Classroom Routines and Behaviour Masterclass

Description

Build calm, consistent and inclusive classroom routines

How can teachers establish routines that improve attention, participation and safety without turning behaviour management into a constant confrontation?

This Classroom Routines and Behaviour Masterclass explores practical approaches teachers can use to create predictable, purposeful learning environments.

Drawing on Ross Morrison McGill’s books 100 Ideas and Te@cher Toolkit, the webinar examines behaviour management through three connected priorities:

• Supporting student self-regulation
• Planning for learning rather than simply keeping students busy
• Improving attention and in-class participation

The focus is not on controlling students through increasingly complex systems. Instead, the resource helps teachers develop clear instructions, consistent responses and routines that students can understand and follow.

What does the masterclass explore?

The 20-slide CPD presentation includes:

• Ten steps for building a positive behaviour ethos
• Supporting self-regulated behaviour
• Restorative conversations using “What went wrong?”
• The 5-Minute Behaviour Plan
• Seven hierarchical behaviour sanctions
• The seven-step behaviour script
• Attention signals and call-and-response routines
• Direct instruction using the MINT framework
• Inclusive planning for cognitive, emotional and sensory access
• Ten practical behaviour strategies for teachers

The accompanying resource pack contains practical templates, including the seven-step behaviour script, an instruction-script planning tool and the 5-Minute Inclusion Plan.

What will teachers learn?

Teachers will learn how to:

• establish predictable lesson starts, transitions and endings
• communicate expectations using concise language
• respond calmly when behaviour interrupts learning
• use proportionate and escalating interventions
• reduce repeated instructions and avoidable confrontation
• support executive function and self-regulation
• adapt routines for students with different cognitive and sensory needs
• connect classroom practice with whole-school behaviour expectations

The underlying message is simple: consistency does not mean every teacher behaving identically. It means students experiencing clear expectations and reliable adult responses.