The 5 Behaviour Management Secrets of a Daily Supply Teacher

As a teacher who transitioned from full-time to supply work, behaviour management daunted me. When you have your own class, you are your pupils' pillar of authority day-in, day-out. Respect and trust can be slowly built from the ground up. Positive rapport becomes part of the classroom atmosphere.

But when I became a supply teacher, I asked myself how I could achieve that level of respect when working . After all, respect is the bedrock of exemplary behaviour management. A classroom must be symbiotic. If the balance is upset, the children will pick up on it.

Thankfully, I was able to rely on useful advice from grizzled veterans in the field, plus a little bit of trial and error. I soon got to grips with effective techniques for tight behaviour management. These are my top tips.

1. Respect is key

I have already mentioned respect, and I am repeating it for a reason. It is the most integral factor that comes with promoting good behaviours.

When you’re a supply teacher, you are walking into a class that has already established a meaningful rapport with its original teacher. Some children will naturally want to please you. Others may find themselves a bit wary, eager to push boundaries so that they can figure you out.

Now, some people may feel like coming in stern, cold, and intimidating could put them all in line from the get-go. However, some children are likely to feel a sense of injustice here. They will be eager to act out against - in their eyes - this unfamiliar, tyrannical adult.

2. Be relatable

Strive to be humorous and relatable, while firm and assertive. If anything, lean more towards your more jovial side, especially when first arriving. Don’t be afraid to crack some jokes, have fun with the class, and let the children know a little bit about you.

Talk to them on a human level, explaining why you are there, and what you expect from them. I approach teaching with the philosophy of ‘what did I respect about my teachers when I was at school?’.

I remember wanting to please most the teachers who treated me like a human. I most respected the teachers who could still have a laugh with me while making their expectations clear.

3. Use the power of positivity

All teachers should deploy positive praise, but it's particularly useful for supply teachers.

When entering a class, keep an eye out for those positive behaviours. For instance, one child could be swinging on their seat. But if another child nearby is sitting beautifully, focus your attention on them. You could say something like ‘I love the way Sally is sitting on her chair, it really shows she’s ready for the day’.

The important thing is, the child swinging on their chair may not take kindly to this unfamiliar teacher telling them off straight away. Instead, it may be more effective for them to come to their own conclusion. If Sally is sitting nicely, she gets praised for it, so maybe I should follow suit.

Again, respect is key, and you will be more likely to gain it through positivity. Not to mention, Sally will enjoy receiving that praise and look to replicate such behaviours.

4. Be aware of the school’s behaviour system

Different schools will have varying approaches to behaviour management. Before stepping into the school, familiarise yourself with its behaviour system. Children should be well aware of the system that is in place school-wide and in their classroom. If they recognise that you’re not afraid to implement it, that consistency that arms you with more authority. Students will see you as a clued-up enforcer of the rules, instead of an unsure outsider.

This won't just help you manage behaviour throughout the day. You'll also pick up effective tips and tricks going forward in your career.

There were behaviour systems that I found to be extremely effective at some schools. Others might be noticeably laxer, leading to a more difficult day. The schools with great support systems and behaviour policies gave me tactics I could take elsewhere.

A predictable learning environment, where both children and staff know what is expected, will lead to effective outcomes.

5. Establish your expectations early

It’s important for any supply teacher to ensure expectations are clear from the beginning of the day. Don’t labour over it; let the children know what you expect with a five to ten-minute talk. Once you have clearly demonstrated what is expected, children have less of a chance to question your judgments.

If a student is not meeting your expectations, warn them with a single word. For some students, even a glare could act as a warning. Children are usually aware of what they have done that isn’t acceptable. Ultimately, you don’t need to keep going over it throughout the day. These warnings should act as reminders of your discussion at the very start.

It may seem intimidating, but establishing good behaviours in such a short time is more than possible. It all comes down to the foundation of mutual respect.

If you walk into class equipped with these tactics, you will be more likely to manage behaviours and have fun with your temporary classes.

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