Be Curious, Not Furious – how we transformed FE behaviour through unity

Our context and challenge

In our further education (FE) classrooms, we frequently encountered surface-level behaviours such as students refusing to take their coats off, constant mobile phone use, lateness, and defensive attitudes. In the past, the standard response was swift, punitive sanctions. However, we realised many of our learners enter FE carrying "historic baggage" - years of negative schooling experiences and deeply rooted anxiety. When we confronted them publicly in front of their peers, defensive defiance naturally escalated, leading students to exploit cracks between staff with excuses like "But my other teacher lets me...".
To change this dynamic, we developed our "Be Curious, Not Furious" strategy. Our core principle is simple: behaviour is communication. When a student pushes boundaries, they are communicating an underlying struggle, and we owe it to them to unpick the story before issuing a sanction.

Our key strategies and practical tools
1. Unpicking Behaviour Upstream

Instead of reacting to surface disruptions, we train ourselves to look underneath. We look for hidden obstacles such as sight difficulties, undiagnosed dyslexia, a history of bullying, high anxiety, or young caring responsibilities. Drawing from key insights like the 'Pink Hair' realisation (Educating Yorkshire), we recognise that unseen obstacles are often what truly dictate classroom behaviour.

2. The 'Not Normal' Radar
We use a simple 3-step flowchart to guide our daily interactions:

Step one: Notice the shift. We monitor for deviations from a student's personal norm-like a quiet student suddenly becoming loud or an active learner disengaging. These shifts are "flare signals" and cries for help, not acts of war.
 

Step two: Be curious. We remove the audience to avoid triggering public defiance. Stepping away privately, we reframe our questions from accusatory ("Why aren't you working?") to supportive ("I've noticed you seem a bit quiet today, is everything okay?").
 

Step 3: Pass the baton. We immediately share these insights across our co-teaching team so support remains seamless.

3. Co-Teaching Unity ("One Front. No Cracks.")
To eliminate boundary-splitting, we present a completely united front through three pillars:
 

• Share the Blueprint (Preparation): We align all boundaries and non-negotiables before stepping into the classroom.
• Close the Loop (Communication): We check in daily to maintain complete consistency.
• Togetherness Wins (Predictability): We use a unified script-"Let me check with my co-teacher first so we are on the exact same page"-to prevent manipulation and build a calm, predictable environment.
   

Daily practice and impact

To keep ourselves accountable, we use The 'Be Curious' Daily Desk Check-In, asking three questions every day: Is this behaviour normal for them? Have I unpicked what's under the surface today? Am I aligned with my co-teacher on this boundary?
By going upstream rather than fishing students out of the river after they fall in, we resolve root issues before they escalate into conflict. This unified approach has created a calm, consistent, and supportive environment across our courses.
Example from this year for us:

A student recently transferred to us from another area of the college. Initially, they displayed defiant behaviour regarding classroom expectations, such as using phone pouches and arriving on time. Rather than responding with frustration, we adopted an inquisitive approach. Through direct conversation, we learnt that the student has ADHD, thrives on praise, and responds best to clear boundaries and direct instructions.

By adapting our strategy to enforce consistent rules, the student now understands and respects classroom expectations, resulting in a much calmer environment. Furthermore, maintaining clear communication among staff and regularly liaising with mum has allowed us to build a strong, positive relationship with both the student and their family