"Everything works somewhere, nothing works everywhere.” – Dylan Wiliam

We’ve all had that one class. It’s the second lesson on Monday, and you’ve been dreading it. Despite endless detentions, discussions with colleagues, and sleepless nights, nothing seems to work.

So, what can you do?

As an English teacher and leader in Further Education, I’ve spent years working with students re-sitting GCSEs in English and/or Maths after achieving less than a Grade 4 at Key Stage 4. Many of these students don’t want to be there, don’t see the point, or - worst of all - don’t believe they can succeed. 

As Dylan Wiliam’s quote suggests, behaviour management strategies depend on numerous factors: teaching style, age group, setting, pace, ability, prior learning, and past experiences, among others. Because of this, I’ve found that basic strategies work best. They’re adaptable to individual teaching styles and classroom situations.

Interestingly, some of the greatest classroom management advice comes from Patrick Swayze’s 1989 film Roadhouse. In it, Swayze’s character lays out three simple rules (WARNING: not safe for work!) that are surprisingly relevant to classroom behavioural management:

1. Never underestimate your opponent. Expect the unexpected.

2. Take it outside. Never start anything inside the bar (read: ‘classroom’) unless absolutely necessary.

3. Be nice.

With this in mind, here are seven of the most effective behaviour management strategies I’ve used during my time as a secondary and FE teacher and leader. 

Do you know where everyone will sit? Arrange a seating plan and implement it as soon as students arrive. If you face confrontation (e.g. students refusing to sit where you’ve assigned them), change the layout of the room. Remove chairs from the back row or move tables closer to the front so students have little choice but to follow your plan. Additionally, ensure it’s easier for all pupils to face you or the front of the room than to look elsewhere. If a student has their back to you, they’ll never fully engage.

If you pick up on every minor infraction, it’s going to be a long year. Knowing what to ignore is often more powerful than addressing every issue. Focus on “big ticket” problems and let smaller ones, such as the occasional shouted-out answer or low-level chatting slide - at least until routines are firmly established.

Similarly, use silence to your advantage. Never deliver instructions over talking students. Wait for silence. This might take time initially, but eventually, students will recognise the cue to quieten down. For persistent issues like foot-tapping and chatting, move closer. Sit near the disruptive students and deliver your lesson from there.

Remember, the classroom is your space. Be confident in it. Move around frequently. Consider investing in a presentation clicker to free yourself from the confines of your PC or laptop. Plan your seating arrangement and layout to allow for this mobility. 

This movement creates a “disco space” that will keep students on their toes. When they don’t know where you’ll be or what you’ll do next, they’re less likely to misbehave. Their uncertainty often leads to compliance. 

Never say “Please.” “Please” implies that a student can decline your request. Instead, use “Thank you,” which suggests confidence that the student will comply. For example “Samantha, could you sit down? Thank you.” This subtle shift fosters authority and reduces resilience over time. 

Always do what you say you will, and don’t waiver. If you don’t, students will test the boundaries, leading to more behaviour issues. Make sure consequences match the misdemeanour. For example, arranging a meeting with parents over lack of equipment might be excessive. 

Being fair also means acknowledging your own mistakes. If you’ve gone too far or lost your temper, apologise. A sincere apology can strengthen relationships and command respect.

Instead of asking whether a student misbehaves in other classes, find out yourself. Shadow them in another lesson, ideally a practical one where you’re out of your depth. This can help build a rapport. For instance, I once joined a carpentry class, made a mess of the task, and received help from the student I was observing. This experience sparked a positive relationship that carried over into their English lessons. 

Don’t be afraid to laugh at yourself, it can work wonders.

Focus on rewarding good behaviour rather than highlighting bad behaviour. A simple “Well done” or public praise (“I’d like to recognise Amy and John for their excellent work today”) can have a significant impact. When others see positive behaviour being rewarded, they’ll often emulate it. 

Rewards don’t have to be elaborate or expensive. Pens, pencils, stickers, or even a quick phone call home can be highly effective.

This might seem like a lot to take in, but in reality, Swayze’s advice sums it up perfectly: “Be nice.” With the right mindset and strategies, managing classroom behaviour doesn’t have to be daunting. Give these techniques a try and see what difference they can make.