The Good Behaviour Game

The Good Behaviour Game (GBG) is a classroom behaviour management strategy for young children. It aims to improve pupil behaviour and learning and also helps teachers through coaching and mentoring.

The GBG is an evidence-based early intervention programme for young primary school children. The underlying principle is that pupils, grouped into teams, will influence and help each other to “win” the game and meet behavioural objectives. The GBG provides teachers with a simple and effective behaviour management system and importantly, allows them more time to teach. There is no additional curriculum time needed for the GBG, rather it encourages pupils to work through the existing curriculum co-operatively and efficiently.

Playing the Game

At the beginning of the school year, children are placed into teams, taught four class rules and the game is played for designated periods of 10 minutes, three times a week. Each team is rewarded with small prizes when all of its members behave well during the game but not if the team breaks more than four rules. As the year continues, the game is played for increasing lengths of time and across different activities. In this way, the GBG facilitates learning without competing with teaching time. The teacher is central to the success of the GBG as improvements in pupil learning, behaviour and teacher practices are observed.

Training and Coaching Support

Coaches are experts in mentoring and behaviour management strategies. Coaches also ensure practices are sustained at high levels of quality over time and support teachers in effective game implementation, through mentoring. Each teacher implementing the GBG for the first time is supported by a GBG coach. Coaches also participate in training sessions and professional development activities for GBG teachers and staff. A minimum of 3-days of group based training is provided to each teacher and a further 3 days of coaching support over the course of a year. Coaches visit teachers fortnightly for 90 minutes and spend an hour in the classrooms working directly with pupils and teachers on implementation practices. They also work directly with the teacher on a 1:1 basis for 30 minutes.