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Making it Work: What, How, Who

Learning Behaviour is…

“… about students being engaged and motivated, developing independent skills for learning and a love of learning for its own sake. 

It is about being committed to challenging simply compliant and passive behaviour, as well as that which is provocative and disruptive. 

It is more than creating a positive ethos, it celebrates the uniqueness of the learning culture and is focused on actively teaching and developing the necessary behaviours.”

Core Beliefs

  • Behaviour Is Learned

  • Behaviour Is Chosen

  • Behaviour Is Purposeful

  • Behaviour Communicates Information About Needs

  • Behaviour Can Be Changed

  • Behaviour Can Be Taught

  • We Can Only Control Our Own Behaviour

Core Principles

  • Behaviour, like any other set of skills and responses, is learnt and, therefore new behaviours can be taught
  • As adults, we have the responsibility for giving every young person the best possible chance to make right choices and to succeed
  • Attendance (or non-attendance) is a physical demonstration of an emotional response.
  • In the 21st Century, we no longer expect to control our young people by power, strength, fear or authoritarian practices.

The work of the Behaviour for Learning Adviser complements and builds on the work of other teams.  Our aim is to support and challenge Senior Leaders in schools as they make strategic decisions about how to create the right learning environment to enable all our young people to

  • Engage with learning and become excited by the future choices this offers
  • Acquire the social and emotional skills necessary to achieve success in education and in future life
  • Overcome barriers to learning
  • Understand the consequences, positive and negative, of the choices they make.

The PYRAMID model

Imagine your students in a large pyramid (health and safety may wish to look the other way)

  • Forming the base, you have the majority of students.  These are switched on to learning, love learning for its own sake and can see the value of school and all it offers.  They engage with all that you offer them and face a large range of life choices.  We can work with you to look at your curriculum diet and to support you in teaching your young people the skills to become more effective learners.
  • In the middle, you have those students who need the processes and systems of your school to keep them engaged with learning.  The rewards, the interventions, the sanctions, effective grouping, high-quality pastoral support and sound relationships with parents and carers.  Our experience can give you strategic support to develop effective systems and structures and positive interventions in your setting.
  • Forming the tip are a small groups of youngsters who are so badly damaged, so disaffected or so disengaged that they are unable to access learning or to make progress.  We can work with you to develop effective classroom practice and LSUs to deliver highly specialised and skilled support in these situations.   

We believe that all adults in schools need to be aware of themselves as behaviour leaders with clear roles and responsibilities in effecting improvements in behaviour.  Behaviour for Learning recognises the interdependence of the cognitive, social and emotional aspects of learning and enables learning behaviour to be explored and addressed.  For many of our young people who display negative behaviours, the root cause can be found by examining their relationship with the 3 key components of good learning:

  • the curriculum or task (cognitive)
  • the social context in which the learner is placed (social)
  • the feelings and interpretations of the learner (emotional)