Better Learning – Better Behaviour

Abstract

In our efforts to address the problem of pupil behaviour in Scottish schools, perhaps the least effectively supported members of the school community have been teachers. A range of programmes has been used to support pupils, principally through strategies aimed at behaviour modification. Moreover, policy guidelines have also suggested that, in order to minimise disruption to their own and others’ learning, the starting point to dealing with the learning of young people experiencing social, emotional or behavioural difficulties (SEBD) is to deal with their behaviour. In particular, the Report of the Discipline Task Group, Better Learning – Better Behaviour (SEED, 2001) might be seen as prioritising behaviour over learning. This paper argues that behaviour and learning are inextricably linked and that dealing with behaviour as a prerequisite to addressing learning, therefore, may be the wrong starting point, thereby placing unfair expectations on both pupils and teachers. Additionally, if there is such a thing as ‘inappropriate’ behaviour, then the ‘appropriate’ behaviour with which it should be replaced is learning behaviour. A pedagogical focus on learning allows a conceptualisation of SEBD as a learning difficulty, thereby reconsidering the rights of young people who may be experiencing SEBD as co-terminus with, rather than in competition with, the rights of other learners (Visser and Stokes, 2003). Finally, the paper examines one possible pedagogical approach, namely metacognition and a mediational style of teaching, as a way of supporting teachers to deal with SEBD as a learning difficulty.