Education for Empowerment

What does the term behaviour mean to us as educators? I’m currently diving into this pool and my first instinct is to consider the term itself and what our perceptions around it are. I wonder how many of us have an immediate thought of classroom management, the potential negativity that might surround intended consequences and the perceived need for resolution? Maybe we consider the strategies that we pull out to deal with what we might believe to be problematic students and the ‘behaviours’ that we might see?

School policies have a tendency to be bloated with lists of rules and consequences, the systems for highlighting when things go wrong and the structure of discipline required to remedy, or at least close, situations where behaviour falls short of an expected standard. We see variations around traffic lights, signals, time outs, support from neighbouring classes and adults – all building towards possible isolation, parental involvement, outside agency support and even exclusion.

In truth, these are valid considerations and the strategies to manage classroom behaviours can be varied depending on your context, in order to provide the stability and support needed to make the school environment safe, purposeful and effective for learning.

But it’s this last element that I have always been most fascinated by. What is it that is required, in order to enable effective learning behaviours to become embedded? Why do some people appear to love learning, demonstrate curiosity and organise their thoughts in order to build and reflect upon their learning where others do not?
The answer can be both highly complicated and intricately woven through many elements of school life and often sewn together with the need for strong relationships and effective strategic planning.

Communication has to be effective, challenging and constant. Do we listen to all stakeholders when building our systems and identifying children’s needs? When a policy states the structure of rules and guidance to follow, are all staff aware of what this looks like and understand the rationale for its implementation? How strong are the communication networks with parents and guardians so that expectations at school can be built upon and reinforced at home? What role have the children played in building your culture and buying into the process of what outstanding learning, and the attitudes required for it, are?

This blog by Kirsten Mould at the EEF highlights five key elements to achieving effective learning behaviours and how they all play a pivotal part in building a culture across a school community that promotes outstanding learning.

If you are creating a policy that centres on attitudes and behaviour of children in your school community we must make sure we understand what this means for us as educators and the expectations that are placed upon us to enable the most effective learning opportunities for all.

I love how the focus for this model is centred upon learning, and how by following this guidance and building a policy that identifies and highlights the methodology with sound, evidence-based research we can create a system for learning behaviours that is positive, child-centred and sustainable.

Key elements to consider when building a policy for learning behaviour

What is your understanding of the learning process and how children can regulate their own knowledge and understanding? What classroom practices do you promote that engage and reinforce with good strategies? Do the children feel challenged and empowered to organise their thinking, with time for reflection and discussion? We need to ensure that we understand the theory as well as how this can be applied in practice to cater for all needs and eventualities.

Does your policy consider how parents are communicated with in order to build a bridge of support between school and home? Does this enable a positive dialogue around learning and the opportunities for support that exist? The past year has highlighted more than ever a need to engage with parents and carers in such a way that the link between the two becomes well-defined and purposeful.

Without exception, all children should be included in the thought processes that build learning opportunities across a school community. Does your school culture foster the belief that all children are capable and deserving of the chance to achieve their very highest potential and beyond? Understanding the ways in which this can be delivered is crucial, through focussed interventions with the strongest members of staff to specialised support at the earliest opportunity in order to build effective foundations upon which future learning may thrive.

Can your children regulate their emotions and demonstrate awareness of what their strategies to cope should be? Does your policy reflect the importance of social and emotional understanding as a bedrock for effective learning? Without this, learning behaviours can become disrupted and ineffective, creating a domino effect within the classroom that can lead to negativity and low self-esteem as relationships become troubled and thus a barrier to growth.

How well do we actually know our children? Do we build time into our day to seek to understand what our children like, or need, or believe? The cornerstone to building learning behaviours that will flourish and last, is the belief that positive relationships through understanding, love and equanimity are central to all that we do. Our expectations as educators should be nothing less than this when it comes to the people that we work with.

I would argue that a policy for behaviour should incorporate all of these elements, each with equal weight in the implementation process as you build systems and a culture that reflects what your school community truly believes is important.