What is Learning Behaviour?
Learning Behaviour emphasises the crucial link between the way in which children and young people learn and their social knowledge and behaviour. In doing this the focus is upon establishing positive relationships across three elements of self, others and curriculum. The principles of learning behaviour have wide ranging implications for pupils, teachers, parents and other professionals. The principles can be applied to all children at any age and not just those perceived as being “difficult to manage”. They apply as much to teachers and their relationship with children as much as they apply to the children themselves.
All NCfLB programmes and our partners (Behaviour2Learn) are based on this relationship framework, a concept that has emerged from a review of theories of effective behaviour management. Tutors and trainees should recognise that a learning behaviour approach is fundamentally linked to a view that ‘behaviour’ in classrooms and whole schools/settings does not occur in isolation – it is the product of a variety of influences and not simply the product of a pupil’s unwillingness to behave or learn as required by the teacher (an approach which has frequently been referred to as an ‘ecosystemic approach’
In summary, the three sets of relationships which contribute to a culture/ethos of ‘learning behaviour’ are:
- Relationship with Self: a pupil who does not feel confident as a learner and who has ‘internalised’ a view that s/he is unable to succeed as a` learner will be more likely to engage in the challenge of learning and (in consequence) may be more inclined to present ‘unwanted behaviours’
- Relationship with Others: all ‘behaviour’ needs to be understood as ‘behaviour in context’. Behaviour by pupils is triggered as much by their interactions with others (pupils, teachers or other adults in schools/settings) as it is by factors internal to the child.
- Relationship with the Curriculum: pupil behaviour and curriculum progress are inextricably linked. Teachers who promote a sense of meaningful curriculum progress in learning for each pupil will be more likely to create a positive behavioural environment.
In order to maximise the potential for learning schools should proactively facilitate Access, Participation and Engagement in learning through enabling teaching and supporting pupils to develop relationships with the curriculum, others and themselves supported by their School, Education Services, Family and Community.