Behaviour Management

Essential Tools, Routines, and Scripts [FREE GUIDE & RESOURCE]

Author

Mark Dowley
May 16, 2025 • Estimated Reading Time: 7 minutes

👋 Hey there… Mark Dowley here!

In this edition of ⚗️DistillED, we explore the three core elements of effective behaviour management—tools, routines, and scripts—that help create calm, focused classrooms where learning can thrive.

Let’s jump in.

What are the core elements of behaviour management?

Great teaching isn't just about content—it's about creating the conditions where learning can thrive. That means managing behaviour while being calm, consistent, and clear. There are three core elements that every teacher can use to master classroom management:

Tools: Practical techniques to manage behaviour
Routines: Predictable sequences that reduce uncertainty
Scripts: Pre-planned words that ensure consistency

Why do these elements matter in the classroom?

When behaviour is predictable, learning thrives. But without structure, students get mixed messages and teachers burn out. Using tools, routines, and scripts helps you:

  • Stay calm under pressure

  • Remain consistent across lessons

  • Be clear in your expectations

It’s not about choosing between being strict or building relationships —it’s about doing both through the quality of our teaching. Behaviour management guru Dr. Bill Rogers explains: 

“Many early-career teachers focus on being liked rather than leading for behaviour and learning. While positive relationships matter, they’re built through strong teacher leadership and high-quality teaching—our core professional duties.”

Bill Rogers (TES 2024)

How can teachers put these tools into action?

Tools: Core Techniques

Tools are the practical, go-to techniques that form the foundation of effective behaviour management. Mastering these gives you the confidence to respond quickly, calmly, and consistently.

Here are ten essential tools from The Classroom Management Handbook, inspired by experts like Doug Lemov and Bill Rogers.

Tool

Example

Check Behavioural Understanding 
Ask students to repeat your expectations to check they understand them.

"What are the three things we do when we enter the room?”

Describe and Direct
Point out what’s happening and tell students what to do. 

"You’re out of your seat — sit down and focus on your work.”

Directed Choice 
Offer students clear behaviour-based options.

“You can work quietly here, or move seats—your choice.”

Make Expectations Explicit
Avoid vague directions and ensure your expectations are very precise.

Instead of “Listen up”, say: “Eyes on me, no talking.”

Non-Verbal Cues
Use silent signals like a finger to the lips or an open palm for books open.

As the noise level rises, raise one hand and places a finger to your lips and wait.

Positive Narration
Highlight and narrate good behaviour.

“The front row are working silently—excellent start.”

Prime
Give a heads-up.

“One minute to go, then eyes on me.”

Timer
Use a visual timer to create urgency and focus.

“You have 15 minutes—start when the timer begins.”

W.I.N. Conversation
A restorative approach after class to reflect on the behaviour.

“What happened? What was the impact? What’s next?”

100%
Expect full compliance—not just most students, but every single one.

“I’ll begin when I have everyone’s attention.”

Routines: Tools in Sequential Action

Routines are tools strung together with purpose. They create flow, reduce uncertainty, and help students feel safe and focused. As you can see, the example entry routine in the diagram below is made up of five core tools.

Scripts: Planning for Precision

Scripts are the detailed, pre-planned words and actions that help you deliver a routine smoothly. Rather than improvising in the moment, a script ensures you stay calm, consistent, and clear—even when things get tricky.

Think of scripts as your behavioural lesson plans. They allow you to rehearse your routines in advance so your classroom management becomes automatic. For example:

DO THIS
“Jake – you forgot the silent part of the entry routine. Remember this part the next time you come in.”

DON’T DO THIS
“Jake, how many times do I have to say ‘silently’, are you thick? Get outside and try again.”

In summary, we can combine these three elements—tools, routines, and scripts—to build a classroom culture that feels calm, predictable, and focused on learning. Just remember:

  • Tools are individual techniques that support behaviour

  • Routines are a sequence of tools aimed at achieving a clear outcome

  • Scripts are detailed plans to deliver routines consistently and effectively

Until next time!
Mark

Where can I find out more?

The Classroom Management Guide
Download this A3 guide on classroom management based on Mark and Ollie’s book.

TCMH.pdf1.01 MB • PDF File

Behaviour Management Top Ten Tools
Download this free PDF containing Mark’s top ten behaviour management tools.

Behaviour Management Ten Tools.pdf897.36 KB • PDF File

Watch the Show
Watch Jamie’s interview with Mark on Teachers Talk Radio from October 2024.

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