'Acceptable behaviour is defined as the absence of unwanted behaviour' (Bull, S.L & Solity, J. 1987:22).
Behaviour for learning can effect a child's whole education. The contexts in which children learn will encourage different types of behaviour. For example, the behaviour children display in school is often different from the behaviour they display at home, or when playing with their friends. 'Learning is a continuous process in which new behaviours are incorporated into our repertoire and are retained so long as they are reinforced in the context of particular environments' (Bull, S.L & Solity, J. 1987:14). Children's behaviour is often viewed differently depending on the teacher. Taking a more objective view of children's learning is therefore important, particularly if you are still getting to know the class.
Behaviour- What the child does
Discipline- What the teacher does to assist the child's behaviour
Control- The child's response to the discipline
(Hayes, 2009)
Views on Behaviour for Learning...
According to Canterbury Christ Church University BFL is about:
Ellis and Todd (2009) believe BFL encourages the use of a range of positive
behaviour management strategies. However, they require that the strategies are evaluated
to see if they promote learning behaviour.
They believe that BFL always evaluates and reflects upon the effect of behaviour strategies
and that the promotion of learning behaviour depends on the care and development of three key
relationships reflecting the social, emotional and cognitive aspects involved in learning.
They go on to suggest that BFL recommends the need for a ‘ tool-kit’ of strategies but also recognise that no one set of strategies will ‘work’ for all pupils as individuals experience and interpret strategies in different ways.
The East Sussex County Council claim that 'Most social, emotional and behavioural skills are learned'. (ESP GTP, 2009). They state that it is a positive approach that helps pupils understand the behaviour skills they need, what the teacher wants them to do and why this will help them learn. I think it is important that children understand why they should behave in a certain way so that their behaviour becomes meaningful.
Alan Steer suggests that schools also need to have positive strategies for managing pupil behaviour that help pupils understand their school’s expectations. These strategies must be underpinned by a clear range of rewards and sanctions, which are applied fairly and consistently by all staff. It is also vital to teach pupils how to behave well, so schools must adopt procedures and practices that help pupils learn how to behave. For good behaviour to occur, it needs to be modelled by the staff and that includes yourself!
Behaviour- What the child does
Discipline- What the teacher does to assist the child's behaviour
Control- The child's response to the discipline
(Hayes, 2009)
Views on Behaviour for Learning...
According to Canterbury Christ Church University BFL is about:
- positivity; the teacher emphasises expectations, not negative behaviour;
- being centred on effective relationships between pupils, and pupil and teacher;
- valuing and rewarding behaviour which maximizes pupil learning;
- setting attainable targets for behaviour, based on individual pupils' circumstances;
- being relevant and applied to all pupils at all stages.
Ellis and Todd (2009) believe BFL encourages the use of a range of positive
behaviour management strategies. However, they require that the strategies are evaluated
to see if they promote learning behaviour.
They believe that BFL always evaluates and reflects upon the effect of behaviour strategies
and that the promotion of learning behaviour depends on the care and development of three key
relationships reflecting the social, emotional and cognitive aspects involved in learning.
They go on to suggest that BFL recommends the need for a ‘ tool-kit’ of strategies but also recognise that no one set of strategies will ‘work’ for all pupils as individuals experience and interpret strategies in different ways.
The East Sussex County Council claim that 'Most social, emotional and behavioural skills are learned'. (ESP GTP, 2009). They state that it is a positive approach that helps pupils understand the behaviour skills they need, what the teacher wants them to do and why this will help them learn. I think it is important that children understand why they should behave in a certain way so that their behaviour becomes meaningful.
Alan Steer suggests that schools also need to have positive strategies for managing pupil behaviour that help pupils understand their school’s expectations. These strategies must be underpinned by a clear range of rewards and sanctions, which are applied fairly and consistently by all staff. It is also vital to teach pupils how to behave well, so schools must adopt procedures and practices that help pupils learn how to behave. For good behaviour to occur, it needs to be modelled by the staff and that includes yourself!