Trust, Behaviour and Learning

The reading this week is a summary of a study on the interplay between trust, behaviour and learning.

Key points are below. Thanks to Peps McCrea for bringing them to my attention.

• Strict (but warm) structures foster psychological safety. Strong expectations, routines, norms, and accountability can create classrooms where students can focus on learning.
• High school teachers should be mindful of the need to convey that they care about their students as much as they care about mathematics, biology or literature.
• For school to work, it’s essential that we help students understand and sense the care that sits beneath the structure. Care is the reagent that transforms constraint into support.
• Regularly use names, smile, listen, and celebrate successes to build a sense of ‘I’ve got your back’ and ‘we’re in this together’.
• Explain why we have seating plans and routines so students can see the benefits (for them) behind our routines and expectations.
• Most importantly, demonstrations of care must be credible and consistent. Students can smell insincerity a mile away, and when we lose trust, it can take a LONG time to re-build. Trust is the hardest earned of social currencies.
• Professional development should help teachers understand the importance of relationships and the role of trust in behaviour and learning and provide practical guidance about how to establish and maintain these relationships.

What can you do?

• Encourage staff to use starting routines for lessons
• Use seating plans to learn students’ names
• Invite staff to share examples of effective starting routines
• Clarify effective starting routines for each year level or subject.

The full article is here.

Happy coaching,
Mark