Chapter 3: Classroom Interactions and Managing Pupils
Chapter 3 is about classroom interactions and managing pupils and covers communicating with pupils and motivating them, as well as managing behaviour and primary to secondary transitions.
There are two explainer videos in this section. The first provides an overview of the chapter, from classroom management and communication through to behaviour and helping pupils feel connected to school life. The second explainer video concentrates on positive behaviour management and supports unit 3.3.
Classroom Interactions and Managing Pupils
Creating a motivating climate for learning
3.1 Communicating with Pupils
For unit 3.1 we have provided a link to an online voice recorder so that you can carry out Task 3.1.1 and listen to your own voice, matching the task in the book. We also provide an expansion of Table 3.1.1, looking at the characteristic features of effective explanations. And we’ve included Table 3.1.2, which links Bloom et al’s (1956) taxonomy and Anderson and Krathwohl’s (2001) adapted version with what pupils might be expected to do, and provides possible question stems you can draw upon to help them realise those tasks.
Task 3.1.1 The quality of your voice
https://www.rev.com/onlinevoicerecorder
Record your voice either reading from a book, newspaper, natural monologue or conversation. Listen to the recording with another beginning teacher. Your voice may sound different from the way you hear it; normally, you hear your voice coming back from the soft tissue and bone in your head. Most of your audience hear it coming forward. As you become used to listening to yourself, try to pick out the good points of your voice. Is it clear? Is it expressive? Is the basic pitch pleasant? Also, consider areas for improvement. Do you normally speak too fast? Is the tone monotonous?
Repeat the task, but this time vary the verbal dynamics. For example, try reading at your normal speed, then faster, then as quickly as you can. Remember to start each word precisely and concentrate on what you are saying. Then try varying the pitch of your voice. Listen to the tape with another beginning teacher and consider strategies and helpful advice for improving. Try these out in your teaching and store your thoughts for future reference/experimentation.
Table 3.1.1 Characteristic features of effective explanations
Clear structure
Is the explanation structured in a logical way showing how each part links together?
Key features identified
What are the key points or essential elements pupils should understand?
Dynamic opening
What is the ‘tease’ or ‘hook’ used at the start?
Clarity – using voice and body
Can the voice or body be used for emphasis or to embellish certain points?
Signposts
Are there clear linguistic signposts to help pupils follow the sequence and understand the key points?
Examples and non-examples
Are there sufficient examples and non-examples to aid pupils’ understanding of a concept?
Models and analogies
What models might help pupils understand an abstract idea? Are there any analogies you could use? Will pupils understand the analogy? How might you help pupils identify the strengths and weaknesses of the analogy?
Props
What concrete and visual aids can be used to help pupils understand more?
Questions
Are there opportunities to check for pupils’ understanding at various points, to note and act on misconceptions or misunderstandings? Are there opportunities for pupils to rehearse their understanding?
Connections to pupils’ experience
Are there opportunities, particularly at the start, to check pupils’ prior knowledge of the subject and to link to their everyday experiences?
Repetition
Are there distinct moments in the explanation when key points that should be learned are repeated and emphasised?
Humour
When and how might it be appropriate to use humour?
Source: Adapted from Department for Education and Skills (DfES) (2004, p.11)
Reference
DfES (Department for Education and Skills) (2004b) Pedagogy and Practice: Teaching and Learning in the Secondary School, Unit 7 Questioning, London: DfES, viewed 24 July 2025, https://webarchive.nationalarchives.gov.uk/20110813104224/http://nsonline.org.uk/node/174691?uc=force_uj
Table 3.1.2 Linking Bloom et al’s (1956) and Anderson and Krathwohl’s (2001) adapted taxonomy to what pupils need to do, thinking processes and possible question stems
1. Knowledge / Remember
Cognitive Objective (Bloom): Knowledge
Anderson et al: Remember
What Pupils Need to Do: Define Recall Describe Label Identify Match
Use of Questioning to Develop Higher-Order Thinking Skills: To help pupils link aspects of existing knowledge or relevant information to the task ahead.
Links to Thinking: Pupils are more likely to retain information if it is needed for a specific task and linked to other relevant information. Do your questions in this area allow pupils to link aspects of knowledge necessary for the task?
Possible Question Stems:
- Describe what you see…
- What is the name for…?
- What is the best one…?
- Where in the book would you find…?
- What are the types of graph…?
- What are we looking for?
- Where is this set?
2. Comprehension / Understanding
Cognitive Objective (Bloom): Comprehension
Anderson et al: Understanding
What Pupils Need to Do: Explain Translate Illustrate Summarise Extend
Use of Questioning to Develop Higher-Order Thinking Skills: To help pupils to process their existing knowledge.
Links to Thinking: Comprehension questions require pupils to process the knowledge they already have in order to answer the question. They demand a higher level of thinking and information processing than do knowledge questions.
Possible Question Stems:
- How do you think…?
- Why do you think…?
- What might this mean…?
- Explain what a spreadsheet does…
- What are the key features…?
- Explain your model…
- What is shown about…?
- What happens when…?
- What word represents…?
3. Application / Apply
Cognitive Objective (Bloom): Application
Anderson et al: Apply
What Pupils Need to Do: Apply to a new context; Demonstrate Predict Employ Solve Use
Use of Questioning to Develop Higher-Order Thinking Skills: To help pupils use their knowledge to solve a new problem or apply it to a new situation.
Links to Thinking: Questions in this area require pupils to use their existing knowledge and understanding to solve a new problem or to make sense of a new context. They demand more complex thinking. Pupils are more likely to be able to apply knowledge to a new context if it is not too far removed from the context with which they are familiar.
Possible Question Stems:
- What shape of graph are you expecting?
- What do you think will happen?… Why?
- Where else might this be useful?
- How can you use a spreadsheet to…?
- Can you apply what you now know to solve…?
- What does this suggest to you?
- How does the writer do this?
- What would the next line of my modelled answer be?
4. Analysis / Analyse
Cognitive Objective (Bloom): Analysis
Anderson et al: Analyse
What Pupils Need to Do: Analyse Infer Relate Support Break down Differentiate Explore
Use of Questioning to Develop Higher-Order Thinking Skills: To help pupils use the process of enquiry to break down what they know and reassemble it.
Links to Thinking: Analysis questions require pupils to break down what they know and reassemble it to help them solve a problem. These questions are linked to more abstract, conceptual thought that is central to the process of enquiry.
Possible Question Stems:
- Separate… (for example, fact from opinion)
- What is the function of…?
- What assumptions are being made…?
- What is the evidence…?
- State the point of view…
- Make a distinction…
- What is this really saying?
- What does this symbolise?
- So, what is the poet saying to us?
5. Synthesis / Evaluate
Cognitive Objective (Bloom): Synthesis
Anderson et al: Evaluate
What Pupils Need to Do: Design Create Compose Reorganise Combine
Use of Questioning to Develop Higher-Order Thinking Skills: To help pupils combine and select from available knowledge in order to respond to unfamiliar situations.
Links to Thinking: Synthesis questions demand that pupils combine and select from available knowledge to respond to unfamiliar situations or solve new problems. There is likely to be a great diversity of responses.
Possible Question Stems:
- Propose an alternative…
- What conclusion can you draw…?
- How else would you…?
- State a rule…
- How do the writers differ in their response to…?
- What happens at the beginning of the poem and how does it change?
6. Evaluation / Create
Cognitive Objective (Bloom): Evaluation
Anderson et al: Create
What Pupils Need to Do: Assess Evaluate Appraise Defend Justify
Use of Questioning to Develop Higher-Order Thinking Skills: To help pupils compare and contrast knowledge gained from different perspectives as they construct and reflect upon their own viewpoints.
Links to Thinking: Evaluation questions expect pupils to use their knowledge to form judgements and defend the positions they take up. They demand complex thinking and reasoning.
Possible Question Stems:
- Which is more important/moral/logical…?
- What inconsistencies are there in…?
- What errors are there…?
- Why is… valid?
- How can you defend…?
- Why is the order important?
- Why does it change?
Source: Adapted from DfES (2004b, pp. 13–14)
Anderson, L. and Krathwohl, D.A. (2001) Taxonomy for Learning, Teaching and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives, New York: Longman.
Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H. and Krathwohl, D.R. (eds) (1956) Taxonomy of Educational Objectives, Handbook I: Cognitive Domain, New York: David McKay Co Inc.
DfES (Department for Education and Skills) (2004c) Pedagogy and Practice: Teaching and Learning in the Secondary School, Unit 8 Explaining, London: DfES, viewed 24 July 2025, http://webarchive.nationalarchives.gov.uk/20110813104232/http://nsonline.org.uk/node/174694?uc=force_uj
3.2 Motivating Pupils
For unit 3.2 you will find the ‘language of praise’ from Task 3.2.4 in the book so that you can explore how praise is used by you, or by others. You’ll also find example table 3.2.2 as mentioned in the book, which can be used to identify a pupil’s strengths and weaknesses.
Table 3.2.2 Identifying key areas of excellence and key areas of improvement
Table 3.2.2 Identifying key areas of excellence and key areas of improvement
Task 3.2.4 The Language of Praise
Use the observation schedule below (or develop a similar one of your own with categories for praise and negative comments given to an individual, a group or the whole class, for both academic work and behaviour):
- Observe a class taught by an experienced teacher. Sit in a place where you can hear everything that is said. Record the number of times the teacher gives praise and makes negative comments to individuals, groups, and the whole class in relation to academic work, effort, perseverance, and behaviour. Observe the same experienced teacher in another lesson. This time write down the different words, phrases, and actions the teacher uses to give praise and negative comments in each of these categories and the number of times each is used.
- Ask someone to conduct the same observations on your lessons. Discuss the differences with your mentor and, if appropriate, develop strategies to help you improve the amount of praise you give and the range of words, phrases and actions you use to give praise (you might be surprised to find that you use a phrase such as ‘good’ or ‘OK’ very frequently in your teaching). Gradually try to incorporate these strategies into your teaching.
3.3 Managing Classroom Behaviour: Adopting a Positive Approach
We have summarised unit 3.3 in an explainer video on adopting a positive approach to behaviour. As well as this, we have provided Table 3.3.2: Some Causes of Unacceptable Behaviour as flashcards; a checklist on Planning for Behaviour for Learning; more information on the QCA’s Desirable and Undesirable Behaviours; and you can find links to key policy documents relating to pupil behaviour for England.
Adopting a positive approach
Explainer Video: Adopting a Positive Approach
Positive behaviour management
Table 3.3.2 Some causes of unacceptable behaviour
Use these flashcards to quickly revise different causes of unacceptable behaviour, and think about the ways in which you might respond to each situation effectively.
Planning for behaviour for learning
Use these checklists when you are planning lessons to effectively prepare for behaviour before it occurs.
Classroom
- Know the names and roles of any adults in class.
- Meet and greet pupils when they come into the classroom.
- Display rules in the class, and ensure the pupils and staff know what they are.
- Display the tariff of sanctions in class.
- Have a system in place to follow through with all sanctions.
- Display the tariff of rewards in class.
- Have a system in place to follow through with all rewards.
- Have a visible timetable on the wall.
- Follow the school behaviour policy.
Pupils
- Know the names of pupils.
- Have a plan for pupils who are likely to misbehave.
- Ensure other adults in the class know the plan.
- Understand pupils’ special needs.
Teaching
- Ensure that all resources are prepared in advance.
- Praise the behaviour you want to see more of.
- Praise pupils doing the right thing more than criticising those who are doing the wrong thing (parallel praise).
- Differentiate.
- Stay calm.
- Have clear routines for transitions and for stopping the class.
- Teach pupils the class routines.
Parents
- Give feedback to parents about their child’s behaviour – let them know about the good days as well as the bad ones.
Key Policy Documents Relating to Pupil Behaviour for England
Bennett, T. (2017) Creating a Culture: How School Leaders Can Optimise Behaviour, London: DfE. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/602487/Tom_Bennett_Independent_Review_of_Behaviour_in_Schools.pdf
Status: Independent report, March 2017.
DfE (Department for Education) (2011a) Getting the Simple Things Right: Charlie Taylor’s Behaviour Checklists, London: DfE.
Status: Departmental advice, April 2012.
DfE (Department for Education) (2013c) Use of Reasonable Force: Advice for Headteachers, Staff and Governing Bodies, London: DfE. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/444051/Use_of_reasonable_force_advice_Reviewed_July_2015.pdf
Status: Departmental advice, July 2013.
DfE (Department for Education (2014c) Cyberbullying: Advice for Headteachers and School Staff, London: DfE. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/374850/Cyberbullying_Advice_for_Headteachers_and_School_Staff_121114.pdf
Status: Departmental advice, November 2014
DfE (Department for Education) (2015b) Behaviour and Discipline in Schools: Guidance for Governing Bodies, London: DfE. https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/463484/Behaviour_and_discipline_in_schools_guidance_for_governing_bodies.pdf
Status: Statutory guidance, September 2015.
DfE (Department for Education (2024) Behaviour in Schools: Advice to Headteachers and School Staff, London: DfE. https://assets.publishing.service.gov.uk/media/65ce3721e1bdec001a3221fe/Behaviour_in_schools_-_advice_for_headteachers_and_school_staff_Feb_2024.pdf
DfE (Department for Education (2017e) Preventing and Tackling Bullying: Advice for Headteachers, Staff and Governing Bodies, London: DfE. https://assets.publishing.service.gov.uk/media/625ee64cd3bf7f6004339db8/Preventing_and_tackling_bullying_advice.pdf
Status: Departmental advice, July 2017.
DfE (Department for Education (2022) Screening, Searching and Confiscation at School: Advice for schools, London: DfE. https://assets.publishing.service.gov.uk/media/62d1643e8fa8f50bfbefa55c/Searching__Screening_and_Confiscation_guidance_July_2022.pdf
The QCA’s Desirable and Undesirable Behaviours
The Qualifications and Curriculum Authority (QCA, 2001) usefully identified 15 behaviours by which a pupil’s emotional and behavioural development might be defined and assessed. These were divided into learning behaviours, conduct behaviours and emotional behaviours. Each group is subdivided into sets of criteria, depicting desirable and undesirable behaviours. Download the Word document to see the 15 identified behaviours alongside examples of desirable and undesirable behaviours within this.
3.4 Conceptualising and Theorising Primary-Secondary Transitions
For unit 3.4, the author has set Task 3.4.2, which suggests reading or watching Diary of a Wimpy Kid, so we have provided a link and instructions to help you do this. We’ve also collected the factors having an impact on pupil’s transition experiences.
Task 3.4.2 Understanding discourse around secondary school transition
Read Diary of a Wimpy Kid or watch the movie based on it (or a book or film of your choice that is primarily for 11-14 year old children and young people and which includes starting a new school). Please make notes about the plot line, words and/or imagery used around starting a new school and/or their development stage. What is the dominant discourse? Also, consider what discourse is used around relationships with new peers, teachers and also their own family members. Please reflect on what positive and/or negative messages there are for a young person as they navigate multiple transitions. What can you do as a teacher to ensure a more positive discourse? Make a list of future actions.
Factors having an impact on pupils’ transition experiences
Relationships with family
In Jindal-Snape and Cantali’s (2019) study, pupils consistently reported that the families were their strongest support network. Therefore, it is not surprising that relationships with family members could have both a positive and negative impact on their transition experiences. Studies suggest that supportive and engaged parents, stable homes and siblings in the new school can all facilitate positive transitions (Smith, Akos and Lim, 2008; Hammond, 2016; Mackenzie, McMaugh and O’Sullivan, 2012), especially as they reduce anxiety about moving to a new school (Frey, Ruchkin, Martin and Schwab-Stone, 2009). Therefore, parental involvement in the transition process is crucial and has been found to have a positive impact on their child’s transition experiences, highlighting the importance of you as a secondary school teacher involving parents in transitions planning and preparation. As can be expected, when this relationship was not good, it could lead to negative transition experiences (Hammond, 2016; Jindal-Snape and Foggie, 2008; Jindal-Snape et al., 2020).
It seems that pupils had positive experiences of starting secondary school due to having a wider group of peers to choose friends from as compared to the primary school. They had the possibility of re-inventing themselves to make new friends (Booth and Gerard, 2014; Davis, Ravenscroft and Bizas, 2015; Farmer, Hamm, Leung, Lambert and Gravelle, 2011; Neal and Frederickson, 2016; Symonds and Hargreaves, 2016). However, several studies also reported that relationships with peers was a cause of anxiety and negative transition experiences. These were related to losing old friends, worries about making new friends and bullying (Hammond, 2016; Jindal-Snape and Foggie, 2008; Dismore and Bailey, 2010; Evangelou et al., 2008). This has implications for you as a secondary school teacher in providing opportunities for development of positive peer relationships, for instance, through small group work, buddy system and/or early intervention when relationships become negative.
Similarly, positive relationships with teachers were seen to support positive transitions, with some pupils highlighting the importance of knowledgeable and passionate subject specialists (Booth and Sheehan, 2008) and some with additional support needs finding the clear structure and routine provided by secondary schools to be better for them (Neal and Frederickson, 2016). However, the majority of literature reports that pupils were worried about being able to form good relationships with teachers, which was related to a belief, sometimes based on what they had been told by primary school teachers, that secondary school teachers are stricter (Jindal-Snape and Cantali, 2019). Secondary school teachers were also considered to have inconsistent rules and expectations, did not trust or respect pupils and had different pedagogical approaches (Ashton, 2008; Jindal-Snape and Foggie, 2008; Tobbell and O’Donnell, 2013). Some longitudinal studies reported a change in pupils’ perceptions once they started secondary school (Jindal-Snape and Cantali, 2019). As a secondary school teacher, you could contribute to changing pupils’ perceptions prior to the move, for instance through more frequent reciprocal visits of staff and peers over a longer period of time.