1. © Crown Copyright 2005 Understanding behaviour

2. objectives To consider what is meant by the learning environment To identify key factors in the environment which help to promote behaviour for learning To evaluate the impact of the physical environment on behaviour for learning

3. Factors that make up the learning environment Physical Relationships Structures and expectations Language and communication

4. © Crown Copyright 2005 The learner’s environment Wider community Family Society School Table Classroom

5. Creating the environment in the classroom Imagine that, while you have you have been away from college, a miracle has taken place and the perfect classroom environment has been created. You are unaware that this has happened until you enter the classroom. What do you see? How is the classroom arranged? How are the students reacting? How do you feel?

6. Maslow’s hierarchy of needs Self-actualisation Self-esteem Love, affection and belonging Safety Physiological or survival needs

7. Maslow’s hierarchy of needs Provides stimulation, challenge and opportunities to use diverse talents Makes students feel individually valued Promotes ownership and belonging; promotes social interaction; makes students feel known and cared about as individuals Makes students feel safe and secure Meets physical needs

8. Slide 1.7 Objectives To develop an understanding of what may lie behind certain behaviours To explore how behaviour can change To explore a model of classroom dynamics

9. Slide 1.8 Principles Effective teaching and learning are inextricably linked with the promotion of positive behaviour and regular attendance Positive recognition of appropriate behaviour and attendance promotes positive behaviour and regular attendance Importance of developing and maintaining positive relationships Adult responses to student behaviours generate feelings in student. The choices adults make influence the choices students make The importance of sharing experience The importance of a solution-focused approach

10. Slide 1.9 How patterns of behaviour develop All behaviour reflects underlying needs and has a purpose Behaviour is inextricably linked to emotions and perceptions Behaviour is learned Behaviour can change

11. Slide 1.10 Different ways of seeing things

12. Slide 1.11 Behaviour is linked to emotions and perceptions Cognition Perception Stimulus Emotion Action

13. Slide 1.12 Promoting change in behaviour Behaviour exhibited Promotes Consequences Reduces + –

14. Slide 1.13 Behaviour can change Key factors in change –Motivation –Degree and intensity –Internal drivers –Duration –Quality of facilitation and support for change –Peer pressure GIVE AN EXAMPLE OF EACH

15. Slide 1.14 Model for understanding behaviour Within student Behaviour Antecedents Within classroom Consequences Within classroom Within student

16. Slide 1.15 Classroom dynamics Drivers Keen learners Followers Receptive learners Borderline Passive learners At risk Disengaged learners

17. Slide 1.16 Planning to promote positive group dynamics Classroom communication Classroom ethos Classroom routines Classroom incentive schemes Classroom layout and grouping Transition times between activities Opportunities for students to reflect

18. Slide 1.17 We have considered: how patterns of behaviour develop that behaviour has an underlying need and purpose the link between behaviour, emotions and perceptions that behaviour is learned and can change how our own experiences influence our response to certain behaviours a model for understanding student’s behaviour in the classroom how to develop student’s understanding of their own behaviour and its impact on others how group dynamics may influence student’s behaviour

19. Slide 1.18 Crown copyright statement The content of this presentation may be reproduced free of charge by schools, local education authorities and ITT providers, provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. Anyone else wishing to reuse part or all of the content of this publication should apply to HMSO for a core licence. The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party. Applications to reproduce the material from this publication should be addressed to: HMSO, The Licensing Division, St Clements House, 2–16 Colegate, Norwich NR3 1BQ Fax: 01603 723000 e-mail: hmsolicensing@cabinet-office.x.gsi.gov.uk