Video Script
Welcome to Module 2 of our Effective Classroom Behaviour Management course. In Module 1, we established the foundations of proactive behaviour management. Now we’re going to explore something that might transform how you think about behaviour in your classroom.
[SHOW SLIDE: “From Managing TO Teaching”]
What if I told you that instead of constantly managing behaviour problems, you could actually teach the behaviours you want to see? This isn’t wishful thinking – it’s supported by high-quality research that shows shifting our focus from managing a child’s behaviour towards teaching learning behaviours can be genuinely beneficial.
[SHOW SLIDE: “What Are Learning Behaviours?”]
Learning behaviours are the specific actions and attitudes that help pupils succeed academically. Think about it – when we teach reading, we explicitly show children how to decode words. When we teach maths, we model problem-solving steps. So why wouldn’t we explicitly teach behaviours like listening actively, asking thoughtful questions, or persisting when work gets challenging?
[CUT TO EXAMPLE]
Let me give you a practical example. Instead of saying “Stop calling out,” you might say, “In our classroom, we show respect for others’ learning by raising our hands and waiting to be invited to speak.” Then you actively teach and practise this behaviour, just as you would any other skill.
[SHOW SLIDE: “The Power of Specific Praise”]
Now, let’s talk about positive reinforcement. The research is clear – behaviour interventions that focus on positive reinforcement can produce moderate improvements in academic performance, with an additional three months’ progress on average. But here’s the key: it needs to be specific and meaningful.
Generic praise like “Good job” doesn’t teach anything. Specific praise like “I noticed how you checked your work carefully before moving to the next question – that’s showing real mathematical thinking” reinforces the exact behaviour you want to see repeated.
[SHOW SLIDE: “Building Intrinsic Motivation”]
Our ultimate goal isn’t to create pupils who only behave well for external rewards. We want to develop their intrinsic motivation and self-regulation skills. This means gradually shifting from external recognition to helping pupils recognise their own progress and feel proud of their learning behaviours.
[CUT TO CLASSROOM EXAMPLE]
This might look like asking a pupil, “How do you think your listening skills helped you understand that instruction?” rather than simply saying “Well done for listening.” You’re helping them connect their behaviour to their learning success.
Remember, everything we do must maintain the dignity and respect outlined in Teachers’ Standards Part 2. Every interaction should build relationships rooted in mutual respect, treating pupils as learners who are capable of growth and positive change.
[SHOW SLIDE: “Key Takeaways”]
In your reading materials, you’ll find specific techniques for implementing these approaches, including recognition systems that work and strategies for building self-regulation skills. Your activity will help you plan how to teach one specific learning behaviour in your own classroom context.
Reading
Teaching Behaviours vs Managing Behaviours
The traditional approach to classroom behaviour focuses on responding to problems after they occur. However, research from the EEF suggests that shifting focus from managing a child’s behaviour towards teaching learning behaviours can be more effective for long-term positive outcomes.
Learning behaviours are the specific skills and attitudes that support academic success, such as:
- Active listening during instruction
- Asking clarifying questions when confused
- Persisting through challenging tasks
- Collaborating respectfully with peers
- Taking responsibility for learning materials and homework
Key Principle: Treat these behaviours as teachable skills that require explicit instruction, modelling, and practice – just like any academic content.
Evidence-Based Positive Reinforcement Techniques
Behaviour interventions can produce moderate improvements in academic performance (equivalent to 3 additional months’ progress) when they focus on improving teachers’ behaviour management skills (EEF Teaching and Learning Toolkit, 2025).
Specific Praise Strategies
Effective praise is:
- Specific – describes exactly what the pupil did well
- Timely – given as close to the behaviour as possible
- Focused on effort and process – rather than ability or outcome
- Connected to learning – shows how the behaviour supports academic progress
Examples of Specific Praise:
- “I noticed you read that question twice before starting – that careful preparation helped you understand exactly what was being asked.”
- “You used the success criteria to check your writing. That’s exactly how good writers improve their work.”
- “When you got stuck on that problem, you tried a different strategy instead of giving up. That persistence is helping you become a stronger mathematician.”
Recognition Systems That Work
Effective recognition systems should:
- Reinforce specific learning behaviours rather than general compliance
- Include opportunities for peer recognition to build classroom community
- Gradually fade external rewards as intrinsic motivation develops
- Remain manageable for busy teachers to implement consistently
> Professional Tip: Research shows that newly qualified teachers are most confident using rewards and preventative strategies (Reupert & Woodcock, 2023). Build on this confidence by making your recognition systems specific and learning-focused.
Building Intrinsic Motivation and Self-Regulation
While external recognition can be powerful in establishing new behaviours, the ultimate goal is developing pupils’ intrinsic motivation – their internal drive to engage in positive learning behaviours.
Strategies for Developing Self-Regulation:
- Self-Assessment Opportunities
- Provide regular chances for pupils to evaluate their own learning behaviours
- Use reflection prompts: “Which learning behaviour helped you most today?”
- Goal-Setting for Behaviour
- Help pupils set personal targets for specific learning behaviours
- Review progress regularly in one-to-one conversations
- Metacognitive Questioning
- “What made that strategy successful for your learning?”
- “How did your listening skills help you understand the task?”
- “What will you do differently next time to help your learning?”
- Peer Learning About Behaviour
- Encourage pupils to share successful learning strategies with each other
- Create opportunities for pupils to teach learning behaviours to others
Maintaining Professional Standards
Teachers’ Standards Part 2 requires that we treat pupils with dignity and build relationships rooted in mutual respect. This principle must underpin all positive reinforcement strategies:
- Avoid public comparison between pupils’ behaviour
- Respect pupils’ developing autonomy by gradually increasing their self-direction
- Maintain high expectations for all pupils regardless of their starting points
- Address individual needs sensitively and privately when necessary
Remember: Every interaction should communicate your belief that the pupil is capable of positive growth and learning.
Balancing Structure with Flexibility
Effective positive reinforcement requires consistent expectations while remaining responsive to individual needs. This might mean:
- Adapting recognition methods for pupils with different communication preferences
- Providing additional scaffolding for pupils who find self-regulation challenging
- Celebrating small steps towards bigger behavioural goals
- Recognising that behaviour change takes time and requires patience
Practical Implementation Tips
Start Small: Choose 2-3 specific learning behaviours to focus on initially. Master these before expanding your approach.
Be Patient: Research shows that meaningful behaviour change takes time. Celebrate incremental progress rather than expecting immediate transformation.
Stay Consistent: Pupils need to see that your expectations and recognition patterns remain stable over time.
Reflect and Adapt: Regularly evaluate which approaches are working best for different pupils and adjust accordingly.
Activity
Planning to Teach a Learning Behaviour
Time Required: 15 minutes
Objective: Plan how to explicitly teach one specific learning behaviour in your classroom, using the principles covered in this module.
Instructions:
Step 1: Choose Your Focus (3 minutes) Select one learning behaviour that you want to develop in your pupils. Consider:
- Which behaviour would have the biggest positive impact on learning in your classroom?
- What specific behaviour challenges do you currently face that could be reframed as teaching opportunities?
Examples might include:
- Active listening during whole-class instruction
- Asking for help appropriately when stuck
- Checking work using success criteria
- Collaborating respectfully during group work
- Managing materials and resources independently
Step 2: Define Success (4 minutes) Write a clear, specific description of what this learning behaviour looks like when done well. Be concrete enough that both you and your pupils would recognise it.
For example: Instead of “good listening,” define it as “Eyes on the speaker, hands still, ready to ask a question or follow an instruction.”
Step 3: Plan Your Teaching Approach (5 minutes) Consider how you will explicitly teach this behaviour:
- How will you model it?
- What opportunities will pupils have to practise?
- How will you provide feedback during the learning process?
- What specific praise will you use when pupils demonstrate the behaviour?
Step 4: Design Your Recognition Strategy (3 minutes) Plan how you will recognise and reinforce this behaviour:
- What specific praise language will you use?
- How will you help pupils see the connection between this behaviour and their learning success?
- How might you gradually encourage self-reflection about this behaviour?
Expected Outcome:
By the end of this activity, you should have a clear, actionable plan for teaching one specific learning behaviour in your classroom. This plan should include explicit teaching strategies and specific recognition approaches that maintain pupil dignity while building intrinsic motivation.
Reflection Question: How does this approach differ from how you might have previously addressed this behavioural challenge? What benefits do you anticipate from treating it as a teachable skill?