The teaching relationship is based on trust and respect. This atmosphere is not easy to create in the short time available to you especially if you are a beginner. Here are a few basic tips:

■ Ensure a quiet entry in the classroom, not only to set the tone for the lesson, but for safety; class control is not an end in itself. It is the creation of a learning environment that is important. In different circumstances the learning environment may be a totally silent classroom or a busy, bustling group activity session;

■ The most effective form of discipline is self-discipline motivated by interest and a sense of purpose. However, this is not always possible to create in every pupil and it therefore becomes necessary to protect the education of the majority of pupils from that small minority whose disruption affects their own and their classmates' education;

■ Use a seating plan to keep conflicting children apart; analyse misbehaviour incidents, to see what preventive action can be used in future;

■ Use a clear speaking voice with sufficient volume to be heard at the back of the class, but do not speak more loudly than is necessary and control your pace of speaking; always face the pupils whilst you speak. - If you are writing on the blackboard, stop and turn to address the pupils when making explanations; ensure that your explanations are clear, and seek feedback from pupils to ensure you have been understood;

■ Do not talk for an excessive period of time without some form of pupil activity; avoid the development of unconscious mannerisms and oft-repeated phrases;

■ Start with tight control. Relaxation can follow when you get to know your class(es). It is much more difficult to regain control after a slack start;

■ be sure that you know the discipline code of the school and how you are to use the sanctions available; try, as far as possible, to contain the situation within the sanctions available to you and avoid at all costs a confrontation, which can undermine your credibility by forcing you to back down; any matter which you cannot resolve, within the sanctions available to you, refer to the appropriate member of the teaching staff;

■ At all times be fair and, most important of all, be consistent; do not concentrate on the negative side of conduct and performance. Where possible highlight good work and good conduct; performance must always be related to ability. Therefore, praise not only good work but also substantial effort; do not criticise a pupil for making an honest mistake;

■ The best motivation for pupils to produce correct, neat and punctual work is for that work to be promptly and neatly marked and for praise to be given whenever possible.