The Benefits of Establishing High Expectations for Positive Behaviours in a Classroom Learning Community, are identified in the following research summmaries:
A safe and caring learning environment maximizes learning.
Research also shows that clearly articulated expectations for positive behaviours in a learning community provide emotional safety and the relaxed alertness that create the high challenge - low threat climate for optimal learning, as indicated in the brain research (Caine and Caine, 1997).
Caring teacher behaviours have been linked to academic learning. In several studies, students stressed the importance of teacher caring and mentioned that they worked harder for teachers who cared about them. (Wastey, Hampet, and Clark, 1997; Noddings, 1995.)
Ground rules honoured over time develop standards of appropriate behaviour - "norms" - among young people.
Classroom generated ground rules create an ongoing context for
modeling and reinforcing the essential life skills that we are teaching and practicing in the Lions-Quest programs. When honored over time, they become habitual standards of behaviour - "norms." (Educational Research Service, June 1999.)
Positive group norms are a critical factor in reducing negative behaviours.
Research indicates that young people are most likely to choose positive behaviours when they are the group norms among their age group. To the extent that we can help support those positive group norms in our classroom learning community, we are dramatically reducing young people's risk of negative behaviours. ("Preventing Crime: What Works, What Doesn't, and What's Promising," Sherman, Gottfredson, MacKenzie, Eck, Reuter, Bushway, 1998.)
This article is one of several on the benefits of building caring and supportive relationships. Further articles can be found on the
Lions-Quest website.
