We know that good behaviour is essential for learning to take place. We reinforce this with our Code of Conduct and Effort Grades, and we incentivise it through our rewards system. We know that, over the past few years, it has been difficult to maintain consistency. COVID lockdowns, followed by periods of high staff and student absence, and the disruption to rooming in the Academy caused by works to Stuart House and Lancaster House have all contributed to a “stop-start” feeling for some classes, groups and individual students. We are certainly not alone in this: we have heard of many local schools having to close to entire year groups due to staff shortages this term, which is thankfully not a step that we have had to take.
We hope that we will now be moving into a more settled period. Stuart House is open, and the long ten-day isolation periods for COVID infections are a thing of the past. Given the disruption of recent years, attendance is more important than ever – students cannot afford to miss any more school.
But simply turning up isn’t enough. For real learning to happen, students need to work hard. Learning is difficult; it requires effort. And this is where behaviour for learning comes in.
Behaviour for learning is about more than just being kind, polite and respectful. It is about more than just wearing the correct uniform and bringing the right equipment and making sure your mobile phone is not seen or heard around the Academy. These things are important, of course – but behaviour for learning is about engaging in those actions that will enable you to take in information accurately and store it in your long term memory for later retrieval. It is rooted in our learning values, which are displayed around the Academy every day. We believe in the value of:
- Determined and consistent effort
- A hunger to learn new things
- Challenging ourselves to go beyond what is comfortable
- Viewing setbacks and mistakes as opportunities to learn and grow
- Seeking and responding to feedback
- Encouraging others to succeed
It is these values which underpin our approach to learning across the curriculum.
This is one of my favourite videos to illustrate “passive” learning: these characters are well-behaved, but they aren’t able to take action to “unstick” themselves when they get stuck, or to apply effort to solve a problem for themselves. They are forced to wait around for someone to come and help them out. These are not Churchill learners!
When we return after the Easter break, we will be working hard with all our students to refocus on the key elements of behaviour for learning. This includes the Code of Conduct and Effort Grades, and our learning values. But we will also be clarifying and reinforcing our expectations of behaviour for learning in lessons.
In every lesson, every time, we expect students to follow our Behaviour for Learning Top 5:
- Strong start: We arrive on time, line up and enter the classroom calmly
- Full attention: We are immediately silent and face the speaker when called to attention
- Full effort: We apply ourselves with our full effort to the learning tasks set
- Full focus: We focus all our attention on the learning tasks set
- Calm finish: At the end of the lesson we wait in silence for the member of staff to dismiss us
The return to school after Easter gives us a perfect opportunity to ensure that our students make the most of every moment they have at school, and use it to make progress in their learning. Staff will be working together to ensure that these expectations are clearly explained to students, and that they are supported and challenged to meet them – in every lesson, every time. Because, after the disruption of the past couple of years, we can’t afford to waste a single moment.
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