Improving learner outcomes

Understanding and Supporting Behaviour course

In many classrooms there are learners who can have difficulty with:

  • self-regulation and impulse control
  • following instructions and participating cooperatively in group activities
  • communication with adults and peers

Learners who have significant difficulties in regulating their behaviour can struggle to access learning and feel socially included in school life.

This course enables schools to review the behaviour for learning policies and practices that they have in place. It also shows how you can make your classroom more inclusive for learners with behavioural difficulties, and offers practical assessment ideas and intervention strategies.

On successful completion of the course, participants will be able to:

  • Explain what makes behaviour challenging for teachers and learners
  • Describe the theories about behaviours, and how they’ve shaped education practice
  • Reflect on your own thinking and assumptions about behaviour
  • Describe the internal and external influences that can place additional pressures on pupils
  • Review school learning environments to identify where improvements can be made
  • Use Maslow’s hierarchy of needs to assess whether pupils’ basic needs are being met
  • Utilise an ABC approach to assess the function of behaviour
  • Assess the impact of the incentives and sanctions used in your setting
  • Create comfortable and interesting learning environments
  • Employ strategies that establish ground rules, influence groups and support pupils with additional learning needs
  • Draw on a range of scripts and communication strategies to influence positive pupil behaviour
  • Set SMART goals and implement strategies to manage and support behaviour

See how much do our courses cost?

Testimonials

Feedback from our participants

I have monitored and been more observant of what has been happening in the classroom and outside, I’ve been more persistent and consistent. This has had a much bigger and positive outcome for the children I work with.

Teaching Assistant

I feel that I have a better understanding of just how much the classroom environment and resources can affect a student’s willingness and ability to learn. Furthermore, although I have always been aware that certain students do not accept praise, especially in front of their peers, I had never thought to say things like "I have enjoyed working with you/this group this lesson." and have always relied on sending praise postcards home.

Teaching Assistant

I have enjoyed and found it very useful hearing other peoples’ goals and interventions and sharing ideas and hope to continue with learning more about others’ strategies.

Learning Support Assistant (LSA)

I have learnt to always approach each lesson as if it is the first with your student. Always have a fresh start. I have learnt to control low level disruption immediately to avoid confrontation and escalating behaviour.

Teaching Assistant

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