Leading Learning Behaviour and Attendance - the what, why and how

Nick BurnettAsia Pacific Director of Northampton Centre for

Learning Behaviour (NCfLB) – LinkedIn – Nick Burnett– Twitter – nick_burnett– Facebook – Nick Burnett CCP

THE ‘WHY’ OF LEARNING BEHAVIOUR

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The importance of improving Learning Behaviour and Attendance

•Despite continued improvement in academic standards across most of the Asia Pacific Region, an unacceptable proportion of children become disaffected with school, resulting in poor learning behaviour, lack of progress, declining attendance or lack of inclusion in school.

• Bullying and other anti-social and/or violent behaviours affect children’s well-being. They impact on their ability to learn and their inclusion in school.

• There is a growing demand, amongst trainee and serving teachers, for training and support to improve the learning behaviour of children and to create a climate of harmony and wellbeing in their schools

Latest researchIn Australian schools, both novice and experienced

teachers increasingly raise concerns that they are not able to teach effectively because of the recurrent

incidence of disruptive behaviours of some students.

Teachers state that managing children with behavior problems is a major source of stress to them. This

results in less work satisfaction and teachers leaving the profession.

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Latest research

Research shows that improving the learning behaviour of children whose behaviour is challenging is one of the most

effective ways of raising standards of attainment for all children in our schools.

It also benefits society at large by helping children learn the social and emotional skills they need for citizenship and by

preventing behaviours that disrupt teaching from developing into behaviours that disrupt the lives of others and cost

society dearly (e.g. violence, vandalism, addiction and crime).

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THE ‘WHAT’ OF LEARNING BEHAVIOUR

Effective lesson organisation results in improved Learning Behaviour

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Specific planning/structuring of lessons that promotes Learning Behaviour relationships for all pupils involves paying attention to three drivers linked to the three relationship domains of the Behaviour for Learning model:

1.Emotional wellbeing (Relationship with self - Engagement)

2.Social wellbeing (Relationship with others - Participation)

3.Cognitive wellbeing (Relationship with the curriculum - Access)

LEARNING BEHAVIOUR ENVIRONMENT

FACILITATED BY LEARNING BEHAVIOUR

FACILITATED BY LEARNING BEHAVIOUR

FACILITATED BY LEARNING BEHAVIOUR

RELATIONSHIP WITH SELF

RELATIONSHIP WITH PEOPLE

RELATIONSHIP WITH CURRICULUM

EMOTIONAL WELL BEING

SOCIAL WELL BEING

COGNITIVE WELL BEING

Burnett, Forlin, Gittins, Li 2011

• The circle of Relationship with Self is undoubtedly the most important relationship for learning behaviour. It signifies the positive self identity of the child and a growing self reliance that will build steadily during the stages of transition from childhood to adulthood

An appreciation of self is typified by the child’s growing:•self belief and self determination and confidence to learn new things•self motivation and a thirst for learning and interest in the process•understanding of personal strengths and weaknesses•resourcefulness, responsibility and willingness to admit and correct mistakes•and most important of all - emotional wellbeing and happiness

• The circle of Relationship with People is woven by the interactions between the child and others such as teachers, parents and peers. The interactions lead to the development of a range of interpersonal skills as the child becomes more socially and emotionally adept.

Their learning is promoted as they learn the value of and can express their growing:•empathy and respect for others and acceptance and understanding of differences•friendship and harmony in the presence of others and a feeling of belonging•participation, and willingness to join in activities and learning experiences•cooperation and collaborative working, recognizing that learning behaviour involves working harmoniously with others.•and most important of all - social wellbeing

• The circle of Relationship with the Curriculum includes the way the child engages with learning and develops an interest in continuing and continuous education and a love for learning.

Factors which promote this relationship between the child and the formal and informal curriculum in the school include their growing:•access to a curriculum which is relevant and meets the developing needs of the child.•ability to focus and maintain attention on the task of learning.•inspiration by inspiring teaching•ability to communicate and express interest.•and most important of all - cognitive wellbeing

LEARNING BEHAVIOUR ENVIRONMENT

FACILITATED BY LEARNING BEHAVIOUR

FACILITATED BY LEARNING BEHAVIOUR

FACILITATED BY LEARNING BEHAVIOUR

RELATIONSHIP WITH SELF

RELATIONSHIP WITH PEOPLE

RELATIONSHIP WITH CURRICULUM

EMOTIONAL WELL BEING

SOCIAL WELL BEING

COGNITIVE WELL BEING

Burnett, Forlin, Gittins, Li 2011

THE ‘HOW’ OF LEARNING BEHAVIOUR

The importance of Leading Learning Behaviour and Attendance

•Challenging behaviour and poor attendance are the single biggest factors affecting the attainment of our children in Australian schools. •The evidence is unequivocal that effective school leadership is the most influential factor in generating change.

• There is a growing body of knowledge and experience, validated by research, in leading effective whole school approaches to improving learning behaviour and attendance.

• The factors influencing learning behaviour and regular attendance are almost identical

• The solutions require the same skilful leadership and organisation in schools to achieve the necessary conditions where pro-social learning behaviour and willing attendance are promoted through the engagement, participation and access of all pupils to the curriculum.

Leading Learning Behaviour and Attendance

The LLB&A Program – a partnership between ACEL and NCfLB

The LLB&A program is based on a fusion of:•the Burnett, Forlin, Gittins and Li conceptual model of building learning behaviour relationships•a whole school model for promoting learning behaviour and attendance•a range of study topics, developed from tried and tested behaviour and attendance leadership training materials that have been successful in generating change and improvement in schools

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Communication

Seating plansRoom layoutCurriculum Presentation Groupings

Vision, values and beliefs, expectations of behaviour of all members of the community

Principles and Policy

Principles and Policy

Feedback (verbal and non-verbal, written, praise, reward)

CurriculumLearning and teaching approachessocial time supervisorparental involvement

Verbal and non verbal feedback,consequences and sanctions

Group or Department practice

Group or Department practice

Group/Department/Age phase/Motivation systems

Group/Department/Age phaseMotivational systems

Behaviour policy group/Department/Age phase/ rules and routines

Individual organisational changes

Individually differentiated sanctions

Individually differentiated motivational strategies and rewards

Individual education plans. IBP, PSP targetsPersonalised learning

Support for individual children

Support for individual children

Referral/support systems

Referral/support systems

Support by teaching and pastoral staff

Referral to senior staff

Referral to outside agencies for specialist support

Organised pastoral time is part of the school day

Monitoring, E

valuation and P

roblem S

olving systems

at all of these levels

Promoting learning behaviour and attendance : A whole school modelPromoting learning behaviour and attendance : A whole school model

All the above areas are underpinned by support and professional learning for staffStaff support Staff support

Motivation Correction Organisation

Referral to Counsellor/Psychologist

Referral to LSU

Referral to learning mentor or other support person

Based on effective learning model

1. Acquisition of knowledge2. Modelling of good practice 3. Practice application 4. Feedback and reflection 5. Embedding the experience

Coaching

The LLB&A offers:• an opportunity for emerging and middle leaders

to develop and enhance their leadership skills within the context of learning behaviour and attendance improvement, building on a distributed leadership model.

• support for ongoing professional development in a longer term learning community.

• an opportunity to gain qualifications and to extend learning from the program into further accreditation routes.

LLB&A Learning Outcomes• An increased understanding of the leadership

styles, qualities and skills required for the effective leadership of learning behaviour and attendance improvement in schools.

• Practice in leading the whole school approaches which are explored in the program and are drivers for change.

• Enhanced skills in organising and implementing interventions to improve learning behaviour and attendance.

The full program outline• Program takes place over a period of 6 months

minimum• 3 x 2 day group workshops – activity based

learning using a modular program of study materials

• In between the tutored sessions participants can select from a range of practical work-based activities to carry out in-school supported by:

• On-line tutorials• Study materials including background reading• Behaviour scenarios – self tutored interactive on-line

sessions• Learning Behaviour DVD and other video materials• Webinar and web-site access• Optional coaching sessions

Additional Options:•If you are still not sure whether to commit to the six month program we can run:

– A one day introductory session where participants:• can explore some of the underlying rationale of the program

in relation to fundamental issues for their school• experience the training methodology we use, and; • help us respond to their needs when tailoring the program

for an interested group in their region

Teaching Behaviour?“If a child doesn’t know how to read, we teach.”

“If a child doesn’t know how to swim, we teach.”

“If a child doesn’t know how to multiply, we teach.”

“If a child doesn’t know how to drive, we teach.”

“If a child doesn’t know how to behave, we……..... ……….teach? ………punish?”

“Why can’t we finish the last sentence as automatically as we do the others?”

Tom Herner (American Federation Teachers’ President, Counterpoint 1998, p.2)

• Please leave your email on the sheets: – for a copy of the PowerPoint – further info on the current LLB&A programs– to discuss the possibility of running an

individualised LLB&A program for your area

• Stay in touch through:– LinkedIn – Nick Burnett– Twitter – nick_burnett– Facebook – Nick Burnett CCP