Impact of Positive Relationships on Learners’ Achievement

Impact of Positive Relationships on Learners’ Achievement

Purpose: This study is primarily pivoted on the Behaviour for Learning Framework exploring a learner’s connection with self, others, and eventually with the curriculum. Behaviour for Learning (B4L) establishes the link between learner’s social behaviour employing the critical incident technique (CIT) for this study. Method: The modus operandi of this technique involves identifying and investigating critical incidences that occurred during the teaching practice to obtain qualitative information about significant incidents with firsthand experience. Hence, this observational research involves systematically observing and documenting phenomena, behaviours, or events to gather data and gain insights The obtained data is further analysed to develop understanding and devise action plans for people, systems and modified frameworks. A detailed literature review of reflective models is carried out to organise observations during and after occurrences of these multiple incidents which led the way to ponder over and look for solutions through analysis and synthesis. For instance, Schon’s ‘Reflection in Action’ and ‘Reflection on Action’ imply taking a deeper insight into what we do in the classroom, contemplating why we do it - a cycle of self-perception and self-assessment. Brookfield’s Model of Four Lenses uses the lens of a Colleague’s opinion endorsing the co-teaching Models. The lens of literature review can be a true companion in the research to validate or revoke assumptions and observations. Tripp’s (1993) method involved a concept of “Critical Incidents” that emerge out of observations of what occurs inside the rooms of our institutes and further explained that a critical incident does not necessarily have to be something extremely bad or risky; rather “important”. This study borrowed Gibbs Reflective Model to examine and record critical incidents. It enabled the researcher to spot strengths, areas for development and actions that need to be taken based on the conclusion Results: This section further led to develop the main body of this work: Reflective Analysis of three Critical Incidents (CI s) where a detailed analysis is conducted in light of Powel &Todd’s (2014) theoretical framework of Behaviour for Learning. Conclusion: The conclusion was drawn in the last part to evaluate the study and set future directions. It can be predicted that there are great prospects for the enhancement of students’ learning by utilizing the Behaviour for Learning Framework and Reflective teaching as the study coupled with the framework itself puts forward recommendations to consume larger portions of National Policies.