Behaviour Scenarios

Behaviour Scenarios A specially commissioned set of resources for tutors, school

mentors and trainee teachers

Scenario 11: Dealing with a late arrival to class

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Scenario 14

Dealing with a late arrival to class

You have just started the introduction to a lesson and a pupil arrives late without a note or any explanation for the lateness. How do you respond so that there is minimum interruption to your lesson?

What do you do?

Key Learning Outcomes

• Developing and practising strategies to manage lateness.

• Gaining knowledge and understanding of reasons for lateness and how best to respond.

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What do you do?1. Check that the pupil has followed school

procedures for late arrival to school, open the register and mark the pupil as late to the lesson.

2. Demand to know why the pupil is late.3. If you are talking to the class, acknowledge the

pupil, point to his/her place and continue with the lesson. See the pupil when there is time.

4. Remind the pupil that this is the fifth time this has happened and ask why he/she is never on time.

5. Ignore the pupil’s lateness and get on with the lesson.


What may be the best choice?3. If you are talking to the class, acknowledge the

pupil, point to his/her place and continue with the lesson. See the pupil when there is time.You will need to develop a procedure which does not interrupt the class.Confronting the situation head-on may make clear your annoyance at being interrupted but will further interrupt learning and distract you from teaching.Lateness should always be followed up, but it is best dealt with at a time that does not interfere with learning. For very young pupils, in particular, you may need to check with the school office or talk to parents before deciding on a course of action.


How might you prevent a recurrence?1. Follow-up, follow-up, follow-up! Pupils should:

a) see you dealing with the pupil who is late when the class is working independently

b) know that you will follow school procedures.2. Dealing with lateness in this way will also enable

you to be sensitive to any serious problems which have contributed, whilst retaining a measure of privacy for the pupil.

3. Reward punctuality.4. Have the lesson objectives and materials visible

and accessible so the pupil can get on with the work without further disruption.


Underlying principles

• It is reasonable for the teacher to expect pupils to be on time. Clear routines help.

• Modelling by the teacher of required behaviour (including punctuality, concentration on the learning and courtesy) will all contribute.

• Consistency of approach and the certainty of follow-up will also help to reduce lateness.

• If the lessons are always enjoyable, interesting and well taught, pupils will make more effort to be there on time..


Rights and Responsibilities

• Teachers and pupils have the right to expect a punctual start to lessons.

• A record of lateness must be kept.• Teachers are responsible for conscientious

follow-up.• Regular attendance and good punctuality are

legal responsibilities for pupils and their parents. If school processes do not solve the problem, then parents will need to be involved.


Activities to try

• Discuss how to respond when several pupils are late, using the basic principles you have uncovered in considering.

• Try out these approaches and report back. If possible, observe the methods that experienced teachers use

• Use these as the basis of developing a range of strategies to use for routines, incidents and follow-up.


• Improving Behaviour for Learning (Secondary Schools) – Pupils who arrive late

• B4L item - Activity: strategies for working with specific behaviours

Want to find out more?References on the B4L site

Conclusions

• What is the key message have you gained from this scenario material?

• How might you apply this approach in your own practice in school.

• Further insights and notes for tutors and mentors are available on the website

Updated August 2009

Behaviour Scenarios

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