Hello, I'm hoping you can help with an ongoing situation I have in a Year 10 Media Studies class. This is the only Media Studies class in the school and it is unstreamed. Half of the class are comfortable B-A* students, the other half are around the D and below mark. A couple have quite drastic literacy needs and really require 1-2-1 support, although there is no TA available. Four or five are flagged up as having behavioural issues within the wider school context. To make things even more interesting, the class should take place in a computer room, but due to a timetabling error it has to happen in a classroom with a teacher computer only. Since the beginning of the year I have found behaviour in this class very difficult to manage. The lower-achieving half of the class are becoming more and more aware of their shortcomings in comparison to the higher achievers, and seem to be trying to compensate with bravado and bad behaviour. I clamped down on behaviour pretty hard at the beginning of the year, getting my Curriculum Area Leader, Heads of House and parents involved: as a result, two students were moved to a different subject. This shocked the others for a while, but the bad behaviour is creeping back in. Although I am very strict about implementing our school's behaviour policy, I feel the students are now wise to this - they allow themselves to get to the second "strike" and then stop misbehaving before the third "strike" can be imposed (removal from the room). This means that it can take 20 minutes of a fifty minute class to get them settled and working. Incidentally, by "bad behaviour" I don't mean swinging from the chandeliers - it's all low-level: swigging from drinks bottles, interrupting, chatting, giggling, straying off task, not working, etc. I have tried four different seating plans. I am running myself ragged producing differentiated resources (although some of them turn up their noses at these as they don't like the stigma). I've tried creative "fun" tasks, text-book tasks, group work, independent work, working in silence, lots of praise... the list goes on. I am very worried that the higher achievers are getting fed up and I am not able to spend as much time stretching them as I should, because I am fire-fighting with the lower achievers, who are not learning as much as they should because of their behaviour. Apologies for the massive missive, but any help or guidance would be much appreciated.