Calm, consistent behaviour support is one of the biggest ways a Teaching Assistant adds value. Use this guide to learn the core routines, micro‑interventions, and de‑escalation basics that keep lessons smooth—always aligned with your school’s policy.

Know the school’s behaviour framework

• Signals & routines: attention signal, entry/exit, transitions, lining up, corridor rules, calm seating resets.
• Ready‑Respectful‑Safe: or your school’s equivalent; echo the exact language used by staff.
• Consequences ladder: gentle reminder → warning → sanctioned step (as per policy) → follow‑up/restorative.
• Recording: where minor/major incidents are logged and who is informed (class teacher/SLT/parents).

TA micro‑interventions (low disruption, high impact)

• Proximity & presence: stand near, quiet tap on desk, name cue in a neutral tone.
• Non‑verbal prompts: point to the board/now‑next, show the success step, use a visual timer.
• Choice of two: “Green choice: start the first three, or use the sentence stem.”
• Partial agreement: “I hear you—and right now we’re on step one; after two minutes we’ll talk.”
• Specific praise: narrate what’s right (“Pencils down, eyes this way—thank you Jayden and Aaliyah”). Aim for a healthy praise:correction ratio.

Teaching routines (so behaviour doesn’t rely on willpower)

• Model: show the exact routine (e.g., “My turn/Your turn”).
• Rehearse: 30‑second practice of move/whisper/attention signal.
• Reset quickly: if it slips, redo once well and move on.

De‑escalation basics (when a pupil is heightened)

• Calm stance & voice: side‑on, hands relaxed, low pace and volume; few, simple words.
• Reduce audience: give space; remove additional stimuli; avoid public confrontations.
• Offer structure: now/next card; 2‑minute cool‑off; a short, achievable first step.
• Safety first: if risk escalates, follow policy, call for help. Only use physical intervention if trained and authorised.
• Afterwards: log facts promptly; restorative follow‑up when calm (what happened, who was affected, how to repair).

SEND‑aware adjustments

• Pre‑teach vocabulary; break tasks into small steps; use checklists/visuals.
• Allow processing time; use low‑arousal prompts; offer movement/sensory breaks if part of the plan.
• Link to EHCP/IEP targets; share quick notes with the teacher/SENCO.

What to log (and why it helps)

• Brief facts: antecedent → behaviour → consequence (ABC) in one or two lines.
• What worked: script used, visual support, seating tweak—so the team can repeat it.
• Safeguarding: know the DSL route; record concerns the same day using the school system.

Common pitfalls to avoid

• Public debates or sarcasm; it escalates and models the opposite of calm.
• Inconsistent language—use the school’s phrasing and steps.
• Doing the task for pupils instead of scaffolding independence.
• Skipping the log; patterns and supports are missed without records.

Frequently Asked Questions

What is my role versus the teacher in behaviour?

Follow the teacher’s lead and the school policy; you reinforce routines, use micro‑interventions, and record facts. Escalations go to the teacher/SLT per policy.

What should I do if a pupil refuses?

Stay calm; offer a short, achievable step or a choice of two; use now/next; give processing time; avoid public confrontation; log afterwards.

Can I use physical intervention?

Only if you are trained and authorised under school policy. Prioritise safety, call for help, and record the incident. Otherwise, use de‑escalation and space.

How can I support without taking over?

Prompt, scaffold and fade support—model one example, then guide the first step and step back. Praise independent attempts.

What should my logs include?

Concise ABC notes (what led up, what happened, what followed), any strategies used, and who was informed. For safeguarding concerns, follow the DSL route the same day.