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Behaviour for learning framework: benefits/ drawbacks by Syeda Hashma Rizvi

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Behaviour for learning framework: benefits/ drawbacks by Syeda Hashma Rizvi

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B4L is about promoting effective learning behaviour. The main focus is on the curriculum and keeping the child motivated to learn and accomplish tasks. It also includes participation, engagement, responsiveness, collaboration , communication,  independent learning , raising a child's self esteem and developing metacognition. ( Powell and Todd 2004) (QTS standards :TTA 2002)
All these behaviours are important to ensure we raise educated adults who are responsible citizens, who do well in their careers and contribute towards society.

According to Self Determination Theory people are motivated to grow and change and become self determined when their need for competence, connection and autonomy are fulfilled. If a child is curious about a certain task he will take it as a challenge and enjoy doing it.

So although connection, competence and autonomy are a part of B4L, having a child focus too much on achievement of set goals can lead to stress due to too much competition, having to meet deadlines, having to face rejection or failure, or inability to fit in. This can further result in diseases such as diabetes, heart condition and mental health issues. Also this environment  of competition can overide empathy for others and develop a self centered side which can lead to adverse relations and would eventually result in an unhappy life.

Executive Function Skills is a set of skills that a child can acquire through healthy and positive relationships with parents, caregivers, teachers and various other adults that they interact with throughout their childhood. A healthy safe, non violent, non chaotic and  safe environment plays a major role in developing EFS.(www.developingchild.harvard.edu/resources )

These skills enable the child to be flexible and adapt to changes easily, filter distractions and work with the information or knowledge effectively. This includes focus on good health, teamwork, helping children learn how to cope with stress, giving opportunities for creativity and exploration. Setting targets for them within their zone of proximal development so they don't stress out or feel inadequate and lose motivation or end up having a low self esteem.
Policies that combine attention to executive function and reducing the sources of toxic stress would improve the likelihood of success in school and later in life.(www.developingchild.harvard.edu/resources )

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B4L framework, theoretical model, benefits and drawbacks, assumptions and personal information 

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B4L framework, theoretical model, benefits and drawbacks, assumptions and personal information 

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Behavior for learning emphasizes the link  between the way in which students learn their social knowledge and their behavior. It helps in maintaining positive relationship between self, others and the curriculum. (Ellis and Todd 2009)

Benefits and Drawbacks:
When the child develops self esteem, self confidence and motivation, the learning environment allow them to explore their feelings and emotions this is their relation with self. In this strategy the children did not fear failure in acquiring new skills  and enables them to gain confidence in acquiring new skills and to make bigger leaps in their understanding. (Miller et al, 2005).
Mistakes are seen as learning opportunities when link with self, however, it initially raise the issue of how flexible the policy should be whilst trying to remain consistent. Disruptive behavior was by far the highest rating incident recorded, consistent with Elton report (1981), a Significant number reports of disruptive behavior were due to talking out of turn.
A curriculum should always be designed as such which engage children and give them opportunities to develop positive relationship. (Adams 2009). When the curriculum is not accessed properly it effects the self confidence of students which in turn result in less motivation, lessons which motivates pupils, result in more student's engagement and less disruptive behavior. If the curriculum fails to engage students and lacks opportunities to develop positive relationship it will result in less motivation, disruptive behavior and inadequate work completed in a lesson and ignoring regulations.
Integrating, Spiritual, Moral, Social and Cultural (SMSC) learning into curriculum can ensure that there is a focus on social development which in turn will promote positive learning behaviors (Adams 2009).
By developing positive relationships it can empower children to work collaboratively, express their feelings and mutually solve problems.
by Zainab Ali Akbar

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IMPROVING BEHAVIOUR IN SCHOOLS framework by Syed Zain Ali

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IMPROVING BEHAVIOUR IN SCHOOLS framework by Syed Zain Ali

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The philosophy behind having clear b4L policy is to promote positive behaviors in lessons thus reducing stress for teachers, creating a student teacher relationship based on mutual respect and wellbeing and ultimately enhancing positive outcome of pupils in class. This framework emphasises more on misbehaviour prevention rather than damage control after misbehaviour. When deployed in classroom level, these strategies reduce the occurrence of misbehaviour thus reducing the efforts extended reacting to poor behaviour.

Teachers knowing their students well can have a positive effect on classroom behaviour. This can be done by “Establish - Maintain – Restore” method. Positive and negative influences have a proportional relation to pupil’s behaviour. This behaviour management approach emphasises on early identification of negative events before their effect becomes extreme thus mitigating negative change and helps to keep the child in positive zone with help of counselling.  B4L strategy also leads to more effective choice of policies for maintenance adequate mental health of students by decreasing risk factors like bulling, discrimination, deviant peer influence, peer abuse and peer pressure etc. It can promote inclusion, improve school culture, positive role model, and clarify organisational principles ultimately improving the school for staff as well as pupils.

However, this strategy emphasises more on better student-teacher relationship. At some point teacher may miss the root cause of disturbed student behaviour resulting in consistent undesirable behaviour by the student. Moreover, this theory revolves around the suppression of undesired behaviour hence, it does not work with elimination of adverse factors. So until the root cause is not ripped from the bud, undesired behaviour continues inspite of implementing multiple behaviour management strategies. Furthermore, one of the biggest arguments against classroom behavior charts is that it can harm student’s self-esteem. A behavior chart is displayed for everyone to see. Students clip up or down in front of their peers. As such, some students will feel degraded and resentful towards you. If this is the case, then students will feel less comfortable participating in class.

Managing behavior without removal of adverse influences and incidents is of no use. This theory has a NON HOLISTIC approach and gives no idea of how to NIP THE EVIL FROM THE BUD. Secondly, It is practically impossible for the teacher to keep a keen eye on his every students and provide them appropriate and need of the time support all at once. This may result in his mental instability. Also, This strategy requires aggressive training of teachers which may not be possible for low budget or financial problem stricken educational institutions.

In addition, not everyone could be on victory stand. So public praise and rewards indeed enhance the behaviour of winners but this may demotivate the ones who are left behind resulting in disturbing harmony of the classroom. While implementing a policy, one should be patient enough to wait for the better outcome instead to replacing it after quite some time.

Intrinsic motivation approaches are rooted in cognitive psychology but are challenging to implement impactful in schools. With growth mindset in particular, it has become very popular for schools to promote a growth mindset but study results have been mixed. Dweck herself has warned that mindset approaches are difficult to implement: “It’s really hard to pass a growth mindset on to others and create a growth mindset culture. It’s not about educators giving a mindset lecture or putting up a poster – it’s about embodying it in all their practices.”

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B4L Framework:                            After studying different theories I found out that Behaviour for Learning (B4L) is a well-known model as it stresses the crucial link between the way in which students learn, their social knowledge and their behaviour. B4L builds a positive relationship between self, others and the curriculum. When the three elements are nurtured simultaneously they contribute to a culture of positive learning behaviour. The Behaviour for learning helps the teachers to keep the students engaged, focused and interested in achieving the objectives. Positive learning behaviour plays a significant role in the class environment. Instead of showing a destructive relationship and getting involved in these activities which can distract not only their own selves but others' attention and stuck in problems, it is suitable for them to work together with the common purpose of helping everyone to learn.   The shared image of B4L will better explain the basic components and parts of this theory. Learning Conceptual Framework: 

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B4L Framework:                            After studying different theories I found out that Behaviour for Learning (B4L) is a well-known model as it stresses the crucial link between the way in which students learn, their social knowledge and their behaviour. B4L builds a positive relationship between self, others and the curriculum. When the three elements are nurtured simultaneously they contribute to a culture of positive learning behaviour. The Behaviour for learning helps the teachers to keep the students engaged, focused and interested in achieving the objectives. Positive learning behaviour plays a significant role in the class environment. Instead of showing a destructive relationship and getting involved in these activities which can distract not only their own selves but others' attention and stuck in problems, it is suitable for them to work together with the common purpose of helping everyone to learn.   The shared image of B4L will better explain the basic components and parts of this theory. Learning Conceptual Framework: 

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If we look at it critically, we will find that along with its countless benefits there are certain negative impacts of this theory too. Unintentionally, this theory is developing a generation that is bound to stay in a certain learning environment.
It ignores the mental processes that are involved in learning, unlike the cognitive approach. ( Get Revising.03.01.2013) In my view, our policies should be an amalgamation of practicality and emotions and the students are supposed to keep a balance among them.
by Asma Samar

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Behaviour for learning framework deals with the relationship with self, Relationship with others and Relationship with Curriculum. This approach deals the influence of these abovementioned relationships on learning behaviours. According to (2009, Adam, K.) dealing with this model we can say that relationship with self can not be dealt in isolation, rather it will be in contact with the other relationships of others and curriculum that make it difficult to manage and observe one specific relationship. However, it deals with the dynamic process with the reciprocal influences of the other relevant factors.

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According to Ellis and Todd (2009), behaviour for learning describes that the students' attitudes towards the learning is characterised by relationship with self, curriculum and others. A positive relationship with all these three factors ensure positive learning behaviour.
This framework has myriad of benefits. It addresses the students' motivation and self esteem. If a student has well developed self-esteem and motivation, his learning would be better.
Similarly, if curriculum is engaging and full of opportunities, learning would be better. Learning would also be better if a learner has positive relationship with others including teachers, family and peers (Adams, 2009).
This framework addresses learning as a set of behaviours. It neglects many other important aspects of learning like cognitive abilities. It does not focus on the process of learning.
by: Monazza Ashraf

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Ellis and Tod focused on the concept that B4L is actually a combination of three relationships. Once the engagement upturns, they will develop a strong relationship with self. If they improve their access towards the concepts taught, they will have stronger bond with the curriculum. Both can be done with managing their relationships with each other through behavior management. Encouraging students to learn in a provided environment may help them to gain knowledge but it doesn’t improve their challenging behaviors. For this, one should focus on cognitive skills and learning process too, which is not properly addressed in the theory.  It also states that our curriculums should be more flexible to engage students fully as this is a need of this era.

If we look on SDT it brings this into our knowledge that competence, relatedness and autonomy, if not properly managed, can divert the child from learning. Emphasizing too much on achieving goals may result in stress and other diseases.

Besides, effective behavior outcomes will be gained from positive relationships, teachers training, academic issues and learning behaviors. (EEF, QCA fig 7). If we consistently apply the behavior policy, it will surely reflect on positive behaviors of students.

Syeda Fatima Batool

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The behavior for learning theory explains about learning practices and how they can be effectively used to predict and gauge student behavior. While talking about collaboration, communication and independent learning, the study also talks about how students respond to AFL strategies and how they develop ideas about learning. This helps the teacher to not only gauge the behavior of the class as a whole, but also learn about their individual learning needs.

We should not look at the behavior of students as a problem, we should treat it with empathy. We should show them ‘compassionate curiosity’. This basically means that the teacher does not try to fix the students, but instead develop a collaborative relationship with their student and learn how what factors drive certain behavior trends.

Having said that, a teacher also needs to work on the mental health of their students. The biggest problem that a student faces is stress. By setting goals that are either too high or goals that are too stringent, we are placing undue stress on the students that, ultimately, will lead to disengagement from the entire learning process. This can also lead to a sense of unhealthy competition which will downplay any kind of empathy that the teacher might want to develop in their students.

The B4L also talks about adaptability.  The modern student needs to be resourceful and diverse. The pandemic has already created unprecedented scenarios for the students. The B4L talks about learning through diverse factors. Students have to filter out distractions, choose the best learning method for themselves and then proceed.

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Critique  of theoretical model
Roomana Anjum
Similarities in 3 Frameworks .
Relationships:
• Relatedness (SDP).
• 3RS (B4L).
• Support/Modeling by adults developing positive relationships (EFS) Focus on improving learning behavior in classroom:
• Through Autonomy/SDT
• 9 learning behaviors(B4L)
• Through engagement/Support Motivation:
• Intrinsic motivation (SDT)
• Motivation as one of the most required learning behaviors in classroom(B4L).
• Through Adults as model of behavior.
• All 3 Frameworks results in enhanced performance/Innovation/Persistence/Creativity in students.

Differences.
B4L Framework deals at length particularly with learning behaviors in the classroom and provides 9 learning behaviors to teachers to manage behavior in such a manner to increase student’s progress by applying any of those 9 strategies whereas EFS is more about multitasking, controlling emotions and decision making. SDT only works if a child is self-motivated, willing to accepts challenge, it does provide autonomy but does not create an environment which can help the students to create connections in different areas of learning until the child is not intrinsically motivated.
Which framework suits me.
As per theme of my 4 CIs (Pupil’s engagement),B4L emerged as the most suitable framework to improve pupil engagement level by developing their relationship with their own selves which help them to feel valued, boost up their Self Esteem and ownership of learning through developing relationship with the curriculum by knowing how to do and building up confidence that I can do it. Student’s active participation in class activities, raising their voices during class discussions, demonstrating reasoning and critical thinking skill is due to the level of relationship teacher builds up through different assignments and activities where Students feel engaged and focused.  This framework has developed my insight how to design different learning activities of my lesson by focusing on student’s active participation, providing them opportunity to communicate, collaborate, taking responsibilities, feeling valued and be self-motivated to accept the challenges of 21st Century.
Literature review of EEF guidance report Improving Behaviors in Schools has brought more clarity about how to apply B4L approaches into class learning behaviors where consistency and coherence in implementation of these approaches is a key to increase cognitive, social and emotional skills of my students. The report has provided strong evidence s to prove that teacher pupil relationships to good learning behavior can affect pupils effort and academic attainment. Proactive and reactive strategies along with programs like The Incredible year’s TCM ,SEND,EMR method ,PASS and behavior Kernels are going to bring shift in my approach from managing to behavior to learning Behaviors in class room. Ellis and Tod's learning influence triangle, Carol Dwecks'growth mindset theory has further provided me an insight how to increase my pupil’s engagement level by acknowledging their skills and strengths not the talent, avoid blaming and giving them a feel of being valued in their opinions by not feeling afraid to make mistakes while working in collaboration.

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Self-determination theory/ benefits and drawbacks by Eema Fatima

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Self-determination theory/ benefits and drawbacks by Eema Fatima

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Self-determination theory is a theory of human motivation. It deals with innate growth tendencies and innate psychological needs. According to self-determination theory(Ryan and Deci,2000) three core needs which  facilitate that innate growth are autonomy, competence and relatedness. Autonomy is giving freedom of choice to students for example for doing a project they all are free to find their own ways to do that. According to this theory autonomy make students self-responsible and reflectors and they feel they have control over what they do which is a source of motivation for them. Choice promotes motivational learning(Flowerday and Schraw,2000). On the other hand autonomy have its own limitations for new teachers. They are not much familiar to students for being new. It can be difficult for them to handle class if the autonomy results in disruptive behaviours.
According to SDT competence is another important factor for cognitive and social growth. It creates sense of achievement in students and they feel like they have done a good job. This is another example of intrinsic motivation which can lead to persistence. There are drawbacks of competence too as it doesn't focus on adolescents. Competence is more significant in middle childhood as well as in early adolescence(Veronneau and Abela,2005).
SDT recommends relatedness as a core need for social and emotional growth. It motivates students to interact with each other and creates a sense of care for others. Good connections between peers are beneficial for teachers also. They will be more interested in doing group work and can do wonders by creating something together in the given group tasks.
Self-determination theory outlines two types of motivation,intrinsic and extrinsic. Intrinsic motivation to achieve plays a vital role in student motivation and they enjoy learning as compared to extrinsic motivation which initiates behaviour for sake of getting reward.

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Ellis and Todd B4L framework describes the importance of maintaining relationship between self,curriculum and others. It also suggests that it is important to stay flexible to provide opportunities to all students, to improve the teacher pupil relationship,to enhance the abilities of the students and use positive reinforcements inorder to promote a positive learning behaviour.

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Critiquing a B4L framework(by Kiran Taimur)

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Critiquing a B4L framework(by Kiran Taimur)

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Behaviour for learning framework emphasizes on three factors that are very important for developing positive learning behaviours in the students. The three factors are relationship with self,relationship with others and relationship with the curriculm relationship with self is about developing a better self esteem in your learners. If a teacher will provide them with opportinities to succeed it will make them feel confident about themselves which in turn will result in positive outcome. According to bandura (1977) high self efficacy is positively linked with educational achievement. For instance,in our classroom we can plan a differentiated tasks for struggling learners,when they will be able to answer their beliefs about themselves and their abilties will be effected positivley.High self esteem gives rise to autonomy .Autonomy makes learners aware of their abilities .According to the self determination theory(Rayan and Deci),it is a very important factor for achieving self determination.
The second factor effecting the child's learning behavious is his relationship with others. A positive relationship with their family,teacher and peers will help them achieve better.If a child sees other kids achieving the goals and conpleting the given tasks he is likely to tell himself or herself that he or she can do it too. Similarly,if they see significant others doing a certain thing successfully ,it will boost their confidence and motivate them to do that too. Verbal appreciation by teachers in the classroom also plays an important role in stimulating childs learning behaviour. So,in my opinion relationship with self depends on how is the child's relationship with others around him/her. Lastly,relationship with curriculm is also a very important factor effecting behaviour dor learning. A child should be able to access the curriculum,process it and respond to the information.To develop better relationship with curriculm a child needs to be motivated.The interesting part of this theory,in my opinion is that by developing a childs self esteem and postive relationship with teachers and peers,we can make the third goal that is to develop a positive relationship with curriculm quite achievable. If the child has good self esteem he will feel motivated to attempt and involve in the learning process .Similarly, if the behaviour is reinforced through verbal praise by the teachers and appreciation by peers and parents,the relationship with curriculum is likely to get better.I think behaviour for learning provides us with a detailed diagnostic framework which can help us keep accessing our classroom practices in the light of three given factors.

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The need for a B4L policy mainly arises from the desire of a teacher to be well-understood by the student, and from the need of the student to be apprehended by someone they are usually taught to look up to, their own teachers. This approach helps promote a mutual understanding between the two, and mostly encourages students to be more aware in their school lives while heightening their already developing skills. These skills are not only a part of the crucial basics, but they also help form the base for the platform that students are required to stand on in order to succeed in their respective careers and paths.

As we have witnessed through countless examples by stories from others as well as in our own day-to-day experiences, one’s behaviour is something that is one of the first things that is regarded by an outsider. Thus, good behaviour and etiquettes end up becoming as necessary as academic skills in today’s world. Behaviour for learning is one of the best ways to promote these skills and help the youth succeed in all important sectors— their academics, socials, and career paths. In order to achieve this goal, the establishment of a positive working environment is required which can only be initiated through thorough and planned strategies laid in place by educationalists.

This is a very positive means of bringing about a supportive change in a student, especially one that may have a history of behavioural issues. As good behaviour is linked with many other positive qualities, the promotion of B4L where possible has been proven to lead to an increased positive change in students. Leading to them becoming more determined, steadfast and focused. This provides a sort-of friendly competition for them, encouraging growth in every stage possible.

While the impact of this style of teaching is mostly regarded as positive, just like anything else, there are also downsides to it as well. Too much competition, can be very unhealthy for an individual, let alone a young student who can easily bend under stress. Some students may feel that they are being pushed towards certain behaviours while other forms of it that they may feel more comfortable with are regarded as less credible. This may lead to an internal conflict, which can develop into other worse conditions.

The main factor for the successful execution of B4L in my opinion, is a good teacher-student relationship. This theme can also be seen in the CIs that I reported, as I believe harmony between these two important figures in a school is the key role for any form of teaching or learning to succeed. Schools are regarded as a second home for a student, and in order to truly be deserving of that title, the bond between a student and their teacher has to be developed as well. After all, what makes a house a home is the presence of one’s family, and to truly achieve that setting and environment for a student at school, the teacher and student should act as each other’s family as well. This means keeping an eye on each other and helping the other when possible, even if the other doesn’t explicitly request for help as you never know when they may actually need it. From my personal experiences, I have also noticed that students are more well-behaved with teachers that they’ve developed a friendly relationship with, thus giving more room to apply B4L teaching where possible.

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Behaviour for learning framework by Ayesha Shafiq

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Behaviour for learning framework by Ayesha Shafiq

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In a understanding of the B4L framework, Ellis and death highlighted  three related amalgams with students and learning behavior and attitude. Relationship with itself, other things and  curriculum. Educational behavior is a major factor when we will ensure all quality education (Poisson, 2009). Teacher behavior has the disadvantage of their interaction with their students.
Students who can come to school can also be treated as a  student and can rely on a way to guide the lesson. teacher. Because it is essentially interconnected, its behavior can not be separated from learning  (Ellis and Death, 2009). According to the relationship between Ellis and Todd 2009, students were an understanding of students about him or themselves from their self-esteem and motivation, but the relationship with others is his colleagues, his colleagues, parents and teachers It consists of something associated. And finally, what is the relationship with the educational program (curriculum) and how children will feel in class, and what they believe they believe they are most honest? `This is ready to access data to access data accessible through the curriculum (Ellis and Toddddd, 2009). As an instructor, it is your commitment to form a lessone illuminated according to the educational program to support more successful children. In order to ensure that children participate by activities, they are better than the students' thoughts and are associated with the  needs of the curriculum. Teachers need to  be passionate about what they are teaching in order to attract the attention and focus of  their students.

Peer Connection provides a special environment for children to learn basic skills of  social enthusiasm such as empathy, participation and problem solving. Peer Connections can also contribute  to socially enthusiastic improvements through bullying, avoidance and, conversely, freak peer forms. Homogeneous relations include awareness of student self-confidence, self-esteem, and  motivation. (Ellis and Todd 2009). Teachers need to value their talents in order  to feel that they are valued. In such an environment, students are comfortable  making mistakes and making improvements. By fostering children's self-esteem, "children can be confident in acquiring new skills and can make a big leap in understanding" (Muller).

Relationships with others are about how children interact with the people around them. H. Teachers, peers, and adults. By building positive relationships with others, students learn to work  with others. By integrating spiritual, moral, social and cultural learning (SMSC) into the curriculum, the focus is  on social development, which promotes positive learning behavior. (Adams, 2009)

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Behaviour for learning framework; Ayesha Shafiq

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Behaviour for learning framework; Ayesha Shafiq

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In my understanding of the B4L framework, Ellis and Tod have highlighted an amalgam of three relationships that shape a pupil’s behaviour and attitude towards learning; relationship with self, relationship with others and relationship with the curriculum. Teacher behaviour is a main factor when it comes to ensuring quality education for all (poisson,2009). A teacher’s behaviour has an adverse impact on their interactions with their students.
A students will to come to school can also depend on the way a teacher treats the student and conducts a class.Adams (2009) says 97 percent of new qualified teachers believe that managing student behaviour is one of the most important issues for them in the teaching field . Behaviour cannot be separated from learning as they are intrinsically linked together (Ellis and Tod, 2009). According to Ellis and Todd 2009 relationship with self involved the student understanding about him or herself in terms of self esteem and motivation while relationship with others involves how the student related to his or her peers, parents and teachers. And lastly, Relationship with the educational programs (curriculums) is how open a child feels in a lesson and how best they think they learn. ‘This includes being able and willing to get to, handle and react to the data accessible through the curriculum’ (Ellis and Todd, 2009). As the course instructor it is your obligation to form well arranged lessons that are invigorating and propelling in accordance to the educational programs to assist children learn more successfully which in turn can impact their conduct. To ensure a child is engaged in activities, a teacher must take in a student’s ideas and link it with the curriculum needs which allows them to engage better. A teacher must be enthusiastic about what they teach to grasp attention of the student’s increasing their concentration span.

Peer connections give a special setting in which children learn a extend of basic social enthusiastic abilities, such as sympathy, participation, and problem-solving methodologies. Peer connections can moreover contribute contrarily to social enthusiastic improvement through bullying, avoidance, and freak peer forms.
Relationship with self involves a pupil’s concept of of their self confidence, self esteem and their motivation. (Ellis and Todd 2009). A teacher must appreciate a student’s talent in order for them to feel appreciated. In such an environment, students will feel comfortable with making mistakes and improving. The development of children’s self-esteem ‘enables them to gain confidence in acquiring new skills and to make bigger leaps in their understanding’ (miller)

Relationship with others concerns how children interact with people around them i.e teachers, peers and adults. By developing a positive relationship with others, a student learns how to work collaboratively with others. Integrating Spiritual, Moral, Social and Cultural ( SMSC) learning into the curriculum can ensure there is a focus on social development which in turn will promote positive learning behaviours.( Adams, 2009)

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Behaviour for learning framework; Ayesha Shafiq

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Behaviour for learning framework; Ayesha Shafiq

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In my understanding of the B4L framework, Ellis and Tod have highlighted an amalgam of three relationships that shape a pupil’s behaviour and attitude towards learning; relationship with self, relationship with others and relationship with the curriculum. Teacher behaviour is a main factor when it comes to ensuring quality education for all (poisson,2009). A teacher’s behaviour has an adverse impact on their interactions with their students.
A students will to come to school can also depend on the way a teacher treats the student and conducts a class.Adams (2009) says 97 percent of new qualified teachers believe that managing student behaviour is one of the most important issues for them in the teaching field . Behaviour cannot be separated from learning as they are intrinsically linked together (Ellis and Tod, 2009). According to Ellis and Todd 2009 relationship with self involved the student understanding about him or herself in terms of self esteem and motivation while relationship with others involves how the student related to his or her peers, parents and teachers. And lastly, Relationship with the educational programs (curriculums) is how open a child feels in a lesson and how best they think they learn. ‘This includes being able and willing to get to, handle and react to the data accessible through the curriculum’ (Ellis and Todd, 2009). As the course instructor it is your obligation to form well arranged lessons that are invigorating and propelling in accordance to the educational programs to assist children learn more successfully which in turn can impact their conduct. To ensure a child is engaged in activities, a teacher must take in a student’s ideas and link it with the curriculum needs which allows them to engage better. A teacher must be enthusiastic about what they teach to grasp attention of the student’s increasing their concentration span.

Peer connections give a special setting in which children learn a extend of basic social enthusiastic abilities, such as sympathy, participation, and problem-solving methodologies. Peer connections can moreover contribute contrarily to social enthusiastic improvement through bullying, avoidance, and freak peer forms.
Relationship with self involves a pupil’s concept of of their self confidence, self esteem and their motivation. (Ellis and Todd 2009). A teacher must appreciate a student’s talent in order for them to feel appreciated. In such an environment, students will feel comfortable with making mistakes and improving. The development of children’s self-esteem ‘enables them to gain confidence in acquiring new skills and to make bigger leaps in their understanding’ (miller)

Relationship with others concerns how children interact with people around them i.e teachers, peers and adults. By developing a positive relationship with others, a student learns how to work collaboratively with others. Integrating Spiritual, Moral, Social and Cultural ( SMSC) learning into the curriculum can ensure there is a focus on social development which in turn will promote positive learning behaviours.( Adams, 2009)

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Behaviour for learning framework:  by Maimoona Arqam

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Behaviour for learning framework:  by Maimoona Arqam

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Behaviour for learning focuses on the factors that affect student learning and behaviour in the classroom environmnet. Factors that include but are not limited to curriculum and positive relationships with self and others. The curriculum designed for the students should be interactive and should provide autonomy for learning. Relationship with self includes self-confidence and the role the school environment plays in building that self-confidence. Relationship with others includes the environment and the people student interacts with. It talks about the bond that teachers share with their students and how knowing your students increase their classroom learning. Behavior management requires consistency and this is proven to be the most effective strategy so far. Likewise boost in self-esteem and confidence of a student pave way for a better understanding of concepts.
The disruptive behaviour's root cause should be addressed by the teacher as this is only viewed as the tip of the iceberg.  As a new teacher considering these factors in promoting behaviour for learning is of utmost importance. Training and peer observations play a great role in this regard. This theory provides a comprehensive framework to address learning behaviour in classroom.

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Post-Session Task - M1 session 6 (Group B) Azm Aftab 

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Post-Session Task - M1 session 6 (Group B) Azm Aftab 

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Similarities between B4L, SDT, and EFS

·         All three frameworks essentially emphasize the importance of inculcating learning behaviours in children (preferably in early years)

·         The frameworks employ a focus on engagement, participation, independent activity, motivation, responsiveness, and autonomy

·         All of them emphasize the role of a learned other that can help the student relate better with self, with the curriculum and with their peers at various stages of their mental, academic and personal growth.

Differences:

Where B4L places a greater emphasis on 3Rs, SDT focuses building motivation through providing autonomy, relatedness and competence. Whereas the EFS focuses on providing children with executive brain functions early on in their lives by developing working memory, inhibitory control, and cognitive flexibility.

Critiquing B4L:
B4L is a conceptual framework that focuses on social, cognitive and emotional factors to promote effective learning behaviours in a school setting.

After having gone through EFS and SDT, I think that B4L limits its context to a school environment whereas the aforementioned frameworks tend to inculcate similar behaviours outside of the school setting too. For example, the EFS framework focuses on building executive functions not just to cater for the academic success of the child but also for their emotional and personal well-being.

In contrast to B4L, SDT allows a greater emphasis on building motivation through inculcating autonomy. Though the B4L also identifies motivation as a learning behaviour, SDT provides a greater clarity between the role played by motivation and the growth of the individual.

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Behaviour for Learning framework emphasizes on building positive relationship with self, others and curriculum to promote a positive attitude towards learning, steering away from punitive approach to deal with the disruptive or challenging behavior. It guides the teachers how to develop behaviour for learning through effective behaviour management strategies. It improves student engagement, increases their self-esteem and makes them more confident and focused learners. This does not only lift their academic achievement but also develop a positive learning environment in the class. However, it is challenging for a new teacher as sometimes she needs to adopt behaviour management strategies to deal with a challenging behaviour. If the teacher is not skilled enough to use Reactive or Proactive strategies, it may affect the learning of those students who are motivated to learn.

SDT is based on internal desire to achieve the desired goal. It gives a lot of autonomy to the learner to take action based on personal goals and values. Consistent intrinsic motivation need to be maintained which is not possible for very young learners whose learning behaviours are tailored by suitable environment, positive relationship and rewards and incentives.  Executive functions help a child develop skills required for school achievement and, increases their potential for economic success. However, if the teachers are not trained enough to develop that particular skill or the environment is not conducive for learning; skill development can be delayed or reduced.

In the light of my critical incidences, I feel that Behaviour for Learning framework is more suitable to develop relationship of the pupil with self, others and with the curriculum. Education Endowment Foundation (2019) Improving Behaviour in schools report helped me to understand how to apply behaviour management strategies effectively to enhance student motivation, engagement and hence uplifting his academic accomplishments.  I feel that use of proactive strategies will help me to reduce the chance of misbehaviour occurring and reactive strategies will enable me to deal with challenging behaviour more effectively. By implementing approaches to behaviour strategically and consistently, I am optimistic that I will be able to develop a positive learning environment in the class.
Rumana Ahmed

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Behaviour For Learning Framework, benefits and drawbacks by Saira Farooq 

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Behaviour For Learning Framework, benefits and drawbacks by Saira Farooq 

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The Behaviour for Learning conceptual framework emphasis on ‘relationship with the curriculum’, ‘relationship with others’ and ‘relationship with self’ .
The framework’s acknowledgement that behaviours have a cognitive, social and emotional component provides a means by which teachers can select the most appropriate strategies and evaluate their efficacy.
Relationship with self involves pupils concept of their
identity, their self-esteem, self-confidence and motivation (Ellis & Tod,2009)

Behaviour for Learning strategies are conceptualized 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. Attention is usually focused on rules, teacher language, rewards and sanctions. This positions the teacher as the manager and the pupil as the managed.

Teachers while planning a task must keep the interest of students' in mind to polish their skills rather than ignoring their interest
which lead to critical incident in a class room and student feel bored in a
classroom. A Student should be encouraged to explore new things and feel
confident and engaged. Collaborative work in classrooms  develop positive relationships with peers and positive
learning behaviour.
Intrinsic and extrinsic motivation builds up self-esteem of a child. Lessons which motivate students reduce disruptive behaviour as it keeps children engaged.

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).
A good way to build positive relationships with pupils is the EMR method,(Establish Maintain and Restore )which has promising results from a small study.