Nord Anglia Education
Nord Anglia
22 February, 2019

Behaviour for Learning

Behaviour for Learning
Quality learning occurs when students feel that they are in a purposeful and peaceful environment. Creating an exceptionally positive climate for learning requires a behavioural expectation for all.

Behaviour for Learning (B4L) is a popular model for this, as it emphasises the crucial link between the way in which students learn, their social knowledge and their behaviour. B4L establishes positive relationships between self, others and the curriculum. When the three elements are promoted in unison they contribute to a culture of positive learning behaviour.

The Behaviour for Learning Conceptual Framework:

  • 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 disengage and consequently may be more inclined to present ‘unwanted behaviours'.
  • Relationship with Others: all ‘behaviour’ needs to be understood as ‘behaviour in context’. Pupil behaviour is triggered as much by their interactions with others (pupils, teachers or other adults in schools/settings) as it is by factors internal to them.
  • 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. Effective communication student-to-student and teacher-to-student is also an integral part of behaviour for learning. Appropriate language and tone of interactions needs to be modelled daily by teachers. Bill Rogers offers invaluable strategies about positive correction and the language of choice; about being assertive but not autocratic; about building relationships and being the adult.