Fair’ perspective of Friendly and Fair Teaching (FFT).

Figure 27: Establishing fairness (overview)

A framework is a shared, visible and reciprocal starting point for behaviour that provides both direction and support when reinforcing positive behaviour. FFT adopts the framework: Friendly + Fair.

Figure: Framework FFT – Behaviour Management Strategies (overview)

1. What is a framework?

A framework provides guidance for the behaviour of both pupils and teacher. It helps ensure an orderly, uninterrupted lesson.

Moral contract

A framework functions as a moral contract between all parties involved: among pupils themselves and between pupils and teacher. This reciprocity and fairness create a strong, trust-building and constructive foundation.

2. Why a framework works

Why does a well-chosen framework have a positive effect on pupils?

  • The framework creates something whose value is immediately recognised by everyone.
    Only when you believe something is right will you act on it” (Wijnbergen, 2011, Rob).
  • The framework implicitly clarifies what is not allowed.
  • It functions as a moral contract: everyone is individually responsible for adhering to it and can be held accountable.
  • Pupils know what is expected of them and are able to meet those expectations. You respond in a predictable way when a pupil does not adhere to
  • the framework (Guiding and Adjusting).
  • Because you reinforce positive behaviour efficiently, pupils become less inclined to disrupt the lesson over time.

Stephanie, a Dutch teacher at Pieter Nieuwland College, explains that everyone benefits from having a framework. She has completed the Friendly and Fair Teaching Course and obtained the diploma.

3 How you establish and maintain a framework

3.1 Establishing a framework

  1. The wording of a framework may include terms that not all pupils fully understand. If you choose to use such terms, ensure you explain them clearly during the introduction.
  2. Formulate your framework positively. Use only positive keywords. A negatively phrased framework can lead pupils in the wrong direction.
  3. Only rules that always apply are suitable for a framework:

Immanuel Kant distinguishes between:

  • A personal rule (maxim) – not part of a framework if it applies only to you.
  • A situation-dependent rule (hypothetical imperative).
  • A universally applicable rule (categorical imperative).

3.2 Maintaining a framework

Some pupils will test whether you consistently uphold the framework. Even if you maintain a friendly attitude, pupils who perceive school as restrictive may still challenge your authority.

Figure 10: Most pupils adopt your behaviour

If you no longer become angry when maintaining the framework, pupils will no longer feel the need to search for weaknesses in your approach.

Patience and persistence are essential. By consistently addressing behaviour and effort, you will gradually build authority. Attempting to impose authority in the first lesson often leads to frustration. The ‘Practice Period’ explains how to avoid this by introducing ‘Behaviour Management Strategies‘ over three lessons.

4. Role of the teacher

You define the framework (or reinforce the school-wide framework) and determine how it is applied. This involves:

  1. Introducing, explaining and establishing the framework (Practice Period).
  2. Demonstrating the framework through your own behaviour (Settting the Standard of Behaviour).
  3. Observing how pupil behaviour relates to the framework (Observing Learning).
  4. Reinforce positive behaviour with pupils who do not adhere to the framework (Behaviour Managementent Strategies).

5. Scope of a framework

5.1 Personal framework

If you adopt a personal framework (alongside the school-wide framework), you can apply it beyond your classroom. Pupils see that the framework is upheld wherever you interact under school responsibility.

It applies during lessons, in corridors, the canteen, projects, performances, excursions, school garden visits, museums, and residential trips. Even pupils you do not teach should be able to be addressed according to your framework.

5.2 School-wide framework

Establishing a school-wide framework has advantages. All colleagues can hold each other and the pupils accountable based on this. Together, they reinforce the effect of the framework. The framework therefore also applies to educational support staff and school management.

6. Framework in primary and secondary education

Primary education

In primary education, it is valuable to translate the framework into concrete behaviour together with pupils. When pupils co-create a positively phrased framework, they are more likely to follow it and can be more easily held accountable. Elements can be added throughout the year as needed.

Secondary education

A school-wide framework can be supplemented with subject-specific expectations. At the start of the year, discuss the expected attitude in your subject and why it matters. If new types of disruption arise, address them with the group and conclude with a positively phrased “Tip” to use when the behaviour reoccurs.

7. Pitfalls

  1. No framework → disorder and inconsistency

    If you do not intervene in cases of unrest and arbitrariness, there is a high probability that pupils will exclude each other. Pupils who treat each other unkindly avoid one another and stop working together. Without a framework, you allow them to get in each other’s way.

  2. Too lenient → lack of boundaries

  3. Too strict → damaged relationships

    If you treat a student unkindly, you break off contact. Neither the student nor you seek reconciliation afterward. The relationship is broken.

  4. Inconsistent enforcement → loss of credibility

  5. Overly long framework → invites violations

    At many schools, a long list of school rules hangs on the wall. A school rule can come across as patronizing and therefore actually provoke violations. Instead, display a short and concise general framework on posters in the school.

  6. Overly one-sided framework → quick judgement of others

     Hume rejected reducing morality to a single virtue such as “kindness” or to a few moral laws.” Haidt, (2012), Jonathan

8. Examples

Figure: Framework

Download the Friendly and Fair Teaching framework as a PDF.

  1. Bonhoeffer College:
    Trust, Freedom, Responsibility
  2. In 1572, the Act of Abjuration marked resistance against Spanish rule under William of Orange. The values fought for are reflected in four key principles: Freedom, Tolerance, Solidarity, and Diversity.
  3. Ashoka’s edicts promoted principles such as sincerity, peacefulness, respect, tolerance, kindness, self-control and balance. A good life, they stated, consists of “few bad deeds and many good deeds of kindness, generosity, honesty and purity” (Morris, 2007).

More examples of frameworks

More examples framework

9 Summary

A framework guides behaviour for both teacher and pupils and contributes to an orderly lesson. By showing behaviour that aligns with the framework, you set the standard. Pupils follow your example.

If you adhere to the framework, you are justified in addressing pupils whose behaviour does not align with it. Experience shows that pupils readily adapt to a well-chosen shared framework. Its effectiveness increases when the entire school community consistently demonstrates and upholds it.

  • Stress inhibits the prefrontal cortex. When stressed, the body prioritises escaping the stress over learning, often leading to disruptive behaviour. Therefore, use the first three weeks to build a positive environment in which pupils treat each other respectfully and do not ridicule mistakes. Learning happens through mistakes.” Harold Bekkering – neuropsychologist in a Dutch podcast from ‘The correspondent’.
  • Mocking others is not friendly and creates distance. To stop such behaviour, first use Gestures. If this is ineffective, provide a “Tip” (Reinforcing positive behaviour: first steps).
Go to ‘Managing Expectations & Being Consistent’