Behaviour For Learning

The Classroom Environment Audit

It is the individual class teacher’s responsibility to manage the learning environment in such a way that enables children to do their best. Therefore, it is sometimes necessary to go back to basics and check the ‘foundations’ of your classroom practice.

The audit tool is designed to support teachers to reflect on their strengths and to help identify positive change and/or areas for future development. The audit may well identify opportunities for continuing professional development and/or the need for additional support.

The outcome of the audit should be the focus of any initial discussions with the SENCo or Pastoral Manager or Lead Behaviour teacher regarding any individual child causing concern.

(i) Physical environment

It is important to consider even the most basic of things such as lighting levels and temperature.

Visually, the learning environment should be appealing, relate to the learning objective and be accessible to pupils, but not over-whelming.

Furniture positioning is crucial. The class teacher should be able to scan the whole room from their teaching position. Consider the layout of the tables and the seating plan.

Consider the acoustics – in uncarpeted rooms avoid unnecessary movements e.g. have equipment ready and available on the table. Label resources for ease of access.

(ii) Classroom management

It is crucial that the teacher is present as the children arrive in the room in order to manage the movement of the young people. The seating arrangements should be determined by the teacher and used consistently so the children know what is expected of them.

Being able to wait for everyone to be ready is important so that you have everyone’s attention before instructions are given – be prepared to wait! Reinforce and recognise the behaviour you are wanting to see e.g. “Well done Rebecca you put your pen down as asked.”

Use positive language – immediately after observing the desired behaviours. Using minimal use of words, directive expectation, limited choices ie “Don’t run” becomes “Walk- thank you”

If support staff are allocated to the lesson, then they should know ahead of the session what the lesson is about and be clear about their role in that session. It is the class teacher’s responsibility to make provision for all the young people in the group – differentiation is the responsibility of the class teacher.

(iii) Curriculum

Differentiate The SEN Code of Practice is clear that the responsibility for making appropriate provision for the learning of young people with additional needs lies with the class teacher. The match between task and pupil ability is crucial. If the task is too hard pupils will become discouraged and disengaged. If too easy then this provides opportunity for off-task behaviours.

Keep the teaching input at an appropriate length, thinking about the concentration span of your pupils – this is age dependent. Consider the pace of the lesson. Think about short sections of input interwoven with short tasks. Structure the lesson with opportunities for pupils to work both independently and collaboratively with peers. If the lesson is balanced, pupils will be more engaged. Consider the language levels of the pupils and allow pupils time for processing spoken language. Consider styles of learning. Give opportunities for pupils to verbally discuss and rehearse responses before providing written work. (eg Kagan methods)

Time management is important with respect to completing tasks. It is crucial that pupils are given sufficient time to complete the task. Have resources available for those who finish more quickly. Remember to give sufficient time for pupils to record their homework – if it isn’t recorded then the pupil is a lot less likely to complete it.

Regularly bring all the pupils back as a group (teaching points, mini plenary) to collectively check that their learning is progressing as you anticipated. If you’ve misjudged the task (and everyone does at some point) then be flexible and amend the session as it progresses. It is better to change the task away from the lesson plan, rather than pursuing activities which don’t result in learning taking place for the young people.

(iv) RELATIONSHIPS!!! – How will you build up emotional currency with pupils?

Respect is mutual and needs to be earned by both parties. Pupils respect teachers who have clear boundaries, are fair and consistent.

Knowing the young people as individuals is important. Even more so in KS3 and 4 where staff have a significant turnover of young people during their working week. Make sure you are aware of any additional information about the children. Ask the SENDCo / Pastoral manager if you are unsure.

Rewards and sanctions should be determined with the pupils so that they have ownership and responsibility. Rewards are more effective if they are kept varied.
Be explicit about commenting on any desired behaviour you do want to see. This positively reinforces what you want, rewards those achieving it and acts as a role model to others. Ask yourself just what are the rewards for the young person in your class who is consistently on task and compliant?

If a child needs managing then do so discreetly remembering to convey the message that it is the behaviour that is not wanted, rather than the child. Avoid the use of sarcasm or shame, even in jest.
Fewer School Rules – READY, RESPECTFUL, SAFE – all expected behaviours relate to these.

Operate a ‘clean slate’ policy so pupils know that they have the opportunity to do it differently next time. Establish mutual regard and the pupils will be more likely to respond to your efforts to manage their learning.

When concerns persist about an individual pupil

Taking into account the pupil’s perspective

Put yourself in the shoes of the pupil in your class:

• How does the pupil arrive at school (frightened, worried, hungry, tired upset?) How does this impact on their day?
• How can you find out about any external factors which might be impacting on their experiences at school?
• Tune into the pupil – actively listen to what they are saying, respond with interest but also observe non-verbal communication;
• How do you communicate with everyone involved in this pupil’s life? Build up a clearer picture through conversations and documentation. Use The Assessment Tool p17
• What support do they have?

What it is like for this pupil in your classroom?

• Consider the physical environment (noise, light, space, movement);
• Interactions (between adults and children, peers – relationships are key);
• Transitions through the day (between adult directed activities).

Considering the pupil’s perspective allows a class teacher to use this information to support managing individual pupils and the whole class dynamic. This will also help inform any subsequent discussions around individual pupils.

Thinking about the Communicative Function of Behaviour

‘All behaviour happens for a reason. It is a form of communication’. When thinking about individual children it is useful to develop an idea, or a working hypothesis, about why this behaviour might be happening. All children and young people function within systems, e.g. home, school, community, which interact and overlap with each other. When thinking about children and young people within the context of school, it is important to consider all the other systems which impact on, and influence, that child or young person. Only by doing this do we begin to fully develop our understanding of their behaviour and so formulate the working hypothesis.

It may often be clear to us why a child or young person is behaving in a certain way. For example, if a youngster has experienced a bereavement we might anticipate the child showing signs of sadness or withdrawal. At other times it is unclear why a child or young person is behaving in a certain way and we may be puzzled or troubled by the behaviour being presented. It is in these situations that we need to develop a working hypothesis. Often, when we ask children and young people about their behaviour they are unable to explain it. This is why adults should develop possible explanations and test these out systematically. If a working hypothesis is correct then the strategies developed and implemented are seen to have a positive effect. Conversely, if no change occurs then a different working hypothesis may need to be considered. The ‘Step by Step Guidance’ flowcharts give a systematic approach to how behavioural concerns are managed (p11-15).