2.1 Review expectations in relation to behaviour when working with others

This guide will help you answer 2.1 Review expectations in relation to behaviour when working with others.

This guide includes recognising what is considered acceptable conduct, understanding organisational policies, and thinking about how personal behaviour impacts relationships and the learning environment.

In a school or college, behaviour expectations are shaped by the organisation’s policies, safeguarding rules, equality laws, and professional standards. Your role is to understand these expectations, follow them consistently, and be able to review your own conduct in light of them.

Professional Behaviour Standards

Professional behaviour means acting in a way that maintains trust, respect, and safety when interacting with pupils, colleagues, parents, and others. It covers verbal and non-verbal communication, punctuality, reliability, presentation, and emotional control.

Common expectations include:

• Arriving on time and being prepared for the day’s tasks
• Dressing appropriately according to the workplace dress code
• Using polite language and tone with every person
• Listening attentively and responding respectfully
• Keeping personal problems separate from professional duties
• Following instructions from teachers, senior leaders, or supervisors

These behaviours show commitment to the role and help create a positive climate for learning.

Behaviour When Working With Pupils

When supporting teaching and learning, you are a role model. Pupils notice and often copy adult conduct. You should model positive behaviour at all times.

Examples include:

• Speaking calmly and maintaining patience, even in stressful situations
• Praising effort and progress, not just achievement
• Setting clear boundaries so pupils understand what is acceptable
• Avoiding sarcasm or comments that may hurt confidence
• Following behaviour policies consistently so pupils get a clear message

If you work with pupils who have learning or behavioural needs, adapt your approach without lowering behavioural expectations, maintaining consistency and fairness for all.

Behaviour When Working With Colleagues

Collegial behaviour keeps the workplace respectful and productive. Working with teaching staff, support workers, and administration teams requires cooperation and trust.

Key expectations are:

• Sharing information relevant to your role with clarity and accuracy
• Respecting the decisions made by senior staff, even if you have personal preferences
• Offering help when needed and accepting others’ input without conflict
• Discussing disagreements privately and constructively
• Keeping communication professional, avoiding gossip or personal remarks

Positive relationships between staff directly affect pupil outcomes, as the atmosphere and coordination will be stronger.

Following Organisational Policies

Every education setting has rules covering professional behaviour. These policies are often included in staff handbooks or induction packs. You should learn these early and check them regularly.

Policies may set expectations such as:

• Maintaining confidentiality on pupil records and staff matters
• Following health and safety rules
• Respecting equality and diversity in all interactions
• Avoiding discrimination by treating everyone fairly
• Managing behaviour using agreed strategies rather than personal methods

Reviewing your conduct means reflecting on whether you have kept to these standards in daily practice.

Communication Standards

Behaviour expectations are not limited to actions but include how you communicate. This covers both spoken and written communication.

Good standards involve:

• Responding to emails, messages, or requests within agreed timeframes
• Writing clearly and politely, without slang or inappropriate language
• Listening fully before answering questions
• Avoiding interrupting others when speaking
• Using positive body language such as eye contact and open posture

Miscommunication can lead to misunderstandings. Keeping communication professional reduces those risks.

Respect and Inclusion

Part of expected behaviour when working with others is showing respect for everyone. Respect includes recognising different abilities, cultures, and beliefs.

Behaviours that reflect respect:

• Not making assumptions about anyone’s background
• Being patient if someone’s first language is not English
• Supporting pupils and colleagues with disabilities through practical help
• Avoiding jokes or comments that may cause offence
• Listening without judgement

Inclusion means ensuring that every person feels valued and able to participate. In schools, this is linked to the Equality Act 2010.

Conflict Management

Reviewing behaviour includes looking at how you handle disagreements. Workplace conflict can happen, but responses must remain professional.

Professional responses include:

• Keeping calm during disagreements
• Avoiding raising your voice or becoming aggressive
• Addressing the issue directly with the person concerned where possible
• Seeking mediation from a senior member of staff if needed
• Focusing on solving the problem instead of placing blame

Your behaviour during conflict situations often leaves a lasting impression. Handling these moments well protects relationships and your professional credibility.

Accountability

Behaviour expectations include taking responsibility for your actions. If mistakes are made, acknowledging them promptly and finding a way to fix them is expected.

Examples of accountable behaviour:

• Owning up if you forget to complete a task
• Informing relevant staff when a pupil misses work you were meant to supervise
• Reflecting on actions that caused problems and learning from them
• Avoiding placing blame on others for your own errors

Accountability builds trust and credibility in the workplace.

Reviewing Your Own Behaviour

This unit requires you to look back at your experience and judge how well your behaviour met the standards expected. The review process can be simple but must be honest.

Steps include:

1. Identify the standard – Match your behaviour to the expectations stated in organisational policies or role descriptions.
2. Reflect on examples – Think of specific times when you demonstrated positive conduct and times when you could have acted better.
3. Consider the impact – Decide how your behaviour affected pupils, colleagues, and the wider environment.
4. Improve plans – Set realistic changes you can make to strengthen your professional behaviour.

Self-awareness helps avoid repeating poor habits.

Seeking Feedback

Your view of your behaviour can differ from how others see it. Asking for feedback from trusted colleagues helps you review expectations more accurately.

You can ask:

• Does my tone in staff meetings come across as respectful?
• Do I follow pupil behaviour policies consistently?
• Is my communication style clear to everyone?
• Have I shown patience when situations get stressful?

Feedback should be taken seriously and acted upon to improve standards.

Consistency

Expectations in relation to behaviour are not met only once. You must maintain them over time, regardless of mood, personal circumstances, or the pressures of the role.

Demonstrating consistency means:

• Treating every pupil fairly across different situations
• Using the same approach to behaviour management daily
• Keeping professional standards during both busy and quiet times
• Maintaining respect and cooperation, even under pressure

Consistency gives pupils and colleagues confidence in your role.

Impact of Behaviour on Learning Environment

Your behaviour directly impacts pupil engagement and staff relationships. A respectful, organised, and calm approach encourages a positive learning environment.

Positive effects include:

• Increased pupil confidence and willingness to participate
• Better cooperation between staff members
• Improved classroom focus and fewer disruptions
• A supportive atmosphere where difficulties are addressed quickly

Negative behaviour, such as poor communication or impatience, can lower morale and lead to tension.

Dealing With Stress

Education settings can be stressful. Reviewing behaviour means also thinking about how personal stress affects conduct towards others.

Methods to manage stress:

• Taking short breaks when permitted
• Practising slow breathing techniques to stay calm
• Speaking to a senior colleague if workload is too heavy
• Preparing in advance for lessons or activities to avoid rushed mistakes
• Keeping a healthy lifestyle outside work to reduce pressure

Managing stress helps you maintain the expected standards of behaviour.

Linking Behaviour and Professional Standards

Many professional bodies set codes of conduct which describe behavioural expectations. In education, these standards link closely to safeguarding.

Safeguarding requires protecting pupils from harm. Behaviour that supports safeguarding includes being alert to risks, acting quickly on concerns, and maintaining professional boundaries.

Breaching these standards can lead to disciplinary action. Reviewing your conduct regularly lowers that risk.

Final Thoughts

Reviewing expectations in relation to behaviour when working with others is about recognising the role your actions and communication play in shaping a safe, respectful, and productive environment.
By understanding organisational policies, modelling good behaviour, and reflecting on your conduct, you align with professional standards and support the wider aims of teaching and learning.

Consistency, respect, accountability, and effective communication are at the heart of these expectations. Keep reviewing your behaviour as you gain experience, so that you build stronger relationships and contribute to a positive learning environment for pupils and staff alike.