{"id":1562,"date":"2026-06-29T13:28:09","date_gmt":"2026-06-29T13:28:09","guid":{"rendered":"https:\/\/staging.routledgelearning.com\/learningtoteach\/?page_id=1562"},"modified":"2026-08-05T15:33:57","modified_gmt":"2026-08-05T15:33:57","slug":"chapter-3-classroom-interactions-and-managing-pupils","status":"publish","type":"page","link":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils","title":{"rendered":"Chapter 3: Classroom Interactions and Managing Pupils"},"content":{"rendered":"\n<div class=\"wp-block-group has-background has-global-padding is-layout-constrained wp-block-group-is-layout-constrained\" style=\"background-color:#fde5c6;margin-top:0;margin-bottom:0;padding-top:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--60)\">\n<div class=\"wp-block-group alignwide is-layout-flow wp-container-core-group-is-layout-17bc9e36 wp-block-group-is-layout-flow\" style=\"padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\"><nav style=\"--separator: &quot;\/&quot;\" class=\"wp-block-breadcrumbs has-extra-small-font-size\" aria-label=\"Breadcrumbs\"><ol><li><a href=\"https:\/\/staging.routledgelearning.com\/learningtoteach\/\">Home<\/a><\/li><li><a href=\"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\">Chapter Resources for Students<\/a><\/li><li><span aria-current=\"page\">Chapter 3: Classroom Interactions and Managing Pupils<\/span><\/li><\/ol><\/nav>\n\n<h1 style=\"margin-bottom:var(--wp--preset--spacing--40)\" class=\"wp-block-post-title has-large-font-size\">Chapter 3: Classroom Interactions and Managing Pupils<\/h1>\n\n\n<p class=\"wp-block-paragraph\">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.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">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.<\/p>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-32cf9ef6 wp-block-group-is-layout-constrained\" style=\"padding-top:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--60)\">\n<div class=\"wp-block-group has-base-background-color has-background is-layout-flow wp-block-group-is-layout-flow\" style=\"padding-top:0;padding-bottom:var(--wp--preset--spacing--30)\">\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:0;padding-top:0;padding-right:0;padding-bottom:0;padding-left:0\">\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Learning to Teach: Chapter 3 - Classroom Interactions and Managing Pupils - Part 1\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/t9t1PBTaFk4?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-824349a4 wp-block-group-is-layout-constrained\" style=\"margin-top:0;margin-bottom:0;padding-top:var(--wp--preset--spacing--40);padding-right:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40);padding-left:var(--wp--preset--spacing--40)\">\n<h2 class=\"wp-block-heading\">Classroom Interactions and Managing Pupils<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">Creating a motivating climate for learning<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-44ef82b5 wp-block-group-is-layout-constrained\">\n<div class=\"wp-block-columns is-layout-flex wp-container-core-columns-is-layout-4805a82d wp-block-columns-is-layout-flex\">\n<div class=\"wp-block-column is-layout-flow wp-block-column-is-layout-flow\" style=\"flex-basis:75%\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-bf7dce52 wp-block-group-is-layout-constrained\" style=\"padding-top:var(--wp--preset--spacing--50);padding-right:var(--wp--preset--spacing--60);padding-bottom:var(--wp--preset--spacing--50)\">\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-3-1\" class=\"wp-block-heading\">3.1 Communicating with Pupils<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">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\u2019ve included Table 3.1.2, which links Bloom et al\u2019s (1956) taxonomy and Anderson and Krathwohl\u2019s (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.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-1&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-1-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-1\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-1\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-1-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-3692ce9c41f15fe28d1cdd4fc522306c\" style=\"color:#004e6c\">Task 3.1.1 The quality of your voice<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\"><a href=\"https:\/\/www.rev.com\/onlinevoicerecorder\">https:\/\/www.rev.com\/onlinevoicerecorder<\/a><\/p>\n\n\n\n<p class=\"wp-block-paragraph\">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?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">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.<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-7390a6d728f032fc90841ba635a6bc4d\" style=\"color:#004e6c\">Table 3.1.1 Characteristic features of effective explanations<\/h3>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-65b9d8ce wp-block-group-is-layout-flow\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--60)\">\n<h4 class=\"wp-block-heading\">Clear structure<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Is the explanation structured in a logical way showing how each part links together?<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<h4 class=\"wp-block-heading\">Key features identified<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">What are the key points or essential elements pupils should understand?<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<h4 class=\"wp-block-heading\">Dynamic opening<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">What is the \u2018tease\u2019 or \u2018hook\u2019 used at the start?<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<h4 class=\"wp-block-heading\">Clarity \u2013 using voice and body<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Can the voice or body be used for emphasis or to embellish certain points?<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<h4 class=\"wp-block-heading\">Signposts<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Are there clear linguistic signposts to help pupils follow the sequence and understand the key points?<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<h4 class=\"wp-block-heading\">Examples and non-examples<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Are there sufficient examples and non-examples to aid pupils\u2019 understanding of a concept?<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<h4 class=\"wp-block-heading\">Models and analogies<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">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?<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<h4 class=\"wp-block-heading\">Props<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">What concrete and visual aids can be used to help pupils understand more?<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<h4 class=\"wp-block-heading\">Questions<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Are there opportunities to check for pupils\u2019 understanding at various points, to note and act on misconceptions or misunderstandings? Are there opportunities for pupils to rehearse their understanding?<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<h4 class=\"wp-block-heading\">Connections to pupils\u2019 experience<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Are there opportunities, particularly at the start, to check pupils\u2019 prior knowledge of the subject and to link to their everyday experiences?<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<h4 class=\"wp-block-heading\">Repetition<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Are there distinct moments in the explanation when key points that should be learned are repeated and emphasised?<\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-9781de88 wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">\n<h4 class=\"wp-block-heading\">Humour<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">When and how might it be appropriate to use humour?<\/p>\n\n\n\n<div class=\"wp-block-group has-extra-small-font-size has-global-padding is-content-justification-center is-layout-constrained wp-container-core-group-is-layout-1438e664 wp-block-group-is-layout-constrained\" style=\"margin-top:var(--wp--preset--spacing--60);line-height:1.4\">\n<p class=\"wp-block-paragraph\"><em>Source<\/em>: Adapted from Department for Education and Skills (DfES) (2004, p.11)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Reference<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">DfES (Department for Education and Skills) (2004b)<em>&nbsp;Pedagogy and Practice: Teaching<\/em> <em>and Learning in the Secondary School, Unit 7 Questioning,<\/em>&nbsp;London: DfES, viewed 24 July 2025,&nbsp;<a href=\"https:\/\/webarchive.nationalarchives.gov.uk\/20110813104224\/http:\/nsonline.org.uk\/node\/174691?uc=force_uj\">https:\/\/webarchive.nationalarchives.gov.uk\/20110813104224\/http:\/\/nsonline.org.uk\/node\/174691?uc=force_uj<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/update\/Table3-1-1.docx\">Download Table 3.1.1<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-f6a8715293bf687a7e49642893fe9b87\" style=\"color:#004e6c\">Table 3.1.2&nbsp; Linking Bloom et al\u2019s (1956) and Anderson and Krathwohl\u2019s (2001) adapted taxonomy to what pupils need to do, thinking processes and possible question stems<\/h3>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-0a75f298 wp-block-group-is-layout-flow\">\n<h4 class=\"wp-block-heading\"><strong>1. Knowledge \/ Remember<\/strong><\/h4>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-475ef2ee wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\"><strong>Cognitive Objective (Bloom)<\/strong>: Knowledge<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Anderson et al<\/strong>: Remember<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>What Pupils Need to Do<\/strong>: Define Recall Describe Label Identify Match<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Use of Questioning to Develop Higher-Order Thinking Skills<\/strong>: To help pupils link aspects of existing knowledge or relevant information to the task ahead.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Links to Thinking<\/strong>: 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?<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Possible Question Stems<\/strong>:<\/p>\n\n\n\n<ul style=\"margin-top:0;margin-bottom:0\" class=\"wp-block-list\">\n<li>Describe what you see\u2026\n<ul class=\"wp-block-list\">\n<li>What is the name for\u2026?<\/li>\n\n\n\n<li>What is the best one\u2026?<\/li>\n\n\n\n<li>Where in the book would you find\u2026?<\/li>\n\n\n\n<li>What are the types of graph\u2026?<\/li>\n\n\n\n<li>What are we looking for?<\/li>\n\n\n\n<li>Where is this set?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-0a75f298 wp-block-group-is-layout-flow\">\n<h4 class=\"wp-block-heading\"><strong>2. Comprehension \/ Understanding<\/strong><\/h4>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-475ef2ee wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\"><strong>Cognitive Objective (Bloom)<\/strong>: Comprehension<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Anderson et al<\/strong>: Understanding<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>What Pupils Need to Do<\/strong>: Explain Translate Illustrate Summarise Extend<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Use of Questioning to Develop Higher-Order Thinking Skills<\/strong>: To help pupils to process their existing knowledge.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Links to Thinking<\/strong>: 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.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Possible Question Stems<\/strong>:<\/p>\n\n\n\n<ul style=\"margin-top:0;margin-bottom:0\" class=\"wp-block-list\">\n<li>How do you think\u2026?\n<ul class=\"wp-block-list\">\n<li>Why do you think\u2026?<\/li>\n\n\n\n<li>What might this mean\u2026?<\/li>\n\n\n\n<li>Explain what a spreadsheet does\u2026<\/li>\n\n\n\n<li>What are the key features\u2026?<\/li>\n\n\n\n<li>Explain your model\u2026<\/li>\n\n\n\n<li>What is shown about\u2026?<\/li>\n\n\n\n<li>What happens when\u2026?<\/li>\n\n\n\n<li>What word represents\u2026?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-0a75f298 wp-block-group-is-layout-flow\">\n<h4 class=\"wp-block-heading\"><strong>3. Application \/ Apply<\/strong><\/h4>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-475ef2ee wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\"><strong>Cognitive Objective (Bloom)<\/strong>: Application<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Anderson et al<\/strong>: Apply<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>What Pupils Need to Do<\/strong>: Apply to a new context; Demonstrate Predict Employ Solve Use<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Use of Questioning to Develop Higher-Order Thinking Skills<\/strong>: To help pupils use their knowledge to solve a new problem or apply it to a new situation.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Links to Thinking<\/strong>: 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.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Possible Question Stems<\/strong>:<\/p>\n\n\n\n<ul style=\"margin-top:0;margin-bottom:0\" class=\"wp-block-list\">\n<li>What shape of graph are you expecting?\n<ul class=\"wp-block-list\">\n<li>What do you think will happen?&#8230; Why?<\/li>\n\n\n\n<li>Where else might this be useful?<\/li>\n\n\n\n<li>How can you use a spreadsheet to&#8230;?<\/li>\n\n\n\n<li>Can you apply what you now know to solve&#8230;?<\/li>\n\n\n\n<li>What does this suggest to you?<\/li>\n\n\n\n<li>How does the writer do this?<\/li>\n\n\n\n<li>What would the next line of my modelled answer be?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-0a75f298 wp-block-group-is-layout-flow\">\n<h4 class=\"wp-block-heading\"><strong>4. Analysis \/ Analyse<\/strong><\/h4>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-475ef2ee wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\"><strong>Cognitive Objective (Bloom)<\/strong>: Analysis<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Anderson et al<\/strong>: Analyse<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>What Pupils Need to Do<\/strong>: Analyse Infer Relate Support Break down Differentiate Explore<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Use of Questioning to Develop Higher-Order Thinking Skills<\/strong>: To help pupils use the process of enquiry to break down what they know and reassemble it.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Links to Thinking<\/strong>: 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.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Possible Question Stems<\/strong>:<\/p>\n\n\n\n<ul style=\"margin-top:0;margin-bottom:0\" class=\"wp-block-list\">\n<li>Separate&#8230; (for example, fact from opinion)\n<ul class=\"wp-block-list\">\n<li>What is the function of&#8230;?<\/li>\n\n\n\n<li>What assumptions are being made&#8230;?<\/li>\n\n\n\n<li>What is the evidence&#8230;?<\/li>\n\n\n\n<li>State the point of view&#8230;<\/li>\n\n\n\n<li>Make a distinction&#8230;<\/li>\n\n\n\n<li>What is this really saying?<\/li>\n\n\n\n<li>What does this symbolise?<\/li>\n\n\n\n<li>So, what is the poet saying to us?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-0a75f298 wp-block-group-is-layout-flow\">\n<h4 class=\"wp-block-heading\"><strong>5. Synthesis \/ Evaluate<\/strong><\/h4>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-475ef2ee wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\"><strong>Cognitive Objective (Bloom)<\/strong>: Synthesis<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Anderson et al<\/strong>: Evaluate<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>What Pupils Need to Do<\/strong>: Design Create Compose Reorganise Combine<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Use of Questioning to Develop Higher-Order Thinking Skills<\/strong>: To help pupils combine and select from available knowledge in order to respond to unfamiliar situations.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Links to Thinking<\/strong>: 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.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Possible Question Stems<\/strong>:<\/p>\n\n\n\n<ul style=\"margin-top:0;margin-bottom:0\" class=\"wp-block-list\">\n<li>Propose an alternative&#8230;\n<ul class=\"wp-block-list\">\n<li>What conclusion can you draw&#8230;?<\/li>\n\n\n\n<li>How else would you&#8230;?\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0\u00a0<\/li>\n\n\n\n<li>State a rule&#8230;<\/li>\n\n\n\n<li>How do the writers differ in their response to&#8230;?<\/li>\n\n\n\n<li>What happens at the beginning of the poem and how does it change?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-0a75f298 wp-block-group-is-layout-flow\">\n<h4 class=\"wp-block-heading\"><strong>6. Evaluation \/ Create<\/strong><\/h4>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-475ef2ee wp-block-group-is-layout-constrained\">\n<p class=\"wp-block-paragraph\"><strong>Cognitive Objective (Bloom)<\/strong>: Evaluation<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Anderson et al<\/strong>: Create<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>What Pupils Need to Do<\/strong>: Assess Evaluate Appraise Defend Justify<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Use of Questioning to Develop Higher-Order Thinking Skills<\/strong>: To help pupils compare and contrast knowledge gained from different perspectives as they construct and reflect upon their own viewpoints.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Links to Thinking<\/strong>: Evaluation questions expect pupils to use their knowledge to form judgements and defend the positions they take up. They demand complex thinking and reasoning.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\"><strong>Possible Question Stems<\/strong>:<\/p>\n\n\n\n<ul style=\"margin-top:0;margin-bottom:0\" class=\"wp-block-list\">\n<li>Which is more important\/moral\/logical&#8230;?\n<ul class=\"wp-block-list\">\n<li>What inconsistencies are there in&#8230;?<\/li>\n\n\n\n<li>What errors are there&#8230;?<\/li>\n\n\n\n<li>Why is&#8230; valid?<\/li>\n\n\n\n<li>How can you defend&#8230;?<\/li>\n\n\n\n<li>Why is the order important?<\/li>\n\n\n\n<li>Why does it change?<\/li>\n<\/ul>\n<\/li>\n<\/ul>\n<\/div>\n<\/div>\n\n\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-dd5c41a4 wp-block-group-is-layout-constrained\" style=\"font-size:0.8rem;line-height:1.3\">\n<p class=\"wp-block-paragraph\"><a><\/a><a><\/a><em>Source<\/em>: Adapted from DfES (2004b, pp. 13\u201314)<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Anderson, L. and Krathwohl, D.A. (2001)&nbsp;<em>Taxonomy for Learning, Teaching and&nbsp;&nbsp;Assessing: A Revision of Bloom\u2019s Taxonomy of Educational Objectives<\/em>, New York: &nbsp;Longman.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">Bloom, B.S., Engelhart, M.D., Furst, E.J., Hill, W.H. and Krathwohl, D.R. (eds) (1956)<em>&nbsp;Taxonomy of Educational Objectives, Handbook I: Cognitive Domain,&nbsp;<\/em>New York: David McKay Co Inc.<\/p>\n\n\n\n<p class=\"wp-block-paragraph\">DfES (Department for Education and Skills) (2004c)&nbsp;<em>Pedagogy and Practice: Teaching<\/em> <em>and Learning in the Secondary School, Unit 8 Explaining,<\/em>&nbsp;London: DfES, viewed 24 July 2025,&nbsp;<a href=\"http:\/\/webarchive.nationalarchives.gov.uk\/20110813104232\/http:\/nsonline.org.uk\/node\/174694?uc=force_uj\">http:\/\/webarchive.nationalarchives.gov.uk\/20110813104232\/http:\/\/nsonline.org.uk\/node\/174694?uc=force_uj<\/a><\/p>\n<\/div>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/update\/Table3-1-2.docx\">Download Table 3.1.2<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-3-2\" class=\"wp-block-heading\">3.2 Motivating Pupils<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">For unit 3.2 you will find the \u2018language of praise\u2019 from Task 3.2.4 in the book so that you can explore how praise is used by you, or by others. You\u2019ll also find example table 3.2.2 as mentioned in the book, which can be used to identify a pupil\u2019s strengths and weaknesses.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-2&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-2-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-2\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-2\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-2-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading\">Table 3.2.2 Identifying key areas of excellence and key areas of improvement<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Table 3.2.2&nbsp;&nbsp;Identifying key areas of excellence and key areas of improvement<\/p>\n\n\n\n<figure class=\"wp-block-table\"><table class=\"has-fixed-layout\"><thead><tr><td><a><\/a>Key areas of excellence<\/td><td><a><\/a>Key areas for improvement<\/td><\/tr><\/thead><tbody><tr><td><a><\/a>For example,&nbsp;<a><\/a><em>listening<\/em><\/td><td><a><\/a>For example,&nbsp;<a><\/a><em>spelling<\/em><\/td><\/tr><tr><td>______________________________<\/td><td>________________________________________ &nbsp;<\/td><\/tr><tr><td>_____________________________<\/td><td>________________________________________<\/td><\/tr><tr><td>&nbsp;<\/td><td>&nbsp;<\/td><\/tr><\/tbody><\/table><\/figure>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/update\/Table3-2-2.docx\">Download Table 3.2.2 Identifying key areas of excellence and key areas of improvement<\/a><\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-44f4f6c76b5b73843a95d68c9aa70f06\" style=\"color:#004e6c\">Task 3.2.4 The Language of Praise<\/h3>\n\n\n\n<div class=\"wp-block-buttons is-layout-flow wp-container-core-buttons-is-layout-65b9d8ce wp-block-buttons-is-layout-flow\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--60)\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/update\/Table3-2-4.docx\">Download Table 3.2.4 Observation Schedule<\/a><\/div>\n<\/div>\n\n\n\n<p class=\"wp-block-paragraph\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\">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):<\/p>\n\n\n\n<ul style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--60)\" class=\"wp-block-list\">\n<li>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.<\/li>\n\n\n\n<li>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 \u2018good\u2019 or \u2018OK\u2019 very frequently in your teaching). Gradually try to incorporate these strategies into your teaching.<\/li>\n<\/ul>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-3-3\" class=\"wp-block-heading\">3.3 Managing Classroom Behaviour: Adopting a Positive Approach<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">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\u2019s Desirable and Undesirable Behaviours; and you can find links to key policy documents relating to pupil behaviour for England.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-3&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-3-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-3\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-3\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-3-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-13091915 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;margin-bottom:var(--wp--preset--spacing--70);padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading\">Adopting a positive approach<\/h3>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\">\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\" style=\"margin-top:0;margin-bottom:0;padding-top:0;padding-right:0;padding-bottom:0;padding-left:0\">\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Learning to Teach: Chapter 3 - Classroom Interactions and Managing Pupils - Part 2\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/BiCpgtHffMs?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-824349a4 wp-block-group-is-layout-constrained\" style=\"margin-top:0;margin-bottom:0;padding-top:var(--wp--preset--spacing--40);padding-right:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40);padding-left:var(--wp--preset--spacing--40)\">\n<h4 class=\"wp-block-heading\">Explainer Video: Adopting a Positive Approach<\/h4>\n\n\n\n<p class=\"wp-block-paragraph\">Positive behaviour management<\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-4a4064ec07046f6ff3a4eba98569f333\" style=\"color:#004e6c\">Table 3.3.2 Some causes of unacceptable behaviour<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--60)\">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.<\/p>\n\n\n\n<!-- Swiper -->\n<div class=\"swiper mySwiper\">\n    <div class=\"swiper-wrapper\">\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Individual factors<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><ul>\n<li class=\"ewa-rteLine\">A pupil believes that the work is not within their grasp and, as a result, feels embarrassed and alienated and lacks self-esteem as a learner.<\/li>\n<li class=\"ewa-rteLine\">A pupil may well experience learning difficulties.<\/li>\n<li class=\"ewa-rteLine\">A pupil may have mental health, stress and possible drug misuse issues, all of which are important factors explaining underachievement and inappropriate behaviour in adolescence.<\/li>\n<\/ul>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Cultural factors<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><ul>\n<li class=\"ewa-rteLine\">Adolescence can be a period of rebellion or resistance for many young people.<\/li>\n<li class=\"ewa-rteLine\">Possible tension between societal expectation and the beliefs and opinions of the pupil.<\/li>\n<li class=\"ewa-rteLine\">Group\/peer pressure can result in various forms of alienation to school.<\/li>\n<li class=\"ewa-rteLine\">Negative experience of schooling by parents, siblings or other family members.<\/li>\n<\/ul>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>Curriculum relevance factors (linked to both individual and cultural)<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><ul>\n<li class=\"ewa-rteLine\">The curriculum may be seen by a pupil to be inaccessible and irrelevant.<\/li>\n<li class=\"ewa-rteLine\">The school may give academic excellence more value than vocational qualifications or curriculum options.<\/li>\n<\/ul>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>School ethos and relationship factors<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><ul>\n<li class=\"ewa-rteLine\">Some schools can be \u2018deviance provocative\u2019; their organisational structures and procedures are viewed by pupils as oppressive and negative.<\/li>\n<li class=\"ewa-rteLine\">Some schools are less inclusive, both academically and socially, to pupils who behave \u2018differently\u2019.<\/li>\n<\/ul>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <!-- Swiper Slide -->\n        <div class=\"swiper-slide\">\n          <!-- Flashcard -->\n           <button class=\"flip-card\" role=\"button\" tabindex=\"0\">\n            <div class=\"flip-card-inner\">\n              <div class=\"flip-card-front\"><p><p>External barriers to participation and learning factors<\/p>\n<\/p><\/div>\n              <div class=\"flip-card-back\"><ul>\n<li class=\"ewa-rteLine\">Family breakdown or illness usually impacts negatively on a pupil\u2019s mental health, and often on their sense of priority.<\/li>\n<li class=\"ewa-rteLine\">Poverty and hardship can mean that a pupil\u2019s physiological needs are not met \u2013 such pupils may be tired, hungry and consequently easily distracted (see also Maslow, 1970 in Unit 3.2).<\/li>\n<li class=\"ewa-rteLine\">Sibling and caring responsibilities may mean that some pupils arrive late in your lesson \u2013 or not at all.<\/li>\n<\/ul>\n<\/div>\n            <\/div>\n          <\/button>\n        <\/div>\n\n        \n        <div id=\"flashcard-instruction\" class=\"sr-only\">Press Enter or Space to flip the card<\/div><div id=\"flip-announcement\" class=\"sr-only\" role=\"status\" aria-live=\"polite\"><\/div>\n\n    <\/div>\n\n    <div class=\"swiper-button-next\"><\/div>\n    <div class=\"swiper-button-prev\"><\/div>\n    <div class=\"swiper-pagination\"><\/div>\n    \n<\/div>\n<div role=\"region\" aria-live=\"polite\" id=\"announcement\" class=\"visually-hidden\"><\/div>\n\n<script>\n\nvar swiper = new Swiper(\".mySwiper\", {\n    pagination: {\n    el: \".swiper-pagination\",\n    type: \"fraction\",\n    },\n    navigation: {\n    nextEl: \".swiper-button-next\",\n    prevEl: \".swiper-button-prev\",\n    },\n});\n\n\n\nconst flipCards = document.querySelectorAll('.flip-card');\n  const announcement = document.getElementById('announcement');\n\n  flipCards.forEach(flipCard => {\n    flipCard.addEventListener('click', () => {\n      flipCard.classList.toggle('flipped');\n      const frontContent = flipCard.getAttribute('data-front');\n      const backContent = flipCard.getAttribute('data-back');\n      const isFlipped = flipCard.classList.contains('flipped');\n      \n      if (isFlipped) {\n        announcement.textContent = `${backContent} is now visible.`;\n      } else {\n        announcement.textContent = `${frontContent} is now visible.`;\n      }\n    });\n\n    flipCard.addEventListener('keydown', event => {\n      if (event.key === 'Enter' || event.key === ' ') {\n        flipCard.classList.toggle('flipped');\n        const frontContent = flipCard.getAttribute('data-front');\n        const backContent = flipCard.getAttribute('data-back');\n        const isFlipped = flipCard.classList.contains('flipped');\n        \n        if (isFlipped) {\n          announcement.textContent = `${backContent} is now visible.`;\n        } else {\n          announcement.textContent = `${frontContent} is now visible.`;\n        }\n      }\n    });\n\n    flipCard.addEventListener('focus', () => {\n      const frontContent = flipCard.getAttribute('data-front');\n      announcement.textContent = `Card: ${frontContent}  Press Space or Enter to flip`;\n    });\n\n    flipCard.addEventListener('blur', () => {\n      announcement.textContent = '';\n    });\n  });\n<\/script><\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-6193b5686154fcb98f06a6f2efbb1c2f\" style=\"color:#004e6c\">Planning for behaviour for learning<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--60)\">Use these checklists when you are planning lessons to effectively prepare for behaviour before it occurs.<\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/downloads\/Figure-3.3.3-Planning-for-behaviour-for-learning.docx\">Behaviour for Learning Checklist Download<\/a><\/div>\n<\/div>\n\n\n\n<h4 class=\"wp-block-heading\">Classroom<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Know the names and roles of any adults in class.<\/li>\n\n\n\n<li>Meet and greet pupils when they come into the classroom.<\/li>\n\n\n\n<li>Display rules in the class, and ensure the pupils and staff know what they are.<\/li>\n\n\n\n<li>Display the tariff of sanctions in class.<\/li>\n\n\n\n<li>Have a system in place to follow through with all sanctions.<\/li>\n\n\n\n<li>Display the tariff of rewards in class.<\/li>\n\n\n\n<li>Have a system in place to follow through with all rewards.<\/li>\n\n\n\n<li>Have a visible timetable on the wall.<\/li>\n\n\n\n<li>Follow the school behaviour policy.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Pupils<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Know the names of pupils.<\/li>\n\n\n\n<li>Have a plan for pupils who are likely to misbehave.<\/li>\n\n\n\n<li>Ensure other adults in the class know the plan.<\/li>\n\n\n\n<li>Understand pupils\u2019 special needs.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Teaching<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Ensure that all resources are prepared in advance.<\/li>\n\n\n\n<li>Praise the behaviour you want to see more of.<\/li>\n\n\n\n<li>Praise pupils doing the right thing more than criticising those who are doing the wrong thing (parallel praise).<\/li>\n\n\n\n<li>Differentiate.<\/li>\n\n\n\n<li>Stay calm.<\/li>\n\n\n\n<li>Have clear routines for transitions and for stopping the class.<\/li>\n\n\n\n<li>Teach pupils the class routines.<\/li>\n<\/ul>\n\n\n\n<h4 class=\"wp-block-heading\">Parents<\/h4>\n\n\n\n<ul class=\"wp-block-list\">\n<li>Give feedback to parents about their child\u2019s behaviour \u2013 let them know about the good days as well as the bad ones.<\/li>\n<\/ul>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-78e00ea2455e5b09966c0184da7747da\" style=\"color:#004e6c\">Key Policy Documents Relating to Pupil Behaviour for England<\/h3>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"wp-block-paragraph\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--60)\">Bennett,&nbsp;<a><\/a>T.&nbsp;&nbsp; (<a><\/a>2017)&nbsp;<a><\/a><em>Creating a Culture: How School Leaders Can Optimise Behaviour<\/em>,&nbsp;<a><\/a>London:&nbsp;<a><\/a>DfE<a><\/a><a><\/a>.&nbsp;<a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/602487\/Tom_Bennett_Independent_Review_of_Behaviour_in_Schools.pdf\">https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/602487\/Tom_Bennett_Independent_Review_of_Behaviour_in_Schools.pdf<\/a><a><\/a><\/p>\n\n\n\n<p class=\"has-extra-small-font-size wp-block-paragraph\">Status: Independent report, March 2017.<\/p>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"wp-block-paragraph\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--60)\">DfE (Department for&nbsp;<a><\/a>Education) (2011a)&nbsp;<a><\/a><em>Getting the Simple Things Right: Charlie Taylor\u2019s Behaviour Checklists<\/em>,&nbsp;<a><\/a>London:&nbsp;<a><\/a>DfE<a><\/a>.<a><\/a><\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/update\/Charlie-Taylor-checklist.pdf\">Download Charlie Taylor Checklist<\/a><\/div>\n<\/div>\n\n\n\n<p class=\"has-extra-small-font-size wp-block-paragraph\">Status: Departmental advice, April 2012.<\/p>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"wp-block-paragraph\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--60)\">DfE (Department for&nbsp;<a><\/a>Education) (2013c)&nbsp;<a><\/a><em>Use of Reasonable Force: Advice for Headteachers, Staff and Governing Bodies<\/em>,&nbsp;<a><\/a>London:&nbsp;<a><\/a>DfE.&nbsp;<a><\/a>&nbsp;<a><\/a><a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/444051\/Use_of_reasonable_force_advice_Reviewed_July_2015.pdf\">https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/444051\/Use_of_reasonable_force_advice_Reviewed_July_2015.pdf<\/a><a><\/a><\/p>\n\n\n\n<p class=\"has-extra-small-font-size wp-block-paragraph\">Status: Departmental advice, July 2013.<\/p>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"wp-block-paragraph\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--60)\">DfE (Department for Education&nbsp; (<a><\/a>2014c)&nbsp;<a><\/a><em>Cyberbullying: Advice for Headteachers and School Staff<\/em>,&nbsp;<a><\/a>London:&nbsp;<a><\/a>DfE.&nbsp;<a><\/a><a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/374850\/Cyberbullying_Advice_for_Headteachers_and_School_Staff_121114.pdf\">https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/374850\/Cyberbullying_Advice_for_Headteachers_and_School_Staff_121114.pdf<\/a><a><\/a><\/p>\n\n\n\n<p class=\"has-extra-small-font-size wp-block-paragraph\">Status: Departmental advice, November 2014<\/p>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"wp-block-paragraph\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--60)\">DfE (Department for Education)&nbsp; (2015b)&nbsp;<em>Behaviour and Discipline in Schools: Guidance for Governing Bodies<\/em>,&nbsp;London:&nbsp;DfE. &nbsp;<a href=\"https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/463484\/Behaviour_and_discipline_in_schools_guidance_for_governing_bodies.pdf\">https:\/\/assets.publishing.service.gov.uk\/government\/uploads\/system\/uploads\/attachment_data\/file\/463484\/Behaviour_and_discipline_in_schools_guidance_for_governing_bodies.pdf<\/a>&nbsp;<\/p>\n\n\n\n<p class=\"has-extra-small-font-size wp-block-paragraph\">Status: Statutory guidance, September 2015.<\/p>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"wp-block-paragraph\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--60)\">DfE (Department for Education&nbsp; (<a><\/a>2024)&nbsp;<a><\/a><em>Behaviour in Schools: Advice to Headteachers and School Staff<\/em>,&nbsp;<a><\/a>London:&nbsp;<a><\/a>DfE.&nbsp;<a><\/a>&nbsp;<a><\/a><a href=\"https:\/\/assets.publishing.service.gov.uk\/media\/65ce3721e1bdec001a3221fe\/Behaviour_in_schools_-_advice_for_headteachers_and_school_staff_Feb_2024.pdf\">https:\/\/assets.publishing.service.gov.uk\/media\/65ce3721e1bdec001a3221fe\/Behaviour_in_schools_-_advice_for_headteachers_and_school_staff_Feb_2024.pdf<\/a><a><\/a><\/p>\n\n\n\n<p class=\"has-extra-small-font-size wp-block-paragraph\">Status: Departmental advice, January 2016.<a><\/a><a><\/a><\/p>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"wp-block-paragraph\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--60)\">DfE (Department for Education&nbsp; (<a><\/a>2017e)&nbsp;<a><\/a><em>Preventing and Tackling Bullying: Advice for Headteachers, Staff and Governing Bodies<\/em>,&nbsp;<a><\/a>London:&nbsp;<a><\/a>DfE.&nbsp;<a><\/a>&nbsp;<a><\/a><a href=\"https:\/\/assets.publishing.service.gov.uk\/media\/625ee64cd3bf7f6004339db8\/Preventing_and_tackling_bullying_advice.pdf\">https:\/\/assets.publishing.service.gov.uk\/media\/625ee64cd3bf7f6004339db8\/Preventing_and_tackling_bullying_advice.pdf<\/a><a><\/a><\/p>\n\n\n\n<p class=\"has-extra-small-font-size wp-block-paragraph\">Status: Departmental advice, July 2017.<\/p>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-block-group-is-layout-flow\">\n<p class=\"wp-block-paragraph\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--60)\"><a><\/a><a><\/a>DfE (Department for Education&nbsp; (<a><\/a>2022)&nbsp;<a><\/a><em>Screening, Searching and Confiscation at School: Advice for schools<\/em>,&nbsp;<a><\/a>London:&nbsp;<a><\/a>DfE<a><\/a>.&nbsp;<a href=\"https:\/\/assets.publishing.service.gov.uk\/media\/62d1643e8fa8f50bfbefa55c\/Searching__Screening_and_Confiscation_guidance_July_2022.pdf\">https:\/\/assets.publishing.service.gov.uk\/media\/62d1643e8fa8f50bfbefa55c\/Searching__Screening_and_Confiscation_guidance_July_2022.pdf<\/a><\/p>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-52619f6fce6c0fc2e9d39c3dbdbac254\" style=\"color:#004e6c\">The QCA\u2019s Desirable and Undesirable Behaviours<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--60)\">The Qualifications and Curriculum Authority (<a><\/a>QCA, 2001) usefully identified 15 behaviours by which a pupil\u2019s 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.<\/p>\n\n\n\n<div class=\"wp-block-buttons is-layout-flex wp-block-buttons-is-layout-flex\">\n<div class=\"wp-block-button\"><a class=\"wp-block-button__link wp-element-button\" href=\"https:\/\/s3-eu-west-1.amazonaws.com\/s3-euw1-ap-pe-ws4-cws-documents.ri-prod\/learningtoteach\/update\/QCAemotionalbehaviouraldevelopmentcriteria.docx\">Download QCA Emotional and behavioural development criteria<\/a><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<hr class=\"wp-block-separator has-alpha-channel-opacity\"\/>\n<\/div>\n\n\n\n<div class=\"wp-block-group alignwide is-layout-flow wp-block-group-is-layout-flow\">\n<h2 id=\"aioseo-3-4\" class=\"wp-block-heading\">3.4 Conceptualising and Theorising Primary-Secondary Transitions<\/h2>\n\n\n\n<p class=\"wp-block-paragraph\">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\u2019ve also collected the factors having an impact on pupil\u2019s transition experiences.<\/p>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-block-accordion-is-layout-flow\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-7&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item is-layout-flow wp-block-accordion-item-is-layout-flow\">\n<h3 class=\"wp-block-accordion-heading\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-7-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-7\" type=\"button\" class=\"wp-block-accordion-heading__toggle\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Expand Content<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-7\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-7-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-block-accordion-panel-is-layout-flow\">\n<div class=\"wp-block-group has-global-padding is-layout-constrained wp-container-core-group-is-layout-5eab2e75 wp-block-group-is-layout-constrained\" style=\"border-style:none;border-width:0px;padding-top:0;padding-bottom:0\">\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-4c3006b73575265610a758927914e82b\" style=\"color:#004e6c\">Task 3.4.2 Understanding discourse around secondary school transition<\/h3>\n\n\n\n<p class=\"wp-block-paragraph\">Read&nbsp;<em>Diary of a Wimpy Kid&nbsp;<\/em>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.<\/p>\n\n\n\n<figure class=\"wp-block-embed is-type-video is-provider-youtube wp-block-embed-youtube wp-embed-aspect-16-9 wp-has-aspect-ratio\"><div class=\"wp-block-embed__wrapper\">\n<iframe loading=\"lazy\" title=\"Diary of a Wimpy Kid Trailer\" width=\"500\" height=\"281\" src=\"https:\/\/www.youtube.com\/embed\/7ZVEIgPeDCE?feature=oembed\" frameborder=\"0\" allow=\"accelerometer; autoplay; clipboard-write; encrypted-media; gyroscope; picture-in-picture; web-share\" referrerpolicy=\"strict-origin-when-cross-origin\" allowfullscreen><\/iframe>\n<\/div><\/figure>\n<\/div>\n\n\n\n<div class=\"wp-block-group has-border-color has-cyan-bluish-gray-border-color has-base-background-color has-background has-global-padding is-layout-constrained wp-container-core-group-is-layout-54d33934 wp-block-group-is-layout-constrained\" style=\"border-width:1px;padding-top:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40)\">\n<h3 class=\"wp-block-heading has-text-color has-link-color has-system-font-family has-medium-font-size wp-elements-58661e1d07b7ec02e67f4d58d3b79906\" style=\"color:#004e6c\">Factors having an impact on pupils\u2019 transition experiences<br>Relationships with family<\/h3>\n\n\n\n<div class=\"wp-block-group is-layout-flow wp-container-core-group-is-layout-44cd18f5 wp-block-group-is-layout-flow\" style=\"margin-bottom:0\">\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-container-core-accordion-is-layout-202b7daf wp-block-accordion-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--40)\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-4&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item has-border-color has-background is-layout-flow wp-container-core-accordion-item-is-layout-5c2aeb26 wp-block-accordion-item-is-layout-flow\" style=\"border-color:#e8e2db;border-width:1px;border-top-left-radius:4px;border-top-right-radius:4px;border-bottom-left-radius:4px;border-bottom-right-radius:4px;background-color:#fff8ed5c\">\n<h3 class=\"wp-block-accordion-heading has-background has-small-font-size\" style=\"background-color:#fff1deb0;font-style:normal;font-weight:600\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-4-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-4\" type=\"button\" class=\"wp-block-accordion-heading__toggle\" style=\"padding-top:var(--wp--preset--spacing--20);padding-bottom:var(--wp--preset--spacing--20)\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Relationships with family<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-4\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-4-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-container-core-accordion-panel-is-layout-91291df7 wp-block-accordion-panel-is-layout-flow\" style=\"padding-top:0;padding-right:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40);padding-left:var(--wp--preset--spacing--40);font-size:clamp(0.875rem, 0.875rem + ((1vw - 0.2rem) * 0.333), 1.1rem);\">\n<p class=\"wp-block-paragraph\">In Jindal-Snape and Cantali\u2019s (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\u2019Sullivan, 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\u2019s 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).<\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-container-core-accordion-is-layout-e2a2b637 wp-block-accordion-is-layout-flow\" style=\"margin-top:var(--wp--preset--spacing--40);margin-bottom:var(--wp--preset--spacing--40)\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-5&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item has-border-color has-background is-layout-flow wp-container-core-accordion-item-is-layout-5c2aeb26 wp-block-accordion-item-is-layout-flow\" style=\"border-color:#e8e2db;border-width:1px;border-top-left-radius:4px;border-top-right-radius:4px;border-bottom-left-radius:4px;border-bottom-right-radius:4px;background-color:#fff8ed5c\">\n<h3 class=\"wp-block-accordion-heading has-background has-small-font-size\" style=\"background-color:#fff1deb0;font-style:normal;font-weight:600\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-5-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-5\" type=\"button\" class=\"wp-block-accordion-heading__toggle\" style=\"padding-top:var(--wp--preset--spacing--20);padding-bottom:var(--wp--preset--spacing--20)\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Peer relationships<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-5\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-5-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-container-core-accordion-panel-is-layout-91291df7 wp-block-accordion-panel-is-layout-flow\" style=\"padding-top:0;padding-right:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40);padding-left:var(--wp--preset--spacing--40);font-size:clamp(0.875rem, 0.875rem + ((1vw - 0.2rem) * 0.333), 1.1rem);\">\n<p class=\"wp-block-paragraph\">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.<\/p>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div data-wp-context=\"{ &quot;autoclose&quot;: false, &quot;accordionItems&quot;: [] }\" data-wp-interactive=\"core\/accordion\" role=\"group\" class=\"wp-block-accordion is-layout-flow wp-container-core-accordion-is-layout-f3e5a930 wp-block-accordion-is-layout-flow\" style=\"margin-top:0;margin-bottom:var(--wp--preset--spacing--30)\">\n<div data-wp-class--is-open=\"state.isOpen\" data-wp-context=\"{ &quot;id&quot;: &quot;accordion-item-6&quot;, &quot;openByDefault&quot;: false }\" data-wp-init=\"callbacks.initAccordionItems\" data-wp-on-window--hashchange=\"callbacks.hashChange\" class=\"wp-block-accordion-item has-border-color has-background is-layout-flow wp-container-core-accordion-item-is-layout-5c2aeb26 wp-block-accordion-item-is-layout-flow\" style=\"border-color:#e8e2db;border-width:1px;border-top-left-radius:4px;border-top-right-radius:4px;border-bottom-left-radius:4px;border-bottom-right-radius:4px;background-color:#fff8ed5c\">\n<h3 class=\"wp-block-accordion-heading has-background has-small-font-size\" style=\"background-color:#fff1deb0;font-style:normal;font-weight:600\"><button aria-expanded=\"false\" aria-controls=\"accordion-item-6-panel\" data-wp-bind--aria-expanded=\"state.isOpen\" data-wp-on--click=\"actions.toggle\" data-wp-on--keydown=\"actions.handleKeyDown\" id=\"accordion-item-6\" type=\"button\" class=\"wp-block-accordion-heading__toggle\" style=\"padding-top:var(--wp--preset--spacing--20);padding-bottom:var(--wp--preset--spacing--20)\"><span class=\"wp-block-accordion-heading__toggle-icon\" aria-hidden=\"true\">+<\/span><span class=\"wp-block-accordion-heading__toggle-title\">Relationships with teachers<\/span><\/button><\/h3>\n\n\n\n<div inert aria-labelledby=\"accordion-item-6\" data-wp-bind--inert=\"!state.isOpen\" id=\"accordion-item-6-panel\" role=\"region\" class=\"wp-block-accordion-panel is-layout-flow wp-container-core-accordion-panel-is-layout-91291df7 wp-block-accordion-panel-is-layout-flow\" style=\"padding-top:0;padding-right:var(--wp--preset--spacing--40);padding-bottom:var(--wp--preset--spacing--40);padding-left:var(--wp--preset--spacing--40);font-size:clamp(0.875rem, 0.875rem + ((1vw - 0.2rem) * 0.333), 1.1rem);\">\n<p class=\"wp-block-paragraph\">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\u2019Donnell, 2013). Some longitudinal studies reported a change in pupils\u2019 perceptions once they started secondary school (Jindal-Snape and Cantali, 2019). As a secondary school teacher, you could contribute to changing pupils\u2019 perceptions prior to the move, for instance through more frequent reciprocal visits of staff and peers over a longer period of time.<\/p>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n\n<div class=\"wp-block-column is-layout-flow wp-container-core-column-is-layout-b2aec0f7 wp-block-column-is-layout-flow\" style=\"padding-top:var(--wp--preset--spacing--40);padding-right:var(--wp--preset--spacing--40);flex-basis:25%\">\n<div class=\"wp-block-group is-style-default is-content-justification-left is-nowrap is-layout-flex wp-container-core-group-is-layout-e71a335c wp-block-group-is-layout-flex wp-container-8 is-position-sticky\" style=\"padding-right:var(--wp--preset--spacing--50);padding-left:0\">\n<div class=\"wp-block-group sidebar-menu-group has-link-color wp-elements-18939542d08ffda910e2d7b904f659b5 is-layout-flow wp-block-group-is-layout-flow\" style=\"padding-top:0;padding-right:var(--wp--preset--spacing--50);padding-bottom:0;font-size:clamp(0.875rem, 0.875rem + ((1vw - 0.2rem) * 0.63), 1.3rem);text-decoration:none\"><div class=\"wp-block-aioseo-table-of-contents\"><ul><li><a class=\"aioseo-toc-item\" href=\"#aioseo-3-1\">3.1 Communicating with Pupils<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-3-2\">3.2 Motivating Pupils<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-3-3\">3.3 Managing classroom behaviour: adopting a positive response<\/a><\/li><li><a class=\"aioseo-toc-item\" href=\"#aioseo-3-4\">3.4 Conceptualising and theorising Primary-Secondary school transitions<\/a><\/li><\/ul><\/div><\/div>\n<\/div>\n<\/div>\n<\/div>\n<\/div>\n\n\n","protected":false},"excerpt":{"rendered":"<p>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&hellip;<\/p>\n","protected":false},"author":26,"featured_media":0,"parent":144,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"no-title","meta":{"_acf_changed":false,"footnotes":""},"class_list":["post-1562","page","type-page","status-publish","hentry"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t<!-- All in One SEO Pro 5.0.0.1 - aioseo.com -->\n\t<meta name=\"description\" content=\"Factors having an impact on pupils\u2019 transition experiencesRelationships with family +Relationships with family In Jindal-Snape and Cantali\u2019s (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\" \/>\n\t<meta name=\"robots\" content=\"max-image-preview:large\" \/>\n\t<link rel=\"canonical\" href=\"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils\" \/>\n\t<meta name=\"generator\" content=\"All in One SEO Pro (AIOSEO) 5.0.0.1\" \/>\n\t\t<meta property=\"og:locale\" content=\"en_US\" \/>\n\t\t<meta property=\"og:site_name\" content=\"Learning to Teach in the Secondary School - A Companion to School Experience\" \/>\n\t\t<meta property=\"og:type\" content=\"article\" \/>\n\t\t<meta property=\"og:title\" content=\"Chapter 3: Classroom Interactions and Managing Pupils - Learning to Teach in the Secondary School\" \/>\n\t\t<meta property=\"og:description\" content=\"Factors having an impact on pupils\u2019 transition experiencesRelationships with family +Relationships with family In Jindal-Snape and Cantali\u2019s (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\" \/>\n\t\t<meta property=\"og:url\" content=\"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils\" \/>\n\t\t<meta property=\"article:published_time\" content=\"2026-06-29T13:28:09+00:00\" \/>\n\t\t<meta property=\"article:modified_time\" content=\"2026-08-05T15:33:57+00:00\" \/>\n\t\t<meta name=\"twitter:card\" content=\"summary_large_image\" \/>\n\t\t<meta name=\"twitter:title\" content=\"Chapter 3: Classroom Interactions and Managing Pupils - Learning to Teach in the Secondary School\" \/>\n\t\t<meta name=\"twitter:description\" content=\"Factors having an impact on pupils\u2019 transition experiencesRelationships with family +Relationships with family In Jindal-Snape and Cantali\u2019s (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\" \/>\n\t\t<script type=\"application\/ld+json\" class=\"aioseo-schema\">\n\t\t\t{\"@context\":\"https:\\\/\\\/schema.org\",\"@graph\":[{\"@type\":\"BreadcrumbList\",\"@id\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/chapter-resources-for-students\\\/chapter-3-classroom-interactions-and-managing-pupils#breadcrumblist\",\"itemListElement\":[{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach#listItem\",\"position\":1,\"name\":\"Home\",\"item\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\",\"nextItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/chapter-resources-for-students#listItem\",\"name\":\"Chapter Resources for Students\"}},{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/chapter-resources-for-students#listItem\",\"position\":2,\"name\":\"Chapter Resources for Students\",\"item\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/chapter-resources-for-students\",\"nextItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/chapter-resources-for-students\\\/chapter-3-classroom-interactions-and-managing-pupils#listItem\",\"name\":\"Chapter 3: Classroom Interactions and Managing Pupils\"},\"previousItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach#listItem\",\"name\":\"Home\"}},{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/chapter-resources-for-students\\\/chapter-3-classroom-interactions-and-managing-pupils#listItem\",\"position\":3,\"name\":\"Chapter 3: Classroom Interactions and Managing Pupils\",\"previousItem\":{\"@type\":\"ListItem\",\"@id\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/chapter-resources-for-students#listItem\",\"name\":\"Chapter Resources for Students\"}}]},{\"@type\":\"ItemList\",\"itemListElement\":[{\"@type\":\"SiteNavigationElement\",\"position\":1,\"name\":\"3.1 Communicating with Pupils\",\"url\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/chapter-resources-for-students\\\/chapter-3-classroom-interactions-and-managing-pupils#aioseo-3-1\"},{\"@type\":\"SiteNavigationElement\",\"position\":2,\"name\":\"3.2 Motivating Pupils\",\"url\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/chapter-resources-for-students\\\/chapter-3-classroom-interactions-and-managing-pupils#aioseo-3-2\"},{\"@type\":\"SiteNavigationElement\",\"position\":3,\"name\":\"3.3 Managing classroom behaviour: adopting a positive response\",\"url\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/chapter-resources-for-students\\\/chapter-3-classroom-interactions-and-managing-pupils#aioseo-3-3\"},{\"@type\":\"SiteNavigationElement\",\"position\":4,\"name\":\"3.4 Conceptualising and theorising Primary-Secondary school transitions\",\"url\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/chapter-resources-for-students\\\/chapter-3-classroom-interactions-and-managing-pupils#aioseo-3-4\"}]},{\"@type\":\"Organization\",\"@id\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/#organization\",\"name\":\"Learning to Teach in the Secondary School\",\"description\":\"A Companion to School Experience\",\"url\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/\"},{\"@type\":\"WebPage\",\"@id\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/chapter-resources-for-students\\\/chapter-3-classroom-interactions-and-managing-pupils#webpage\",\"url\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/chapter-resources-for-students\\\/chapter-3-classroom-interactions-and-managing-pupils\",\"name\":\"Chapter 3: Classroom Interactions and Managing Pupils - Learning to Teach in the Secondary School\",\"description\":\"Factors having an impact on pupils\\u2019 transition experiencesRelationships with family +Relationships with family In Jindal-Snape and Cantali\\u2019s (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\",\"inLanguage\":\"en-US\",\"isPartOf\":{\"@id\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/#website\"},\"breadcrumb\":{\"@id\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/chapter-resources-for-students\\\/chapter-3-classroom-interactions-and-managing-pupils#breadcrumblist\"},\"datePublished\":\"2026-06-29T13:28:09+00:00\",\"dateModified\":\"2026-08-05T15:33:57+00:00\"},{\"@type\":\"WebSite\",\"@id\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/#website\",\"url\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/\",\"name\":\"Learning to Teach in the Secondary School\",\"description\":\"A Companion to School Experience\",\"inLanguage\":\"en-US\",\"publisher\":{\"@id\":\"https:\\\/\\\/staging.routledgelearning.com\\\/learningtoteach\\\/#organization\"}}]}\n\t\t<\/script>\n\t\t<!-- All in One SEO Pro -->\r\n\t\t<title>Chapter 3: Classroom Interactions and Managing Pupils - Learning to Teach in the Secondary School<\/title>\n\n","aioseo_head_json":{"title":"Chapter 3: Classroom Interactions and Managing Pupils - Learning to Teach in the Secondary School","description":"Factors having an impact on pupils\u2019 transition experiencesRelationships with family +Relationships with family In Jindal-Snape and Cantali\u2019s (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","canonical_url":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils","robots":"max-image-preview:large","keywords":"","webmasterTools":{"miscellaneous":""},"schema":{"@context":"https:\/\/schema.org","@graph":[{"@type":"BreadcrumbList","@id":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils#breadcrumblist","itemListElement":[{"@type":"ListItem","@id":"https:\/\/staging.routledgelearning.com\/learningtoteach#listItem","position":1,"name":"Home","item":"https:\/\/staging.routledgelearning.com\/learningtoteach","nextItem":{"@type":"ListItem","@id":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students#listItem","name":"Chapter Resources for Students"}},{"@type":"ListItem","@id":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students#listItem","position":2,"name":"Chapter Resources for Students","item":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students","nextItem":{"@type":"ListItem","@id":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils#listItem","name":"Chapter 3: Classroom Interactions and Managing Pupils"},"previousItem":{"@type":"ListItem","@id":"https:\/\/staging.routledgelearning.com\/learningtoteach#listItem","name":"Home"}},{"@type":"ListItem","@id":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils#listItem","position":3,"name":"Chapter 3: Classroom Interactions and Managing Pupils","previousItem":{"@type":"ListItem","@id":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students#listItem","name":"Chapter Resources for Students"}}]},{"@type":"ItemList","itemListElement":[{"@type":"SiteNavigationElement","position":1,"name":"3.1 Communicating with Pupils","url":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils#aioseo-3-1"},{"@type":"SiteNavigationElement","position":2,"name":"3.2 Motivating Pupils","url":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils#aioseo-3-2"},{"@type":"SiteNavigationElement","position":3,"name":"3.3 Managing classroom behaviour: adopting a positive response","url":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils#aioseo-3-3"},{"@type":"SiteNavigationElement","position":4,"name":"3.4 Conceptualising and theorising Primary-Secondary school transitions","url":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils#aioseo-3-4"}]},{"@type":"ItemList","itemListElement":[{"@type":"SiteNavigationElement","position":1,"name":"3.1 Communicating with Pupils","url":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils#aioseo-3-1"},{"@type":"SiteNavigationElement","position":2,"name":"3.2 Motivating Pupils","url":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils#aioseo-3-2"},{"@type":"SiteNavigationElement","position":3,"name":"3.3 Managing classroom behaviour: adopting a positive response","url":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils#aioseo-3-3"},{"@type":"SiteNavigationElement","position":4,"name":"3.4 Conceptualising and theorising Primary-Secondary school transitions","url":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils#aioseo-3-4"}]},{"@type":"Organization","@id":"https:\/\/staging.routledgelearning.com\/learningtoteach\/#organization","name":"Learning to Teach in the Secondary School","description":"A Companion to School Experience","url":"https:\/\/staging.routledgelearning.com\/learningtoteach\/"},{"@type":"WebPage","@id":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils#webpage","url":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils","name":"Chapter 3: Classroom Interactions and Managing Pupils - Learning to Teach in the Secondary School","description":"Factors having an impact on pupils\u2019 transition experiencesRelationships with family +Relationships with family In Jindal-Snape and Cantali\u2019s (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","inLanguage":"en-US","isPartOf":{"@id":"https:\/\/staging.routledgelearning.com\/learningtoteach\/#website"},"breadcrumb":{"@id":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils#breadcrumblist"},"datePublished":"2026-06-29T13:28:09+00:00","dateModified":"2026-08-05T15:33:57+00:00"},{"@type":"WebSite","@id":"https:\/\/staging.routledgelearning.com\/learningtoteach\/#website","url":"https:\/\/staging.routledgelearning.com\/learningtoteach\/","name":"Learning to Teach in the Secondary School","description":"A Companion to School Experience","inLanguage":"en-US","publisher":{"@id":"https:\/\/staging.routledgelearning.com\/learningtoteach\/#organization"}}]},"og:locale":"en_US","og:site_name":"Learning to Teach in the Secondary School - A Companion to School Experience","og:type":"article","og:title":"Chapter 3: Classroom Interactions and Managing Pupils - Learning to Teach in the Secondary School","og:description":"Factors having an impact on pupils\u2019 transition experiencesRelationships with family +Relationships with family In Jindal-Snape and Cantali\u2019s (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","og:url":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils","article:published_time":"2026-06-29T13:28:09+00:00","article:modified_time":"2026-08-05T15:33:57+00:00","twitter:card":"summary_large_image","twitter:title":"Chapter 3: Classroom Interactions and Managing Pupils - Learning to Teach in the Secondary School","twitter:description":"Factors having an impact on pupils\u2019 transition experiencesRelationships with family +Relationships with family In Jindal-Snape and Cantali\u2019s (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"},"aioseo_meta_data":{"post_id":"1562","title":null,"description":null,"keywords":null,"keyphrases":{"focus":{"keyphrase":"","score":0,"analysis":{"keyphraseInTitle":{"score":0,"maxScore":9,"error":1}}},"additional":[]},"primary_term":null,"canonical_url":null,"og_title":null,"og_description":null,"og_object_type":"default","og_image_type":"default","og_image_url":null,"og_image_width":null,"og_image_height":null,"og_image_custom_url":null,"og_image_custom_fields":null,"og_video":"","og_custom_url":null,"og_article_section":null,"og_article_tags":null,"twitter_use_og":false,"twitter_card":"default","twitter_image_type":"default","twitter_image_url":null,"twitter_image_custom_url":null,"twitter_image_custom_fields":null,"twitter_title":null,"twitter_description":null,"schema":{"blockGraphs":[],"customGraphs":[],"default":{"data":{"Article":[],"Course":[],"Dataset":[],"FAQPage":[],"Movie":[],"Person":[],"Product":[],"ProductReview":[],"Car":[],"Recipe":[],"Service":[],"SoftwareApplication":[],"WebPage":[]},"graphName":"WebPage","isEnabled":true},"graphs":[]},"schema_type":"default","schema_type_options":null,"pillar_content":false,"robots_default":true,"robots_noindex":false,"robots_noarchive":false,"robots_nosnippet":false,"robots_nofollow":false,"robots_noimageindex":false,"robots_noodp":false,"robots_notranslate":false,"robots_max_snippet":"-1","robots_max_videopreview":"-1","robots_max_imagepreview":"large","priority":null,"frequency":"default","local_seo":null,"seo_analyzer_scan_date":null,"breadcrumb_settings":null,"limit_modified_date":false,"open_ai":null,"ai":{"faqs":[],"keyPoints":[],"schemas":[],"titles":[],"descriptions":[],"socialPosts":{"email":{"subject":"","preview":"","content":""},"linkedin":[],"twitter":[],"facebook":[],"instagram":[]}},"created":"2026-06-29 13:05:19","updated":"2026-08-06 14:01:31","focus_keyword":null,"additional_keywords":null,"truseo_locale":null},"aioseo_breadcrumb":"<div class=\"aioseo-breadcrumbs\"><span class=\"aioseo-breadcrumb\">\n\t<a href=\"https:\/\/staging.routledgelearning.com\/learningtoteach\" title=\"Home\">Home<\/a>\n<\/span><span class=\"aioseo-breadcrumb-separator\">&raquo;<\/span><span class=\"aioseo-breadcrumb\">\n\t<a href=\"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\" title=\"Chapter Resources for Students\">Chapter Resources for Students<\/a>\n<\/span><span class=\"aioseo-breadcrumb-separator\">&raquo;<\/span><span class=\"aioseo-breadcrumb\">\n\tChapter 3: Classroom Interactions and Managing Pupils\n<\/span><\/div>","aioseo_breadcrumb_json":[{"label":"Home","link":"https:\/\/staging.routledgelearning.com\/learningtoteach"},{"label":"Chapter Resources for Students","link":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students"},{"label":"Chapter 3: Classroom Interactions and Managing Pupils","link":"https:\/\/staging.routledgelearning.com\/learningtoteach\/chapter-resources-for-students\/chapter-3-classroom-interactions-and-managing-pupils"}],"_links":{"self":[{"href":"https:\/\/staging.routledgelearning.com\/learningtoteach\/index.php?rest_route=\/wp\/v2\/pages\/1562","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/staging.routledgelearning.com\/learningtoteach\/index.php?rest_route=\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/staging.routledgelearning.com\/learningtoteach\/index.php?rest_route=\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/staging.routledgelearning.com\/learningtoteach\/index.php?rest_route=\/wp\/v2\/users\/26"}],"replies":[{"embeddable":true,"href":"https:\/\/staging.routledgelearning.com\/learningtoteach\/index.php?rest_route=%2Fwp%2Fv2%2Fcomments&post=1562"}],"version-history":[{"count":28,"href":"https:\/\/staging.routledgelearning.com\/learningtoteach\/index.php?rest_route=\/wp\/v2\/pages\/1562\/revisions"}],"predecessor-version":[{"id":2191,"href":"https:\/\/staging.routledgelearning.com\/learningtoteach\/index.php?rest_route=\/wp\/v2\/pages\/1562\/revisions\/2191"}],"up":[{"embeddable":true,"href":"https:\/\/staging.routledgelearning.com\/learningtoteach\/index.php?rest_route=\/wp\/v2\/pages\/144"}],"wp:attachment":[{"href":"https:\/\/staging.routledgelearning.com\/learningtoteach\/index.php?rest_route=%2Fwp%2Fv2%2Fmedia&parent=1562"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}