Behaviour Scenarios A specially commissioned set of resources for tutors, school mentors and trainee teachers Scenario 8: Setting Learning Intentions and Success Criteria for Behaviour 1

Scenario 8 Setting learning intentions and success criteria for behaviour You want to help a class to think about how their behaviour affects their learning. How do you set, apply and review effective behaviour for learning targets in a lesson? What do you do? www.beahvior4learning.ac.uk 2

Key Learning Outcomes Knowledge and understanding about setting behaviour for learning intentions/targets and evaluating different approaches. Practising the application of these targets and ways of maximising learning. www.beahvior4learning.ac.uk 3

What do you do? Warn pupils that they had better shape up quickly or they will fail their tests. Run circle time so that everyone can contribute their view on setting behaviour targets and agree some targets. Set appropriate behaviour for learning targets and success criteria based on the code of conduct. Summarise progress and praise pupils at the end of the lesson if behaviour targets have been met. Deal firmly with anyone who does not meet the target for a lesson. www.beahvior4learning.ac.uk 4

What may be the best choice? Responses 2 to 4 – agreeing targets based on the code of conduct and praising pupils when the targets are met - should be part of any process to set up a system of behaviour targets. It will be important to decide the form of the praise and reward to be given. You will all have seen responses 1 and 5, or something similar, in classrooms. More positive and constructive alternatives are more likely to have a long-term effect on improving behaviour. www.beahvior4learning.ac.uk 5

How might you maximise the effectiveness of behaviour targets? Refer to the behaviour target frequently. Give praise for positive behaviour not only good work. Redirect behaviour e.g. say, “Thank you for putting your hand up.” or “People at that table are ready to go out for break.” etc and ignore those who are not achieving the target, rather than nagging them. Use partial agreement such as, “That may be so but..” and follow with assertive directions such as, “ I need you to….thank you”. Use rule reminders such as “What’s the rule on...?”, or “I’m looking for....” to provide distance and be impersonal. Use humour but never directed at, or at the expense of, pupils. Always be a role model for the behaviour you want to see (even when you are annoyed!). Use “Catch you being...” to identify those making an effort to achieve the behaviour target. www.beahvior4learning.ac.uk 6

Underlying principles Improved learning is the most important effect of improved behaviour. Pupils should be taught to appreciate this. Consequently, behaviour targets are as important as learning targets. The involvement of pupils in agreeing and setting behaviour targets will contribute to success. Targets are best if brief and clear. It is vital to follow up target-setting with positive feedback and praise if you want to improve behaviour for learning in the long term. www.beahvior4learning.ac.uk 7

Rights and Responsibilities Establishing positive behaviour for learning is about supporting the rights and responsibilities of all members of the class as well as those of the teacher. Teachers have the right to expect good behaviour and it is their responsibility to achieve this within the context of school policies, procedures, and support systems. www.beahvior4learning.ac.uk 8

Activities to try In pairs or small groups, plan a circle time or lesson to discuss behaviour for learning targets. Use the plan with a class during the week then implement at least one target that the class have agreed. Also discuss one behaviour target you would like to set for a class you are teaching during the week and how you will introduce it. Try this out too. At your next seminar, compare the results from the two approaches. www.beahvior4learning.ac.uk 9

Want to find out more? References on the B4L site Group trainee teacher discussions – Setting learning intentions ITE student work - Using Circle Time as a Vehicle to Improve Self-Esteem in the Primary Classroom Teachers TV - KS3/4 Citizenship - Rights and Responsibilities Teachers TV - KS3/4 PSHE – Mediating Conflict Teachers TV - KS1/2 PSHE – Self Esteem www.beahvior4learning.ac.uk 10

Conclusions What is the key message have you gained from this scenario material? How might you apply this approach in your own practice in school. Further insights and notes for tutors and mentors are available on the website Updated August 2009