Behaviour for Learning.
Training educators to create learning-enabled classrooms.
Learning-enabled Classrooms.
Punishment and medication need not be the most preferred behaviour management tool in the classroom. Creating a learning-enabled classroom instead helps educators optimize student learning and wellbeing. In a learning-enabled classroom, students are intellectually and emotionally engaged in learning, they learn to develop the right behaviour for learning, and interact in a classroom intentionally designed to enable learning. To create a learning-enabled classroom, Sign up for a live online learning or in-person Behaviour for Learning training course today.
Learning-enabled Classroom Management.
This foundational course equips experienced and beginning teachers with the knowledge, tools and strategies that are informed by research-based recommendations on how to design and manage effectively learning-enabled classrooms.
Discipline without Punishment.
Punitive or Restorative Approach: Are your students’ learning to develop positive behaviour or they are trying not to get caught next time? Adopting restorative approach helps students to learn that relationships are harmed when rules are violated. In this course teachers are challenged to adopt restorative practices rather than punitive approaches in addressing in-class disruptive behaviour. Learn to develop practices that teach positive behaviours in your classroom rather than punish.
“ It is easier to build strong children than to repair broken men.”
— Frederick Douglass
Designing Inviting learning space.
Learn to create a classroom for children and young people that promote thinking and active engagement of the learning content. In this course you will learn to understand the emotional, physical, social and cognitive outlook of an inviting learning space as well as develop the skills to create a truly inviting classroom for students to learn and grow.
Classrooms as Learning Communities.
In this course, teachers are challenged to adopt instructional practices along the view of learning as sense-making that support students’ active participation in engaging and rigorous collaborative learning tasks than the traditional view of learning as being taught which is associated with the dominant practice of transmitting and imparting knowledge in most Ghanaian classroom. Throughout the course, teachers will develop the skills to enable students exercise their agency in the learning process which promotes their learning and attainment.
“Right discipline consist, not in the external compulsion, but in the habits of mind which lead spontaneously to desirable rather than undesirable activities.”
— Bertrand Russel