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Behaviour for Learning

 Most social, emotional and behavioural skills are learned. It relates to the relationships experienced by our children:
  • relationship with themselves (how they feel about themselves and their self confidence as a learner);
  • relationship with others (how they interact socially and academically with all others in their class and school);
  • relationship with the curriculum (how accessible they feel a lesson is, how best they think they learn).

In order to foster a positive learning environment in the classroom it is important to recognise the importance of each of these relationships and, especially, the contribution our teachers make to develop them.

Some pupils may already have effective skills for learning when they arrive at school and others need support and direct teaching to develop skills they have yet to learn. Within school our teachers focus on helping children to develop appropriate skills which enable them to learn within a variety of social contexts (in whole-class or small-group situations in the class-room and elsewhere in the school, at break-time, lunchtime and immediately outside the school).

Important points to note:

  • A ‘Behaviour for Learning’ approach is positive. It helps pupils understand the behaviour skills they need, what the teacher wants them to do and why this will help them to learn (rather than focusing on unwanted behaviours).
  • It puts a value on positive behaviours, which enable and maximise learning. Depending on the pupils, effective behaviour for learning can range from high-level listening, engagnement, effort or collaborative learning skills to remaining seated for two minutes. As with other aspects of behaviour, the emphasis is upon setting targets. The concept is one which is relevant to all pupils, irrespective of their stage of development and is a key element in promoting educational inclusion.
  • The way in which the teacher establishes a positive climate for learning is crucial in increasing opportunities for behaviour for learning. It begins with a recognition that this is one of the main elements which is directly under their influence. The teacher, therefore, needs to select approaches which are more likely to increase learning behaviour.
 Click on the links below to see some of the ways we are trying to encourage our children to measure their own learning behaviours.
Where would you place yourself on the ‘Effort Escalator’ or ‘Listening Ladder’?

South Bank ‘High 5’

We have five simple rules to help our day be a happy and productive one……..
We are honest.
We are kind, caring and helpful.
We look after property.
We listen and work hard.
We keep ourselves safe.
At the start of every half term, or when needed, the staff and children talk about what they mean and how their actions and reactions can follow our rules.  Parents are asked to talk to their children about them too so that we can all play our part in making South Bank a great place to learn!


Level up examples

Behaviour Policy

Behaviour Guide

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