What is Behaviour for Learning?

The Behaviour 4Learning Approach (B4L)

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

This framework was created by Powell and Tod (2004)

 

The EPPI (2004) diagram clarifies that the B4L approach emphasises the influence of relationships upon children’s learning and behaviours. At the heart of this framework a development of learning behaviours occurred and promoted the use of learning and managing behaviour. Within the development of this framework there were influences from an emotional, social and cognitive factor. Teachers can use this framework as it places ‘an emphasis on supporting teachers to identify and develop the learning behaviours that are related to all pupils’ (Ellis and Tod, 2009:13).

 

There are many elements on behaviour for learning. In accordance to East Sussex Primary (GTP) they believe behaviour for learning should be perceived as a positive behaviour approach in order to inspire children to learn. They also believe that a set of three positive relationships should be experienced by the child. However, Powell and Tod (2004) believes that learning behaviours can be described in a different way by the following behaviours:

Engagement, Collaboration, Participation, Communication, Motivation, Independent activity, Responsibility, Disaffection and Problems 

 

Three Positive Relationships

1. Relationship with themselves

 

 

 

 

 

 

 

 

 

 

Relationship with them self consists of how they feel about themselves and their self –confidence as a learner (East Sussex Primary, 2009). Therefore in order to allow children to feel confident about themselves teachers needs to create a positive learning environment where they can explore and share their emotions.

 

Example in school

During my time in school I was able to witness and practice positive learning behaviours. Children who were behaving well or exceeding in an activity were praised positively. Children were able to acknowledge this and tried to behave well in order to be acknowledged by the class teacher and receive more praise. I was also able to use post -it -notes to get children thinking of a story we read in class and try and relate that to feelings that the character could have experienced. I believe this strategy helped the child to not be afraid of what they were writing. Miller (2005) states that enabling children to gain confidence in acquiring new skills will allow them to make bigger leaps in their understanding (Miller, 2005).

Maslow’s Hierarchy of needs comes into perspective with this relationship as he classifies self-esteem as an important human need. 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

2. Relationship with others 

 

 

 

 

 

 

 

 

 

Relationship with others consists of how a child interacts socially and academically with others around them. A child not only has a relationship with their parents/ guardian but also with teachers, friends and the community they are from. Adams (2009) explains that interactions with the groups stated above will vary from a regular interaction to a superficial interaction but they all have the potential to influence us (Adams, 2009) . Working together with others allows the child to develop socially and build positive relationships. By having a positive relationship with others the child can work collaboratively and share their opinions with others but they also need to learn how to work with them and take their advice and support. 

 

Examples in School-

In school I was able to use talk partners/buddying to ensure all children were participating in a discussion. We even came up with whole class rules when talk partners were used. As the teacher I was able to see that incorporating children with rule making can improve relationships between the teacher and child. Wray (2010) discusses that collaborative learning can be seen as a social component and requires learners to advance teamwork skills and understand that individual learning is related to the success of group learning (Wray, 2010) and no child should feel left out.  

 

 

3. Relationship with the curriculum

 

 

 

 

 

 

 

 

Relationship with the curriculum is how accessible as child feels in a lesson how best they think they learn. ‘This involves being able and willing to access, process and respond to the information available through the curriculum’ (Ellis and Todd, 2009). As the class teacher it is your responsibility to create well planned lessons in accordance to the curriculum.

 

Examples in school-

I was able work with children during MicroSociety week . I let the children take control and observed them take leadership in their learning. It was interesting to see the children who regularly miss behave were the ones who took upon the leadership role and assigned posts to others in the class. Even thought they were not aware as the teacher I was able to see them use their prior knowledge from Art, Maths, Literacy, Design and Technology, ICT and Geographical aspects of the Curriculum.

 This video shows how MicroSociety works- 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

These positive relationships should be implemented into everyday teaching so that behaviour for learning can take place. And as teachers we have the ability to build positive, mutually respectful relationships with them. 

 

 

 

 

 

What is Behaviour for Learning