Despite continued improvement in academic standards across most of the Asia Pacific Region, an unacceptable proportion of children become disaffected with school, resulting in poor learning behaviour, lack of progress, declining attendance or lack of inclusion in school.

1. Leading Learning Behaviour and
Attendance - the what, why and
how
Nick Burnett
Asia Pacific Director of Northampton Centre for
Learning Behaviour (NCfLB)
– LinkedIn – Nick Burnett
– Twitter – nick_burnett
– Facebook – Nick Burnett CCP

2. THE ‘WHY’ OF LEARNING
BEHAVIOUR

3. 3

4. The importance of improving Learning
Behaviour and Attendance
•Despite continued improvement in academic
standards across most of the Asia Pacific Region,
an unacceptable proportion of children become
disaffected with school, resulting in poor
learning behaviour, lack of progress, declining
attendance or lack of inclusion in school.

5. • Bullying and other anti-social and/or violent
behaviours affect children’s well-being. They
impact on their ability to learn and their
inclusion in school.
• There is a growing demand, amongst trainee
and serving teachers, for training and support
to improve the learning behaviour of children
and to create a climate of harmony and
wellbeing in their schools

6. Latest research
In Australian schools, both novice and experienced
teachers increasingly raise concerns that they are not
able to teach effectively because of the recurrent
incidence of disruptive behaviours of some students.
Teachers state that managing children with behavior
problems is a major source of stress to them. This
results in less work satisfaction and teachers leaving
the profession.
6

7. Latest research
Research shows that improving the learning behaviour of
children whose behaviour is challenging is one of the most
effective ways of raising standards of attainment for all
children in our schools.
It also benefits society at large by helping children learn the
social and emotional skills they need for citizenship and by
preventing behaviours that disrupt teaching from developing
into behaviours that disrupt the lives of others and cost
society dearly (e.g. violence, vandalism, addiction and crime).
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8. THE ‘WHAT’ OF LEARNING
BEHAVIOUR

10. Effective lesson organisation results in
improved Learning Behaviour
Specific planning/structuring of lessons that promotes Learning
Behaviour relationships for all pupils involves paying attention
to three drivers linked to the three relationship domains of the
Behaviour for Learning model:
2.Emotional wellbeing (Relationship with self - Engagement)
3.Social wellbeing (Relationship with others - Participation)
4.Cognitive wellbeing (Relationship with the curriculum - Access)
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11. LEARNING
BEHAVIOUR ENVIRONMENT
RELATIONSHIP RELATIONSHIP
FACILITATED
WITH SELF BY LEARNING WITH PEOPLE
BEHAVIOUR
EMOTIONAL SOCIAL
WELL BEING WELL BEING
FACILITATED FACILITATED
BY LEARNING BY LEARNING
BEHAVIOUR BEHAVIOUR
RELATIONSHIP
WITH CURRICULUM
COGNITIVE
WELL BEING
Burnett, Forlin,
Gittins, Li 2011

12. • The circle of Relationship with Self is
undoubtedly the most important relationship
for learning behaviour. It signifies the positive
self identity of the child and a growing self
reliance that will build steadily during the
stages of transition from childhood to
adulthood

13. An appreciation of self is typified by the child’s
growing:
•self belief and self determination and confidence
to learn new things
•self motivation and a thirst for learning and
interest in the process
•understanding of personal strengths and
weaknesses
•resourcefulness, responsibility and willingness to
admit and correct mistakes
•and most important of all - emotional wellbeing
and happiness

14. • The circle of Relationship with People is
woven by the interactions between the child
and others such as teachers, parents and
peers. The interactions lead to the
development of a range of interpersonal skills
as the child becomes more socially and
emotionally adept.

15. Their learning is promoted as they learn the value
of and can express their growing:
•empathy and respect for others and acceptance
and understanding of differences
•friendship and harmony in the presence of others
and a feeling of belonging
•participation, and willingness to join in activities
and learning experiences
•cooperation and collaborative working, recognizing
that learning behaviour involves working
harmoniously with others.
•and most important of all - social wellbeing

16. • The circle of Relationship with the Curriculum
includes the way the child engages with
learning and develops an interest in
continuing and continuous education and a
love for learning.

17. Factors which promote this relationship between
the child and the formal and informal curriculum
in the school include their growing:
•access to a curriculum which is relevant and meets
the developing needs of the child.
•ability to focus and maintain attention on the task
of learning.
•inspiration by inspiring teaching
•ability to communicate and express interest.
•and most important of all - cognitive wellbeing

18. LEARNING
BEHAVIOUR ENVIRONMENT
RELATIONSHIP RELATIONSHIP
FACILITATED
WITH SELF BY LEARNING WITH PEOPLE
BEHAVIOUR
EMOTIONAL SOCIAL
WELL BEING WELL BEING
FACILITATED FACILITATED
BY LEARNING BY LEARNING
BEHAVIOUR BEHAVIOUR
RELATIONSHIP
WITH CURRICULUM
COGNITIVE
WELL BEING
Burnett, Forlin,
Gittins, Li 2011

19. THE ‘HOW’ OF LEARNING
BEHAVIOUR

20. The importance of Leading Learning Behaviour
and Attendance
•Challenging behaviour and poor attendance are
the single biggest factors affecting the
attainment of our children in Australian schools.
•The evidence is unequivocal that effective
school leadership is the most influential factor in
generating change.

21. • There is a growing body of knowledge and
experience, validated by research, in leading
effective whole school approaches to
improving learning behaviour and attendance.
• The factors influencing learning behaviour and
regular attendance are almost identical

22. • The solutions require the same skilful
leadership and organisation in schools to
achieve the necessary conditions where pro-
social learning behaviour and willing
attendance are promoted through the
engagement, participation and access of all
pupils to the curriculum.

23. Leading Learning Behaviour and
Attendance
The LLB&A Program – a partnership
between ACEL and NCfLB

25. The LLB&A program is based on a fusion of:
•the Burnett, Forlin, Gittins and Li conceptual
model of building learning behaviour
relationships
•a whole school model for promoting learning
behaviour and attendance
•a range of study topics, developed from tried
and tested behaviour and attendance leadership
training materials that have been successful in
generating change and improvement in schools

26. Promoting learning behaviour and attendance : A whole school model
Communication Motivation Correction Organisation
Vision, values and Feedback (verbal Verbal and non Curriculum
Principles and beliefs, and non-verbal, verbal feedback, Learning and
expectations of written, praise, consequences and teaching approaches
Policy social time
behaviour of all reward) sanctions
supervisor
members of the parental involvement
Monitoring, Evaluation and Problem Solving systems
community
Behaviour policy Group/ Group/ Seating plans
Group or group/ Department/ Department/ Room layout
Department Department/ Age phase Age phase/ Curriculum
practice Age phase/ rules Motivational Motivation Presentation
and routines systems systems Groupings
at all of these levels
Staff support
All the above areas are underpinned by support and professional learning for staff
Individual Individually Individually Individual
Support for education plans. differentiated differentiated organisational
individual IBP, PSP targets motivational sanctions changes
children Personalised strategies and
learning rewards
Referral Referral to
Support Counsellor/Psychologist
Referral to Organised
Referral/suppor by to senior outside pastoral
t systems staff
teaching Referral to LSU agencies for time is part
and specialist of the
pastoral Referral to learning mentor or support 26 school day
other support person
staff

27. Based on effective learning model
1. Acquisition of knowledge
2. Modelling of good practice
3. Practice application
4. Feedback and reflection
Coaching
5. Embedding the experience

28. The LLB&A offers:
• an opportunity for emerging and middle leaders
to develop and enhance their leadership skills
within the context of learning behaviour and
attendance improvement, building on a
distributed leadership model.
• support for ongoing professional development in
a longer term learning community.
• an opportunity to gain qualifications and to
extend learning from the program into further
accreditation routes.

29. LLB&A Learning Outcomes
• An increased understanding of the leadership
styles, qualities and skills required for the
effective leadership of learning behaviour and
attendance improvement in schools.
• Practice in leading the whole school approaches
which are explored in the program and are
drivers for change.
• Enhanced skills in organising and implementing
interventions to improve learning behaviour and
attendance.

30. The full program outline
• Program takes place over a period of 6 months
minimum
• 3 x 2 day group workshops – activity based
learning using a modular program of study
materials
• In between the tutored sessions participants can
select from a range of practical work-based
activities to carry out in-school supported by:
• On-line tutorials
• Study materials including background reading
• Behaviour scenarios – self tutored interactive on-line
sessions
• Learning Behaviour DVD and other video materials
• Webinar and web-site access
• Optional coaching sessions

33. Additional Options:
•If you are still not sure whether to commit to the
six month program we can run:
– A one day introductory session where participants:
• can explore some of the underlying rationale of the program
in relation to fundamental issues for their school
• experience the training methodology we use, and;
• help us respond to their needs when tailoring the program
for an interested group in their region

34. Teaching Behaviour?
“If a child doesn’t know how to read, we teach.”
“If a child doesn’t know how to swim, we teach.”
“If a child doesn’t know how to multiply, we teach.”
“If a child doesn’t know how to drive, we teach.”
“If a child doesn’t know how to behave, we…….....
……….teach? ………punish?”
“Why can’t we finish the last sentence as
automatically as we do the others?”
Tom Herner (American Federation Teachers’ President, Counterpoint 1998, p.2)

35. • Please leave your email on the sheets:
– for a copy of the PowerPoint
– further info on the current LLB&A programs
– to discuss the possibility of running an
individualised LLB&A program for your area
• Stay in touch through:
– LinkedIn – Nick Burnett
– Twitter – nick_burnett
– Facebook – Nick Burnett CCP