Behaviour2Learn (formerly Behaviour4Learning) exists to support the development of positive behaviour in classrooms and schools. It provides practical resources and information for trainee teachers, newly qualified teachers and those in the early phase of their career development. The materials on this website are drawn from a variety of sources, but each item has been carefully selected in order that it helps to inform and enhance the key idea that pupil behaviour is linked to the learning they experience.
The information on the website has been obtained from a variety of sources - including government documents and practical resources from schools and other settings; it also includes some key articles from books or journals. All of these are intended to provide an additional source of support for trainees and teachers in the task of establishing and maintaining a positive climate for learning classrooms, as well as giving strategies and examples for dealing with situations in which problem behaviour takes place.
History of the Website
The Training and Development Agency for schools (TDA) established a website for Initial Teacher Training (ITT) Professional Resource Network (IPRN) in behaviour management (Behaviour4Learning), which was led by The University of Northampton, with inputs from a range of other ITT providers.
The focus of the initiative was upon developing trainee skills and insights which foster a classroom ethos of 'behaviour for learning'. The need for this development had been identified by the TDA as a result of its own yearly surveys of NQTs. These showed that coverage of behaviour management remained a major area of concern amongst trainees.
With the change in Government came with it a raft of public sector spending cuts and unfortunately Behaviour4Learning along with many other professional resource website sites closed as of 31st March 2011. Indeed, the whole IPRN programme at TDA has been cut, leaving a significant gap in an important area of teacher development.
Behaviour2Learn launched as a social enterprise through The University of Northampton, a website to continue to support the development of positive behaviour in classrooms and schools.
Behaviour2Learn's mission statement
To extend the legacy of Behaviour4Learning website for all those invloved in teacher training. Behaviour2Learn seeks to do this by providing upto date practical useful and relevant resources for training teachers to enable them to better manage their classrooms and to promote the positive behaviour of their students. It enhances these materials with the addition of historical resources which trainees and other users have indicated to helpful in developing their understanding of pupil behaviour.
What is Behaviour for Learning?
Behaviour2Learn (B2L) emphasises the crucial link between the way in which children and young people learn and their social knowledge and behaviour. In doing this the focus is upon establishing positive relationships across three elements of self, others and curriculum as indicated above. B2L has implications for pupils, teachers, parents and other professionals. Its principles can be applied to all children at any age and not just those perceived as being "difficult to manage". It applies as much to teachers and their relationship with children as much as it applies to the children themselves.
Elements of a B2L approach can be seen in a range of statutory and non statutory guidance materials.
B2L is a concept that has emerged from a review of theories of effective behaviour management. Tutors and trainees should recognise that a 'B4L approach' is fundamentally linked to a view that 'behaviour' in classrooms and whole schools/settings does not occur in isolation - it is the product of a variety of influences and not simply the product of a pupil's unwillingness to behave or learn as required by the teacher (an approach which has frequently been referred to as an 'ecosystemic approach').
In summary, the three sets of relationships which contribute to a culture/ethos of 'learning behaviour' are:
Relationship with Self: a pupil who does not feel confident as a learner and who has 'internalised' a view that s/he is unable to succeed as a` learner will be less likely to engage in the challenge of learning and (in consequence) may be more inclined to present 'unwanted behaviours'
Relationship with Others: all 'behaviour' needs to be understood as 'behaviour in context'. Behaviour by pupils is triggered as much by their interactions with others (pupils, teachers or other adults in schools/settings) as it is by factors internal to the child.
Relationship with the Curriculum: pupil behaviour and curriculum progress are inextricably linked. Teachers who promote a sense of meaningful curriculum progress in learning for each pupil will be more likely to create a positive behavioural environment.
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