Effective Learning Behaviours: identifying…

28 September, 2020 —

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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by Research Schools Network
on the 28th September 2020

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.

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?