Explaining our Learning Behaviours Continuum.

Learning behaviours are transferable, lifelong skills that are utilised by everyone to be successful 

Learning Behaviour Continuum Overview

Students and staff have co-created the Learning Behaviour continuum to support everyone to grow their skills to engage positively in their learning at school, outside of school and beyond.  Learning behaviours are transferable, lifelong skills that are utilised by everyone to be successful, whatever role that they find themselves doing.

At multiple points during the year, students reflect on their learning behaviours, evaluate themselves against the continuum and set actionable next steps. Teachers also make judgements on interim and semester reports. Teachers support students in class to develop their learning behaviours. 

These behaviours are all about allowing you to work with others successfully, regardless of how well you know, or get along with the other people.  It includes recognising that everyone brings a different perspective to their learning and that these varied viewpoints can deepen your own learning. Beyond school, this means that you`ll be able to collaborate productively with others and produce a better outcome than you could by yourself. 

Specifically, this time, we`re focusing on the ‘micro-behaviour’ a. Using positive and inclusive language and actions 

AT SCHOOL, using positive language and actions means that not only are you able to understand the difference between acceptable and unacceptable things to say and do within the classroom, but that you purposefully try to ensure you behaviour reflects this. Using positive language and actions enables you and your classmates to learn in a positive environment, that is supporting and caring. 

BEYOND SCHOOL, being able to consistently use positive and inclusive language is a transferable, lifelong skill. This behaviour means that you frame your thinking and feelings in the most positive way that you can. This means that the conversations that you have are far more likely to lead to positive outcomes, with everyone moving forward, regardless of the situation. The alternative, using negative and excluding language, leads to others shutting down and becoming defensive. Growth tends to stop in this situation. 

Here is what this micro-behaviour can look like at each level of the Positive Learning Behaviour Continuum.

Students can access additional supporting resources on the ‘LBM Supporting website*’, accessible via the Compass -School Favourites menu (Star at top right). This resource allows students to pinpoint their current level and provides example strategies to grow this learning.

*This is an internal website – accessible to students and staff only – ask your young person to show you.

John Patterson