Last week, 148 educators from across the CECG system, including colleagues from Independent and Directorate schools, gathered for a valuable day of professional learning with international classroom behaviour expert Tom Bennett. 

A leading voice in evidence-based teaching, Tom draws on over a decade of classroom experience in London and his ongoing work supporting educators to create calm and effective learning environments. Since founding researchED, he has worked with educators across the world to develop research literacy and practical strategies for improving behaviour in the classroom. In recognition of his contributions to education, Tom was awarded an Order of the British Empire in 2022. 

His workshop, Running the Room, focused on the critical role that behaviour, culture and routines play in creating orderly and productive classrooms. His insights reflected much of Catalyst’s Bold Goal ‘High Impact Teaching Practice is visible in every classroom’ and further highlighted that effective classroom management is key to improving academic outcomes, student wellbeing and lifelong success.  

“Children thrive when we create clear expectations and teach the behaviours we want to see, just as we teach knowledge and skills.” 

Building a positive culture 

Tom reminded participants that every classroom is shaped by its culture, or the “how we do things around here.” He emphasised that teachers lead this work by –  

• Setting strong norms: Establishing and reinforcing the behaviours that are expected and celebrated. 

• Embedding consistent routines: Practicing key behaviours until they become automatic, helping students focus on learning. 

• Building positive relationships: Holding high expectations and showing a genuine interest for every student.

Behaviour management 

Rather than reacting to misbehaviour, Tom emphasised the importance of explicitly teaching and practicing the behaviours we want to see. From how students enter a classroom to how they transition between activities, these routines provide the structure that supports learning. 

He also reinforced the role of consequences as feedback, helping students understand that their actions have meaning and impact. While intrinsic motivation is the goal, extrinsic support is often needed to build the habits that lead to lasting change. 

A shared commitment 

This professional learning session reinforced to our CECG attendees that behaviour is not a separate agenda but an essential part of effective teaching. By setting clear expectations, embedding consistent routines and nurturing strong relationships, we create the conditions for every student to learn, grow and succeed. 

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