Learning behavior

‘Learning behavior’ is a term that, it is believed, presents a more positive image to both educators and learners than that of ‘behavior management’. This is because behavior management can frequently be identified as a reactive process. This view is supported by the fact that usually behavior management is not addressed as part of subject knowledge throughout a course, but only as an ‘add-on’ if teaching and learning are disrupted. Training is also often presented in the context of Additional Educational Needs, again suggesting that it is ‘additional to’ normal provision. This, whether intentional or unintentional, has the effect of separating learning from behavior and can mean that individual educators and school policies and practices can adopt either a fragmented or a ‘control’ approach to behavior management. As a result of this, learning can be negatively affected and relationships can break down between educators and learners. Unfortunately many teachers still make assumptions about learners’ academic ability based on their behavioral difficulties. If this happens, then a situation where the learner experiences a lack of both self-esteem and success is created, producing an environment that allows under-achievement, disaffection and disruption to control the learning and teaching. Over a period of time, this type of environment created by the separation of learning and behavior may build up cumulatively, producing additional problems for those who are already disadvantaged. Following research, Feinstein (cited in HMSO, 2003: 19) illustrated how anti-social behavior can deepen through a learner’s school life.

Discussion

Consider whether educators as individuals or school policies and practices within your own workplace setting think about learning and behavior as separate entities? Would you describe the behavior management in your school setting as a reactive process or one that is really trying to connect learning with behavior? From the information discussed above, how could you perhaps suggest ways of improving practice?

So why is learning behavior felt to be a more appropriate term than behavior management? Powell and Tod (forthcoming: 38) write: ‘Learning and behavior should be linked via the term “learning behavior” in order to reduce perceptions that “promoting learning” and “managing behavior” are separate issues. Powell and Tod’s conceptual framework for understanding learning behavior in a school context supports Brofenbrenner’s “triangle of influence”, but also links outside factors such as family structures, cultures, agency involvement, the community and policies to their model (Figure 1).

The way in which educators respond to and communicate with learners is felt to be imperative for the establishment of high self-esteem and self-confidence, especially if outside influences have not been supportive of a learner’s educational development. Barrow et al. (2001) support this view by saying that the way in which an individual feels about himself (self-esteem) is built up from early childhood experiences. Crisp and Soan (2003: 154) explain this in greater detail:

By interpreting the way others respond to him, the learner creates a view of himself that is directly interpreted from his perception of the way he has been treated. This is further set within a cultural framework where certain ideals are promoted as valuable and desirable. The greater the link between what the learner thinks of himself and his ideal of what he should be, the greater level of self-esteem will be established.

Elmer (2000) warns the educator, however, that the self-esteem of a learner will fluctuate depending on the context and the situation they are in, and this again requires consideration and reflection by the educator to maintain a positive and successful environment for the learner. The following case study illustrates such an occasion and finally, following reflection and consultation, shows that a main stream placement for this particular pupil is not enabling him to feel confident and included.

Case study

Pupil A attends a special school for learners with SEBD. Substantial progress has been made and it is considered by all agencies involved, including social services, LEA officers, teachers and carers that pupil A should be able to attend and maintain a mainstream placement. Pupil A is included in the discussions but is not quite so confident of success as the adults. A mainstream placement is arranged as quickly as possible, after consultation with all involved and visits to the school for pupil A are arranged. Everyone is very positive and encouraging and the placement of full inclusion commences. Very quickly pupil A starts to disrupt lessons he is not enjoying and although individual support is available for him within classes, relationships with the new peers encourage his inappropriate behavior. Additional support and discussions about how pupil A feels he is managing are quickly put in place, but despite great efforts, the school feel they cannot disrupt the rest of the class for this pupil. Pupil A is withdrawn from the school and following a few days of reflection and time to talk, he returns to the special school and once more becomes a model pupil.

Mistakes regarding pupil A’s ability to build and maintain peer relationships and manage to learn in a larger educational environment were made. The behavior pupil A demonstrated clearly illustrated to the adults around him that he was struggling to manage on a number of fronts. Efforts to support these aspects were not enough at that particular time and it was clear that his self-belief was not yet strong enough to defend him against all the difficulties he encountered. This experience was not responded to in a negative way, but used to continue developing pupil A’s self-belief and to design programs to continue to encourage social and educational skills. Learners with complex needs, including physical disabilities, can also display behavior that is just unreasonable or puzzling. It might not always be very negative destructive behavior, but nevertheless appears to the educator to be totally inappropriate and unnecessary, but as with all other exhibited behavior: ‘Puzzling behavior seems meaningless. Try interpreting it rather than setting out to eliminate it. It is probably serving a purpose’ (Orr, 2003: 48). Thus, it is vital that learning and behavior are planned and thought about together and not as separate units, brought together only as a reactive response to negative behavior.