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Research School Network: Effective Learning Behaviours: identifying the struggles When we use the word behaviour we can quickly assume that it relates to strategies to manage misbehaviour in the classroom.

Effective Learning Behaviours: identifying the struggles

When we use the word behaviour we can quickly assume that it relates to strategies to manage misbehaviour in the classroom.

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Kirsten Mould is Learning Behaviours Content Specialist for the Education Endowment Foundation (EEF) alongside working at Mary Webb School and Science College in Shropshire as Head of Personalised Learning/​Transition and SENCo.

When we use the word behaviour we can quickly assume that it relates to strategies to manage misbehaviour in the classroom. It is of course important to have strategies to minimise this, but teachers can also explicitly support ​‘learning behaviours’. As we teach, develop and strengthen these learning behaviours, young people become more motivated and determined to succeed.

Effective learning behaviours have emerged from the rich and diverse evidence base represented in the EEF guidance reports on improving behaviour, metacognition and self-regulation, special educational needs in mainstream schools, working with parents, and social and emotional learning. They form a crucial interconnecting puzzle of useable evidence. Successful learning behaviours rely on layering all these areas to wrap around every child in our schools. 

Each is part of a puzzle which makes best sense when all parts click together, building long-term protective factors for deeper learning.

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Positive and proactive association with behaviour

  • Consistent classroom routines and effective classroom management 
  • Learning routines consistent in subjects but varied between subjects 
  • Specific behaviour-related praise 
  • Supportive relationship with adult in school – know your pupils 
  • Encourage self-reflection of own behaviours 
  • Behaviour systems implemented at whole school level 

Promoting positive parental engagement

  • Support child with organisation, routines, place of work, homework habits and revision 
  • Positive, personalised learning communications from school e.g. text and email nudges 
  • Promote shared book reading through early years/​summer holiday reading 
  • Create a welcoming environment for parents and carers 
  • Celebrating successes

Planning for self-regulation strategies

  • Explicit instruction in metacognitive strategies: activate, explain, practice, reflect, review – incorporating guided and independent practice
  • Timely, effective feedback
  • Challenge is crucial with scaffolds where appropriate
  • Promote metacognitive self-talk – modelled by the teacher whilst verbalising thinking
  • Purposeful pupil to pupil talk is planned

Know your pupils with SEND

  • Ensure all pupils access high quality teaching with flexible grouping as appropriate 
  • Scaffold supports, withdrawn as independence grows 
  • Reciprocal reading techniques for active reading 
  • TA deployment supplements teacher and delivers targeted, small group and 1:1 interventions 
  • Understand individual learning needs and promote positive relationships 

Sequenced social and emotional learning

  • Expand pupil vocabulary to express emotions 
  • Teach self-regulation including positive self-talk to help understand intense emotions 
  • Model social and emotional behaviours you want pupils to adopt – be explicit with these behaviours 
  • Actively engage with parents to reinforce skills at home 
  • Give specific and focused praise when children display SEL skills 

What’s next?

  • The Learning Behaviours animation and associated blog will be out in September 2020.
  • Sign up for the EEF’s new Special Educational Needs email series.

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