BFL presentation

1. Universal Assignment Coversheet BA Primary Education
Name of Student
Student Identification Number
Module Code – TE0491
Module Tutor- Deborah Herridge
With reference to the Core Content Framework 7, demonstrate and consider your understanding of the
values that underpin the role of the teacher to ensure a good and safe learning environment for
children.
Targets identified by previous
marking tutor to feed forward in this
assignment.
(Please add these here if relevant to
this assessment model).
Continue to bring in additional reading from wider sources to broaden discussions.
Proof read any written aspects carefully for minor grammatical errors
3.
Special consideration to be applied No
Plagiarism declaration I confirm that this assignment is my own work; it is not copied from any other person's work (published
or unpublished) and it has not previously been submitted for assessment elsewhere.
All sources of reference have been acknowledged and cited.
I give permission for tutors to
anonymise my assignment for use as
a model of good practice to support
future students’ learning.
Yes
Please delete as appropriate to grant consent or to refuse consent.
There is no penalty for refusing consent.
Skye Lowery
22002302

2. Professional
studies :
TE0491
Behaviour for
learning
presentation
Core Content Framework :
Standard 7 – ‘Manage Behaviour
Effectively’ (DFE, 2019, p.23)
1. Establishing and reinforcing
routines, including through positive
reinforcement, can help create an
effective learning environment.
2. A predictable and secure
environment benefits all pupils, but
is particularly valuable for pupils
with special educational needs.
3. The ability to self-regulate one’s
emotions affects pupils’ ability to
learn, success in school and future
lives.
‘A learning behaviour can be thought of as a behaviour that is necessary
in order for a person to learn effectively in the group setting of the
classroom.’ (Education Endowment Fund, 2021, p.16.)

3. The behaviour for learning conceptual framework
Powell and Tod, 2004.
‘Changing a learning behaviour is a dynamic
process with reciprocal influences, as represented
by the arrows. The circle, and terms inside this,
show the influence of context.’ (EEF, Guidance
Report, 2021,p.17)
‘Each relation impacts on the other, and positive
change can be achieved by recognising which of
these relationships need to be developed or
strengthened.’(EEF, Evidence Review, 2021, p.7.)
Jolliffe and Waugh (2017) discuss Ellis and Tod’s
framework and it’s purpose of promoting behaviour which
enables effective and successful learning. The framework
depicts the development of learning, which is
respresented as a cycle including engagement, access and
participation and this is surrounded by the school ethos.
Creating a safe and calm learning environment is vital or
encouraging the development of the desired learning
behaviours. This links to section 2 of standard 7 in the
core content framework ‘A predictable and secure
environment benefits all pupils, but is particularly
valuable for pupils with special educational needs.’ (DFE,
2019, p.23.) ‘Among things they identify as being
conducive to improved behaviour are displays celebrating
students' work, clean and bright classrooms, good
acoustics, having sufficient space to store equipment and
having dedicated spaces for special equipment or
activities.’ (Hart, 2019.) Hart identifies the different
aspects practitioners must consider when focusing on
behaviour management. Celebrating children’s
achievements by placing work on the walls could
consequently develop children’s levels of engagement in
terms of the conceptual framework developed by Powell
and Tod as the children’s relationship with their self will
improve with these confidence boosts. By having a clean
and bright classroom which is organised to a high standard
the environment will be predictable which is mentioned in
section 2 of the Ccf.

4. Self-regulation and behaviour in the classroom
 ‘Pupils who are aware of their own behaviour, who can self-regulate and
deploy coping skills, will be less likely to misbehave in school.’ (Education
Endowment fund, 2021,p.16)
 ‘An inability to recognise their own emotional state or the feelings of others
can also be a significant barrier to positive learning behaviour.’ (Jolliffe and
Waugh, 2017, p.69)
 ‘I have come to understand that it is important for me not to become
overwhelmed by my pupils’ problems but instead to help them reconnect with
the part of them that wants to learn’ (Moore, 2015)
 When children struggle with self-regulation this can potentially impact their
ability to demonstrate the desired behaviours for learning. Throughout my
initial placement there were several children with special educational needs
and disabilities which impacted their ability to self-regulate, I found that
allowing children to take small, time controlled breaks as they were
beginning to display signs of becoming overwhelmed was the most effective in
maintaining the desired behaviour for learning in the classroom as situations
and children found it more manageable to think about their feelings and
begin to regulate ready to learn upon return.
Many settings choose to have
areas dedicated to regulation,a
calm area with limited
stimulation to prevent the
children becoming
overwhelmed.

5. SEND children and behaviour management
 ‘Children with such heightened levels of need may require emotional support and training as well as alternative
academic tasks.’ ‘The goal of this emotional regulation training is to help children become aware of their emotions so
that they can assert more self-control over their actions in fraught situations’ (NYE et al, 2015)
 A struggle with self-regulation is not just limited to children with SEND but is more commonly observed amongst
these children. Nye (2015) studied at range of behaviour management methods to improve behaviour for learning
with children with SEND. They suggested that these pupils may require additional support and training to allow them
to recognise their own emotions to develop the ability to self-regulate and to de-escalate any situations which may
arise.
 ‘The SENCos also addressed the use of positive praise as both incentive and reward for children. Praise may be
used often in the classroom, but it may also be worked into the whole school environment’ (Nye, et al, 2015) Agree
with the use of positive reinforcement as a consistent approach across the school. They discuss the development of
understanding behavioural norms as many children with SEND may have a delayed understanding of behavioural
expectations, vicarious reinforcement (Mays, 2015) would be effective as they will observe the behaviour of other
pupils and they will then potentially mirror the desired learning behaviour.
 ‘Intervention programmes might seem to address concerns regarding perceptions of poorly developed social skills
and heightened conflicts amongst young children. However, this paper advocates an increase in the amount of
child‐initiated and child‐directed play available to children in educational settings’ (Broadhead, 2009) Broadhead
argues that child- led play should be seen as a method of improving behaviour for learning opposed to just seeking
out intervention.

6. Student-Teacher relationships
 ‘Research has demonstrated that student problem behaviours can be reduced and overall
classroom climate enhanced when a focus is placed on increasing positive student-teacher
relationships’ (Yassine, Fisler and Katic, 2020.)
 ‘where care and respect are viewed as components of positive relationships that contribute
to improved student behaviour’ (Hart, 2010.)
 Many theorists, researchers and practitioners agree that student-teacher relationships are a
key component in effective behaviour management. Opposed to aiming for a power
relationship ‘in a power relationship it is acceptable for the dominant party to embarrass the
other in front of their peers’ (Ellis and Tod, 2018), many aim to respect their children in order
to receive this same level of respect back and produce a positive and safe environment.
Building strong student-teacher relationships enables teachers to identify if a child is
becoming over wheeled or may need time to regulate before learning commences. Teachers
must have high expectations for all of the pupils, knowing your students allows you to cater
your expectations to their individual needs which will also indicate when positive praise will
be most appropriate and effective.
 ‘In lessons where staff have high expectations about the behaviour of children and young
people, students’ behaviour is better than in lessons where such expectations are not in
evidence’ (Hart, 2010)
 ‘A teacher must:1. Set the high expectations which inspire, motivate and challenge pupils’
(Teaching Standards,2011)
 ‘More recent neuroscientists research highlights social relationships, particularly with early
attachment figures, as being an essential component for developing neural pathways and
crucial in having the ability to engage in learning at all.’ (Jolliffe and Waugh, 2017)

7. Behavioural approaches- use of positive reinforcement
Number of behaviour judgements from lessons in two secondary and
two primary school inspections in 2014 (EEF, Guidance Report,
2021,p.33.)
‘While classroom-level strategies have a big impact on pupil
behaviour, consistency and coherence are paramount at a
whole-school level.’ (EEF, Guidance Report, 2021,p.32)
‘Increase the rate of positive responses as a means of
reinforcing appropriate behaviour, and thereby improving
classroom behaviour.’ (Hart, 2010)
This links to the first section within standard 7 of the Ccf, it
suggests the use of positive reinforcement to improve
behaviour management and support the development of a safe
learning environment. Bandits introduced the concept of
vicarious reinforcement which is relatable to this concept
(Mayes, 2015). It suggested that pupils could observe the
behaviour of others and watch them receive positive
reinforcement and this would then encourage them to mirror
this behaviour to also receive this reinforcement. If a focus is
placed on positive reinforcement children will view the
environment as safe and this will benefit the production of an
effective learning environment. Gillespie (2021) also
encourages a focus on positive reinforcement, they agreed that
the use of praise specifically when referring to children’s levels
of effort, can lead to increased perseverance and engagement
levels which will support the further development of the
importunate learning behaviours. During nursery placement
practitioners encouraged us to place a focus on verbal positive
reinforcement and to ignore undesired behaviours when
possible. This was an effective technique as pupils observed
others receiving praise and were encouraged to mirror desired
behaviour.

8. Rules and Routines
Having key rules in a setting shows children what
is expected of them. The environment becomes
predictable as children know if any of this
behaviour is not displayed there will be
reinforcements to ensure they are followed in the
future.
These are the rules that were implemented whilst
I was on placement in a nursery setting, each
morning practitioners would run through these
rules to ensure children knew what was expected
of them.
‘Well-managed classrooms:• begin the year with a
set of rules and routines which are understood by
all children• have agreed rewards and positive
reinforcements’ (Gov. wales, 2012)
Whilst on nursery placement, a strict routine was
followed making the environment predictable and
at the beginning of the day children were made
aware of any possible changes and what activities
would be available for them to participate in.
Getting children excited to engage in educational
activities can begin the process of developing
learning behaviours when children move into a
school setting.l
‘firm but fair rules are an essential element
of any CBM programme, and identify
certain qualities associated with good rules,
such as using positive, specific and simple
language, and having as few rules as
possible (they suggest a maximum of five).’
(Hart,2010)
‘1. Establishing and
reinforcing routines, including
through positive
reinforcement, can help
create an effective learning
environment’ (DFE, 2019,
p.23)

9. Modelling behaviour
 ‘demonstrate consistently the positive attitudes, values and behaviour which are
expected of pupils’ (Teaching standards, 2011, p.10)
 It is important to model positive behaviour and attitudes to students to demonstrate
what is expected of them in the environment. Vygotsky suggests that children are
social learners and refers to them as apprentices, they learn from a more
knowledgeable other who will demonstrate the desired skills for them to mirror and use
throughout their individual learning experiences. (Aubrey and Riley, 2022)
 Gillespie (2021) also discusses the importance of modelling, particularly throughout the
process of learning, by modelling different approaches that are available for children to
use behaviour for learning will develop as children will be encouraged to persevere and
utilise different processes to help them succeed.
 Whilst on placement, in both age phases, the class teachers would demonstrate
different ways in which activities could be approached which different children may
find helpful based on their individual abilities and needs. When children were
supported to succeed they began to feel more confident which improved behaviour for
learning in the classroom setting.

10. Reasons for behaviour
 ‘there is general agreement across all schools that a pupil’s disruptive behaviour may be related
to: Low engagement with learning and a Troubled home environment. There is notably less
consensus overall about the possibility that disruptive behaviour could be related to an
individual’s Learning difficulties, Social and emotional difficulties, and Difficulties with
friendships/peers or relating to school teachers’ (Nash, et.al, 2015)
 Nash’s findings suggested that disruptive behaviour was assumed to be caused by low
engagement with learning opposed to considering other potential factors such as the child’s
individual needs and abilities. If the different reasonings for undesired behaviours are overlooked
this could lead to delayed support for children that may need it. If teachers build a relationship
with their pupils and are able to identify any possible needs learning behaviours can be
developed and the learning environment will be more affective and positive for the children.

11. Next steps -
 Work towards developing an effective system of rewards to encourage
children with their learning
 Research and work on 3 varied attention grabbers to use whilst teaching
 Focus on identifying actions I can take to improve pupils relationships with
the curriculum
SMART targets -
Behaviour for learning is an important concept for teachers to consider in their
classroom. Whilst progressing in my teacher training i hope to improve my ability
to promote positive learning behaviours through improving my behaviour
management in the classroom. It is important to consider children’s individual
needs and abilities to ensure I am creating realistic expectations of the pupils I
may teach in the future, I will observe mentors and how they adapt school
behaviour policies and classroom expectations to make it achieve able for all
pupils.

12. References-
 Aubrey. K.,Riley. A., (2022)., ‘Understanding and Using Educational Theories’, P.51,71,240. Date Accessed- 07/04/2023. Available at
https://app.talis.com/northumbria/player#/modules/60cc963ef43da26ecc73ce86/textbooks/628b89818f98ca4153a82014%23page-119
 Broadhead.P., (2009)., ‘Conflict resolution and children’s behaviour: observing and understanding social and cooperative play in early years
educational settings’, p.105-118. `Date Accessed- 08/04/2023. Available at-
https://www.tandfonline.com/doi/full/10.1080/09575140902864446
 DofE (2019), Initial Teacher Training (ITT) Core Content framework, P. 23, 25. Date accessed- 07/04/2023. Available at-
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/974307/ITT_core_content_framework_.pdf
 DofE (2011), Teaching Stanbdards, Date Accessed, 10/04/2023. Available at-
https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/1040274/Teachers__Standards_Dec_2
021.pdf#page10
 Ellis.S.,Todd.J., (2018)., ‘Behaviour for learning;Promoting positive relationships in the classroom’ , P. 30-53. Date accessed- 07/04/2023.
Available at- https://www.taylorfrancis.com/books/mono/10.4324/9781315232256/behaviour-learning-janet-tod-simon-ellis
 Education Endowment Fund., (2019), ‘Improving Behaviour in Schools’ Date Accessed- 08/04/2023. Available at-
https://educationendowmentfoundation.org.uk/education-evidence/evidence-reviews/behaviour
 Gov.Wales., (2012)., ‘Practical approaches to behaviour management in the classroom: guidance for primary schools’. Date
accessed- 08/04/2023. Available at- https://www.gov.wales/behaviour-management-classroom-guidance-primary-schools
 Gillespie.A., (2021)., ‘Early careers in education: perspectives for students and NQTs’ Date Accessed- 08/04/2023. Available at-
https://ebookcentral.proquest.com/lib/northumbria/detail.action?docID=6473939
 Hart.R., (2010) ‘Classroom behaviour management: educational psychologists' views on effective practice’. Date Accessed- 10/04/2023
Available at- https://www.tandfonline.com/doi/full/10.1080/13632752.2010.523257
 Jolliffe.W., Waugh.D., ‘Nqt : The Beginning Teachers Guide to Outstanding Practice’ Date Accessed- 09/04/2023. Available at -
https://ebookcentral.proquest.com/lib/northumbria/reader.action?docID=5942920
 Mayes.J., (2015), ‘still to learn from vicarious learning’ Date Accessed- 09/04/2023 . Available at-
https://journals.sagepub.com/doi/10.1177/2042753015571839
 Moore.M., (2017)., ‘Changing lives in the classroom’., Date Accessed- 09/04/2023, Available at –
https://www.tandfonline.com/doi/full/10.1080/14753634.2017.1281152
 Nash.p., et al. ‘Teachers’ perceptions of disruptive behaviour in schools: a psychological perspective’ Date Accessed- 10/04/2023 Available
at- https://www.tandfonline.com/doi/full/10.1080/13632752.2015.1054670
 NYE.E., Gardner.F., Hanford.L., Et.Al., ‘Classroom behaviour management strategies in response to problematic behaviours of primary
school children with special educational needs: views of special educational needs coordinators’ Date Accessed- 08/04/2023. Available at-
https://www.tandfonline.com/doi/full/10.1080/13632752.2015.1120048
 Yassine.J., Fisler.L, Katic.B., ‘Building student-teacher relationships and improving behaviour-management for classroom
 Date Accessed- 09/04/2023. Available at- https://nasenjournals.onlinelibrary.wiley.com/doi/full/10.1111/1467-