Summary of chapters 1, 2, 3, 6, 7, 8 and 9 of Simon Ellis and Janet Tod's book 'Promoting behaviour for learning in the classroom' (ISBN 978-0-415-70449-6).
These chapters are prescribed literature for the module 'Stimulating learning behavior', also known as STIMU (ENSO-STI.XX.19) for the Master...
Hoofdstukken 1, 2, 3, 6, 7, 8 en 9 / chapters 1, 2, 3, 6, 7, 8 and 9
November 6, 2019
47
2019/2020
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men master educational needs master behavioral specialist behaviour stimu module 1 promoting learning behavior windesheim university of applied sciences windesheim
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Master Educational Needs - Gedragsspecialist
Stimuleren van leergedrag (ENSOSTIMU.XX.19)
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2019
Promoting Behaviour
for Learning in the
Classroom
SUMMARY
C1 C2 C3 C6 C7 C8 C9
, Promoting behaviour for learning in the classroom
Simon Ellis
Janet Tod
Introduction
In 2012 the Government introduced additional guidance (TA 2012) intended to
improve initial teacher training in relation to pupil behaviour. It provided a description
of the knowledge, skills and understanding that trainees need in order to be able to
manage their pupils’ behaviour. The guidance was developed by the Government’s
expert adviser on behaviour, Charlie Taylor. He was subsequently appointed as Chief
Executive of the Teaching Agency. The guidance covered eight broad areas:
• Personal style
• Self-management
• Reflection
• School systems
• Relationships
• Classroom management
• More challenging behaviour
• Theoretical knowledge
This book, Promoting behaviour for learning in the classroom by Simon Ellis and
Janet Tod, is a response to Charlie Taylor’s guidance.
Chapter 1 – The Behaviour for Learning framework
This chapter invites the reader to critically consider the limitations of a focus on
behaviour management when narrowly construed to mean a set of methods used to
establish and maintain control over pupil behaviour. The Behaviour for Learning
conceptual framework is then introduced as a means of reframing behaviour
management in terms of promoting learning behaviour.
Behaviour management: truisms and part truths
A popular text on behaviour management begins: ‘Behaviour management: if you get
it right, your life is easy, you’re free to do what you’re meant to do, which is of course
to teach!’ (Cowley 2003:xiii).
In some respects Cowley is right; there are undoubtedly some ways of responding to
pupil behaviour that are less effective than others and either escalate the situation or
lead to the teacher becoming embroiled in an extended disciplinary interaction at the
expense of the pace and flow of the lesson. Both outcomes get in the way of the
teacher’s core focus: the promoting of learning.
Yet Cowley’s comment typifies a separation between learning and behaviour that
may ultimately be unhelpful. The implication of an emphasis on behaviour
management is that there is a discrete set of skills that can be learned by the
teacher. The problematic element is when these skills are seen as a distinct aspect of
the teacher’s role without due recognition of the influence of factors such as the
curriculum, teaching approaches and the teacher-pupil relationship.
,Ofsted (Ofsted 2011:59) have highlighted the link between behaviour and the quality
of teaching, suggesting: Where teaching does not meet pupils’ needs or does not
engage pupils sufficiently they can lose attention, demonstrate poor attitudes to
learning and eventually interrupt the learning of others. In these cases teaching can
then focus too much on continually managing low-level disruption at the expense of
providing interesting and relevant opportunities for pupils to learn.
The challenge is to live with the complexity rather than dealing in truisms and part
truths. The implication is that inevitably, however well planned and executed the
lesson, there will be times when a teacher will need to respond to behaviour.
The problem of an undue emphasis on behaviour management
McNally (2005) argue that behaviour management might have some value as a
temporary conceptualisation for trainees, but if too much emphasis is placed on the
management of behaviour there is a risk that ‘it occludes a superior focus on
learning, trivialises the life problems of pupils and demeans the place of teacher-pupil
interactions in relation to these problems. Essentially McNally argument is that the
term ‘behaviour management’ influences trainees’ priorities and limits understanding
of a range of interacting variables that may lie behind the behaviour.
Typically behaviour management strategies are conceptualised as a set of
techniques used by a teacher to both encourage and maintain positive behaviour and
to address behaviour that is problematic in a classroom context.
In reality of course, the pupil brings a range of life experiences to this relationship and
also experiences and interprets any classroom events, including the teacher’s
behaviour management strategies, as an individual (Ellis and Tod 2009). This offers
the potential for the pupil to react in an entirely different way from what might be
expected, whatever the good practice credentials of the strategy employed. This
represent a problem depending on the teacher’s interpretation of such an event. One
interpretation may be to discard the strategy employed because it has seemingly
failed operationally and to embark on a quest for the definitive set of strategies that
will provide solution. The other interpretation may be that, because the pupil’s
behaviour is not ameliorated by the typical approaches to behaviour management,
they are in need of something different and possibly more specialised than the
classroom teacher can provide. The teacher might even begin to question whether
the pupil’s behaviour represents a form of special educational need.
Ultimately, realism is needed. It is not realistic for a teacher to anticipate and prepare
for the entire range of pupil responses they will experience in the classroom (Powell
and Tod 2004). The notion that it is possible to manage every individual’s behaviour
through a set of learned behaviour management techniques seems unrealistic. It is
therefore important that behaviour management strategies are afforded an
appropriate rather than an elevated status.
, Origins of the behaviour for learning approach
The term ‘behaviour for learning’ has found considerable popularity, probably
because it captures the idea that schools should have a focus on learning and that in
order for pupils to learn together in relatively large groups there needs to be a
reasonable standard of behaviour. However, there is no shared understanding of the
term ‘behaviour for learning’ and it is used to describe a variety of approaches. The
use of the term in this book refers specifically to a conceptual framework that
developed from a piece research (Powell and Tod 2004) commissioned by the
Teacher Training Agency (TTA).
The central concern was that the review should contribute to training that allowed
trainees to reflect upon the purpose of behaviour management. The use of the terms
‘learning behaviour’ and ‘behaviour for learning’ was intended to reduce perceptions
that ‘promoting learning’ and ‘managing behaviour’ were separate issues for teachers
(McNally 2005)
What is the behaviour for learning approach?
The behaviour for learning (B4L) approach offers an alternative way of thinking about
pupil behaviour. It is underpinned by a conceptual framework depicted in Figure 1.1.
School Ethos
Services Family
Engagement
Relationship
with Self
Access
Participation Learning Relationship
Relationship Behaviour with the
with Others Curriclum
Community/ Policies
Culture(s) School Ethos
Figure 1.1 The Behaviour for Learning conceptual framework
Adapted from Powell and Tod 2004
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