Key principles of behaviour for learning

Garners (2001) conceptual framework identifies the behaviour for learning model in which different factors can effect learning behaviour. It can best be conceptualized as a set of three relationships experienced by pupils. These
relate to their relationships:

• with themselves (how they fed about themselves, their self-confidence as a learner and their
  self-esteem);
• with others (how they interact socially and academically with others in their class and school);
• with the curriculum (how accessible they red a lesson is, how best they think they learn).

The four practical features which Garner identifies are:

- Leadership in the classroom

Three broad elements which help to define the ethos of your classroom are:

• motivation – you need to provide time :It the start of each lesson to tell pupils what they are learning and why. Pupils need to be involved at every stage in assessing whether these learning
  intentions have been met.
• emotional well-being- to help reduce pupil anxiety you should share the lesson structure with
  pupils at the start, so they know what is going to happen during the lesson;
• expectations - you need to give time at the start of the lesson and for each new activity to
  make clear what behaviours are needed for this piece of learning to be successful.
  

These three underpinning principles are embedded in more specific teacher actions, which allow you
to demonstrate your role as the 'class room leader' to your pupils. These include:

• good communication between yourself and your pupils;
• secure subject knowledge;
• Providing lively, well paced lessons;
• understanding and meeting the learning needs of all pupils in your class;
• acting on your reflections and evaluations of previous lessons
• demonstrating confidence and direction in managing pupils.

- incorporation of the promotion of positive relationships.

• modeling appropriate behaviour;
• positive reinforcement and the use of praise;
• positive correction;
• consistent and firm application of rules;
• Use of verbal and non-verbal communication;
• listening to pupils and respecting their opinions;
• remaining vigilant (pre-empting unacceptable behaviour);
• dealing positively with lateness and non-attendance.

- Structuring the lesson for positive behaviour and attendance

• focus and structure so that pupils arc clear about what is to be learned and how it fits with what they know already;
• actively engaging pupils in their learning so that they make their own meaning from it;
• developing pupils' learning skills systematically so that their learning becomes increasingly independent;
• using assessment for learning to help pupils reflect on what they already know, reinforce the learning being developed and set targets for the future
• having high expectations of the effort that pupils should make and what they can achieve
• motivating pupils by well-paced lessons, using stimulating activities matched a range of
  learning styles which encourage attendance;
• creating an environment that promotes learning in a settled and purposeful atmosphere.

- Rights, responsibilities, routines and rules.

• Teacher's responsibilities - you must seek to enable all pupils to learn, to seek and celebrate improvements in learning, to treat pupils with respect and to create a positive classroom environment in which pupils feel safe and able to learn.
• Teacher's rights - you must be allowed to teach with a minimum of hindrance, to feel safe, to be supported by colleagues and to be listened to.
• Pupils' responsibilities - pupils must be willing to learn, to allow others to learn, to co-operate with teaching and other staff and peers and to do their best at all times.
• Pupils' rights - pupils should he treated with respect, be safe, be able to learn and be listened to.

RULES

These are the mechanisms by which rights and responsibilities arc translated into adult and pupil
behaviours. They are best constructed collaboratively, so that the views of pupils arc taken into account.


ROUTINES

These arc the structures which underpin the rules and reinforce the smooth running of the classroom. The more habitual the routines become the more likely they arc to be used . Pupils who behave ill appropriately often do so because they are unsure of what is happening in the classroom at a given time.


CHOICES

Pupils should be encouraged to make choices about their behaviour and thus take responsibility for their own actions. Choice is guided by their responsibilities and leads to positive or negative consequences according to the choice made by the pupil.


CONSEQUENCES

Pupils know the consequences of sensible or inadvisable choices. Responsible choices lead to positive consequences; conversely, a choice to behave inappropriately leads to a known negative consequence.