“Teachers have a professional responsibility to build relationships with pupils that support progress and

learning” (Ellis and Tod, 2015, p. 25)

It has become something of an accepted belief with considerable face validity that good

teaching is rooted in relationships (page 25 ellis and tod)

Ellis and Tod (2015, p. 144) propose that it is not feasible to understand the behaviour of every child in
your class, but in order to improve your strategies with the persistent children it may be helpful and
necessary.

Addressing the behaviour but minimising risk to the pupil’s relationship with self, with others and with
the curriculum (Ellis and tod 2015 p.144)

If we accept the Elton Report finding that ‘schools with a negative atmosphere

will suffer more from bad behaviour than those with a positive one’ (DES 1989: 89),Ellis and tod
2018,p.194

Guy Claxton’s 4 Rs of Learning Power Page

Claxton, G. (2001) Wise Up: Learning to Live the Learning Life (Stafford, Network Educational Press).

Claxton, G. (2007) Expanding Young People's Capacity to Learn, British Journal of Educational Studies,
55(2), 115-134.

Claxton, G. (2008) Cultivating Positive Learning Dispositions. Available online at:

www.guyclaxton.com/publications.htm

(accessed 10/02/08)

Spend a few minutes thinking about what sort of learners do we want? What makes a good learner?
What qualities, knowledge, skills and dispositions do people need to be successful learners?

Now consider Guy Claxton’s 4 R’s of Learning Power,

Resilience: Being ready, willing and able to lock onto learning

Resourcefulness: Being ready, willing and able to learn in different ways

Reflectiveness :Being ready, willing and able to become more strategic about learning

Reciprocity :Being ready, willing and able to learn alone and with others
Science and every day life can not and should be separated (Rosalind Franklin)

(Franklin, 2022) Franklin, R., 2022. [image].

Citation “Science and everyday life cannot and should not be separated.” DNA Discoverer
Rosalind Franklin’s Rules of Life

‘accepting and promoting people’s differences; to raise awareness and make sure that all

individuals are treated equally and fairly. This is regardless of their age, gender,

religion, disability, sexual orientation, or race’ (Deer, 2020).

https://www.ase.org.uk/system/files/EiS%20285%20Sept%2021%20p10-11%20Diveristy
%20Inclusion.pdf

(Yusuf, 2021)

Citation Yusuf, B., 2021. Diversity within the curriculum. [ebook] p.page 10. Available at:
<https://www.ase.org.uk/system/files/EiS%20285%20Sept%2021%20p10-11%20Diveristy
%20Inclusion.pdf> [Accessed 9 March 2022].

Educators should provide emotionally-responsive and sensitive care, ensuring warm, stable,
and reliable environments and relationships. This should be done through consistently
responding to cues and verbalizations, implementing routines like a morning message, and
following predictable schedules

(Science of early learning)

how the science that they study ‘links with the arts and humanities, with

place, space and identity’, with a focus on ‘values as well as facts’.

Melissa Glackin

UNESCO (2009): all pupils should be entitled to be involved in all assessment procedures
as long as they are relevant and adapted to accommodate their needs (p. 22

UNESCO (2009): It is of crucial importance that all children and young people have access to education.
However, it is equally important that they are able to take full part in school life and achieve desired
outcomes from their education experiences

All learners are entitled to be active participants in the life of the school and

community.

Teacher Education for Inclusion across Europe. (2011): New teachers must understand

the complexities of teaching and learning and the many factors that affect them. They

should recognise that all learners should be actively involved in making sense of their

learning, rather than passive consumers of tightly prescribed curriculum content. (p. 68)