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UNIT
3.3
BEHAVIOUR
FOR LEARNING
A POSITIVE APPROACH
TO CLASSROOM
MANAGEMENT
Philip Garner
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009
OBJECTIVES
At the end of this unit you should be able to:
• recognise the policy context for promoting pupil learning in
classrooms
• interrogate a definition of the term ‘unacceptable behaviour’
and understand the significance of its underlying causes
• recognise the importance of a behaviour for learning
approach and its core principles
• develop positive approaches to unacceptable behaviour
which are based on relationships with pupils.
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009
WHAT IS UNACCEPTABLE
BEHAVIOUR?
Factors which may cause unacceptable behaviours
• Individual factors
• Cultural factors
• Curriculum relevance factors (linked to both individual and
cultural)
• School ethos and relationships factors
• External barriers to participation and learning factors
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009
KEY PRINCIPLES
OF BEHAVIOUR
FOR LEARNING
• Leadership in the classroom
• Building positive relationships in classrooms
• Structuring the lesson, for positive behaviour and attendance
• Rights, responsibilities, routines and rules
• Choices
• Consequences
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009
FURTHER INFORMATION
To explore this material further, read:
Garner, P. (2009) ‘Behaviour for learning: a positive approach to classroom
management’, in S. Capel, M. Leask and T. Turner (eds) Learning to
Teach in the Secondary School: A Companion to School Experience,
5th end, London: Routledge.
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009
FURTHER READING
Berryman, M., Glynn, T. and Wearmouth, J. (2006) Perspectives on Student
Behaviour in Schools: Exploring Theory and Developing Practice. London:
Routledge.
Clough, P., Garner, P., Pardeck, T. and Yuen, F. (eds) (2004)
The Handbook of Emotional and Behavioural Difficulties,
London: Sage.
Weare, K. (2004) Developing the Emotionally Literate School, London: Paul
Chapman Publishing.
From: Learning to Teach in the Secondary School 5th edition, Routledge © 2009