Behaviours for Learning

At Trinity College we foster a culture of high expectations that embraces our College mission to nurture, challenge and inspire our students. With this firmly in mind, this year the Head of Students and Directors of Learning have launched a new Behaviours for Learning initiative for Years 7 and 8. At the very heart of this progressive program is the practice of encouraging ‘calm spaces’ in our learning environments. Evidence shows that students who enter a classroom in an orderly manner, are greeted warmly by their teacher and feel welcomed to their learning space will perform well. 

What does Behaviours for Learning look like? 

There are five pillars to Behaviours for Learning that support a framework to ensure our classrooms are places of learning and where the high expectations of our students are met. Each of the junior classrooms have visual guides for students and teachers that outline and define the expectations of our students and teachers.

1. Line up 
   Students line up prior to every lesson. There is a dedicated point where the students stand and arrows pointing in the direction to provide visual cues for an orderly entrance that encourages a change of pace and attitude from the breaktime to the classroom.
2. Have equipment and be prepared for learning
   Students have a responsibility to make sure they have the required equipment for each lesson. This ensures that learning can start immediately and the time spent in the classroom is positive and effective. 
3. Seating plan
   Where students sit is specific to each class and, where necessary, to each subject. A seating plan ensures that the classroom is a place where students feel safe and supported and, most importantly, so they can learn in a calm space. 
4. Exit lanyards
   Instead of the classroom teacher signing a diary for a student to exit the classroom, there is now colour-coded lanyards for situations where they must leave. The safety of our students is our priority and the lanyard allows for sanctioned student movement around the campus during learning time. 
5. Departure expectations
   All students leave the classroom at the end of each lesson, which is an opportunity for a brief toilet break and a drink of water. Students will then line up in preparation for the next lesson. 

Why Behaviours for Learning? 

The benefits of implementing a program like Behaviours for Learning are based on the high expectations that we set here at Trinity. If a classroom is a calm space then learning can occur with minimal disruptions and maximum effectiveness. It has been proven that calm classroom techniques have an outcome of improved student engagement within the classroom, leading to improved outcomes within the curriculum and higher levels of wellbeing for our young people overall.

As Head of Students, I look forward to ensuring that Behaviours for Learning is a success and that the outcomes are positive for all in the Trinity community. 

Matthew Rathgeber

Head of Students