{"id":8540,"date":"2025-12-15T18:59:23","date_gmt":"2025-12-15T12:59:23","guid":{"rendered":"https:\/\/www.ebtd.education\/?page_id=8540"},"modified":"2025-12-17T10:15:31","modified_gmt":"2025-12-17T04:15:31","slug":"%e0%a6%b6%e0%a7%87%e0%a6%96%e0%a6%be%e0%a6%b0-%e0%a6%86%e0%a6%9a%e0%a6%b0%e0%a6%a3-%e0%a6%b6%e0%a7%87%e0%a6%96%e0%a6%be%e0%a6%a8%e0%a7%8b-%e0%a6%b9%e0%a6%af%e0%a6%bc","status":"publish","type":"page","link":"https:\/\/www.ebtd.education\/bd\/%e0%a6%86%e0%a6%ae%e0%a6%be%e0%a6%a6%e0%a7%87%e0%a6%b0-%e0%a6%b8%e0%a6%ae%e0%a7%8d%e0%a6%aa%e0%a6%b0%e0%a7%8d%e0%a6%95%e0%a7%87\/%e0%a6%ac%e0%a6%be%e0%a6%82%e0%a6%b2%e0%a6%be%e0%a6%a6%e0%a7%87%e0%a6%b6%e0%a7%87-%e0%a6%b6%e0%a6%bf%e0%a6%95%e0%a7%8d%e0%a6%b7%e0%a6%be%e0%a6%b0-%e0%a6%aa%e0%a6%b0%e0%a6%bf%e0%a6%ac%e0%a7%87%e0%a6%b6\/%e0%a6%b6%e0%a7%87%e0%a6%96%e0%a6%be%e0%a6%b0-%e0%a6%86%e0%a6%9a%e0%a6%b0%e0%a6%a3-%e0%a6%b6%e0%a7%87%e0%a6%96%e0%a6%be%e0%a6%a8%e0%a7%8b-%e0%a6%b9%e0%a6%af%e0%a6%bc\/","title":{"rendered":"\u09b6\u09c7\u0996\u09be\u09b0 \u0986\u099a\u09b0\u09a3\u0997\u09c1\u09b2\u09bf \u09b8\u09cd\u09aa\u09b7\u09cd\u099f\u09ad\u09be\u09ac\u09c7 \u09b6\u09c7\u0996\u09be\u09a8\u09cb \u09b9\u09af\u09bc"},"content":{"rendered":"\n\t\t<div id=\"fws_6a1f4af501f78\"  data-column-margin=\"default\" data-midnight=\"dark\"  class=\"wpb_row vc_row-fluid vc_row\"  style=\"padding-top: 0px; padding-bottom: 0px; \"><div class=\"row-bg-wrap\" data-bg-animation=\"none\" data-bg-animation-delay=\"\" data-bg-overlay=\"false\"><div class=\"inner-wrap row-bg-layer\" ><div class=\"row-bg viewport-desktop\"  style=\"\"><\/div><\/div><\/div><div class=\"row_col_wrap_12 col span_12 dark left\">\n\t<div  class=\"vc_col-sm-12 wpb_column column_container vc_column_container col no-extra-padding inherit_tablet inherit_phone \"  data-padding-pos=\"all\" data-has-bg-color=\"false\" data-bg-color=\"\" data-bg-opacity=\"1\" data-animation=\"\" data-delay=\"0\" >\n\t\t<div class=\"vc_column-inner\" >\n\t\t\t<div class=\"wpb_wrapper\">\n\t\t\t\t\n\t<div class=\"wpb_raw_code wpb_raw_html wpb_content_element\" >\n\t\t<div class=\"wpb_wrapper\">\n\t\t\t<!-- ===============================\r\n  EBTD | Climate for Learning \u2013 Bangladesh (BD)\r\n  Foundation page: Learning behaviours are explicitly taught\r\n  URL: \/about-us\/ebtd-foundations-of-a-climate-for-learning-in-bangladesh\/learning-behaviours-are-taught\/\r\n  Notes: Scoped styles only; consistent with main hub; no numbering; anti-checklist framing; fully-clickable cards.\r\n=============================== -->\r\n\r\n<script type=\"application\/ld+json\">\r\n{\r\n  \"@context\": \"https:\/\/schema.org\",\r\n  \"@graph\": [\r\n    {\r\n      \"@type\": \"WebPage\",\r\n      \"@id\": \"https:\/\/www.ebtd.education\/about-us\/ebtd-foundations-of-a-climate-for-learning-in-bangladesh\/learning-behaviours-are-taught\/\",\r\n      \"url\": \"https:\/\/www.ebtd.education\/about-us\/ebtd-foundations-of-a-climate-for-learning-in-bangladesh\/learning-behaviours-are-taught\/\",\r\n      \"name\": \"Learning behaviours are explicitly taught in Bangladesh (BD) | EBTD\",\r\n      \"description\": \"Attention, listening, participation, and persistence are not assumed. 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} }\r\n\r\n    \/* Topnav *\/\r\n    #ebtd-climate-learning-behaviours-bd .topnav{\r\n      margin-top: 1rem;\r\n      display:flex;\r\n      flex-wrap:wrap;\r\n      gap:.5rem .9rem;\r\n      align-items:center;\r\n      font-size: .95rem;\r\n    }\r\n    #ebtd-climate-learning-behaviours-bd .topnav a{\r\n      color:#0b6b4f;\r\n      text-decoration: underline;\r\n      text-underline-offset: 3px;\r\n    }\r\n  <\/style>\r\n\r\n  <div class=\"wrap\">\r\n\r\n    <!-- HERO -->\r\n    <header class=\"hero\" aria-label=\"Learning behaviours are explicitly taught\">\r\n      <h1>Learning behaviours are explicitly taught<\/h1>\r\n      <p class=\"kicker\">Attention, listening, participation, and persistence are not assumed. They are taught through modelling, practice, and repetition.<\/p>\r\n\r\n      <div class=\"hero-intro\">\r\n        <p class=\"sub\">\r\n          Many pupils are respectful and well-intentioned \u2014 yet still struggle to sustain attention, participate confidently, or persist when tasks become challenging.\r\n          In EBTD, these are treated as learnable behaviours, not personal traits. If we want pupils to behave like learners, we have to teach them how.\r\n        <\/p>\r\n\r\n        <img class=\"hero-mark lazyload\"\r\n             data-src=\"https:\/\/www.ebtd.education\/wp-content\/uploads\/2025\/10\/EBTD-BD-logo.webp\"\r\n             alt=\"Evidence Based Teacher Development (EBTD) \u2013 Bangladesh\"\r\n            \r\n             decoding=\"async\" src=\"data:image\/svg+xml;base64,PHN2ZyB3aWR0aD0iMSIgaGVpZ2h0PSIxIiB4bWxucz0iaHR0cDovL3d3dy53My5vcmcvMjAwMC9zdmciPjwvc3ZnPg==\" style=\"--smush-placeholder-width: 991px; --smush-placeholder-aspect-ratio: 991\/848;\">\r\n      <\/div>\r\n\r\n      <div class=\"pillrow\" aria-label=\"Key themes\">\r\n        <div class=\"pill\">Attention<\/div>\r\n        <div class=\"pill\">Participation<\/div>\r\n        <div class=\"pill\">Listening<\/div>\r\n        <div class=\"pill\">Persistence<\/div>\r\n        <div class=\"pill\">Talk as thinking<\/div>\r\n      <\/div>\r\n\r\n      <div class=\"topnav\" aria-label=\"Guide navigation\">\r\n        <span class=\"muted\">Part of:<\/span>\r\n        <a href=\"\/about-us\/ebtd-foundations-of-a-climate-for-learning-in-bangladesh\/\">Foundations of a Climate for Learning (Bangladesh)<\/a>\r\n        <span class=\"muted\">\u2022 Area:<\/span>\r\n        <span>Structures for Learning<\/span>\r\n      <\/div>\r\n    <\/header>\r\n\r\n    <!-- FRAMING -->\r\n    <div class=\"band\">\r\n      <p>\r\n        Schools often describe the behaviours they want (\u201clisten\u201d, \u201cfocus\u201d, \u201ctry hard\u201d, \u201cparticipate\u201d), but pupils rarely receive direct teaching on how those behaviours look in practice.\r\n        The result is predictable: adults feel pupils are choosing not to learn, while pupils feel they are being judged for not knowing what to do.\r\n      <\/p>\r\n\r\n      <div class=\"callout\">\r\n        <strong>This is not a motivation problem.<\/strong>\r\n        It is often an instruction problem: pupils cannot reliably do what they have not been explicitly taught.\r\n      <\/div>\r\n\r\n      <p class=\"muted\">\r\n        Learning behaviours become dependable when adults define them clearly, model them visibly, practise them deliberately, and revisit them until they are normal.\r\n      <\/p>\r\n    <\/div>\r\n\r\n    <!-- WHAT THIS IS \/ IS NOT -->\r\n    <div class=\"band\">\r\n      <h2>What this foundation is \u2014 and what it is not<\/h2>\r\n      <p>\r\n        This foundation is not about demanding compliance or assuming \u201cgood pupils\u201d already know how to learn.\r\n        It is about teaching the behaviours that make learning possible: attending, listening, participating, persisting, and responding to feedback.\r\n      <\/p>\r\n      <p class=\"muted\">\r\n        It also avoids a common trap: behaviour systems that focus only on what not to do, rather than building a shared picture of what learning looks like.\r\n      <\/p>\r\n\r\n      <div class=\"promptbox\" aria-label=\"Key principle\">\r\n        <strong>Key principle<\/strong>\r\n        The more complex the task, the more pupils need explicit guidance on how to behave while learning it.\r\n      <\/div>\r\n    <\/div>\r\n\r\n    <!-- LEADER + CLASSROOM FOCUS -->\r\n    <div class=\"band\">\r\n      <h2>Leader focus and classroom focus<\/h2>\r\n      <p class=\"muted small\">\r\n        Learning behaviours become stable when adults share the same definitions, practise the same language, and reinforce the same expectations.\r\n      <\/p>\r\n\r\n      <div class=\"focus-grid\" aria-label=\"Leader focus and classroom focus\">\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>Leader focus: making learning behaviours teachable<\/h3>\r\n          <ul>\r\n            <li>Define a small set of learning behaviours the school will explicitly teach (not a long list).<\/li>\r\n            <li>Ensure staff share common language and examples (what it looks like \/ sounds like).<\/li>\r\n            <li>Protect time for staff to practise modelling and feedback, not just \u201ctell pupils the rules\u201d.<\/li>\r\n            <li>Ensure adaptations support participation without lowering shared expectations.<\/li>\r\n            <li>Expect revisiting: after holidays, after exams, and when routines drift.<\/li>\r\n          <\/ul>\r\n\r\n          <div class=\"promptbox\" aria-label=\"Thinking prompt for leaders\">\r\n            <strong>Thinking prompt for leaders<\/strong>\r\n            Which learning behaviours are currently assumed across the school \u2014 and which need to become explicitly taught curriculum content?\r\n          <\/div>\r\n        <\/div>\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>Classroom focus: modelling, practice, and feedback<\/h3>\r\n          <ul>\r\n            <li>Model learning behaviours explicitly (show it, narrate it, then practise it).<\/li>\r\n            <li>Use short rehearsals: how to listen, how to respond, how to work independently, how to ask for help.<\/li>\r\n            <li>Give feedback on behaviour as learning (\u201cThat\u2019s listening\u201d, \u201cThat\u2019s persistence\u201d), not only on outcomes.<\/li>\r\n            <li>Use predictable talk routines so participation feels safe rather than risky.<\/li>\r\n            <li>Re-teach behaviour after disruption rather than escalating conflict.<\/li>\r\n          <\/ul>\r\n\r\n          <div class=\"promptbox\" aria-label=\"Thinking prompt for teachers\">\r\n            <strong>Thinking prompt for teachers<\/strong>\r\n            Which moments in your lesson create the most uncertainty for pupils: listening to explanation, shifting to independent work, or speaking aloud? What behaviour needs teaching there?\r\n          <\/div>\r\n        <\/div>\r\n\r\n      <\/div>\r\n\r\n      <p class=\"small muted\" style=\"margin-top:1rem;\">\r\n        When learning behaviours are taught well, you correct less because pupils know what \u201cgood\u201d looks like.\r\n      <\/p>\r\n    <\/div>\r\n\r\n    <!-- BANGLADESH CONTEXT -->\r\n    <div class=\"band\">\r\n      <h2>What this looks like in Bangladeshi classrooms<\/h2>\r\n      <p>\r\n        In many Bangladeshi classrooms, pupils are expected to be respectful \u2014 and they often are.\r\n        But respectful behaviour is not the same as learning behaviour.\r\n        In large classes, small uncertainties can quickly become noise: pupils talk because they are unsure what to do, copy because they are unsure what \u201cgood effort\u201d looks like, or disengage because participation feels risky.\r\n      <\/p>\r\n      <p class=\"muted\">\r\n        Teaching learning behaviour explicitly supports equity: it reduces reliance on home advantage, confidence, or prior exposure to \u201cschool norms\u201d.\r\n      <\/p>\r\n\r\n      <div class=\"callout\">\r\n        <strong>Key message<\/strong>\r\n        Teaching learning behaviour is not a luxury. It is a fairness strategy.\r\n      <\/div>\r\n    <\/div>\r\n\r\n    <!-- MYTHS -->\r\n    <div class=\"band\">\r\n      <h2>Common myths to challenge<\/h2>\r\n\r\n      <div class=\"myths\" aria-label=\"Myths to challenge\">\r\n        <div class=\"myth\">\r\n          <strong>Myth: \u201cPupils should already know how to behave for learning.\u201d<\/strong>\r\n          Many pupils have never been explicitly taught what learning behaviours look like. Assuming it widens gaps.\r\n        <\/div>\r\n        <div class=\"myth\">\r\n          <strong>Myth: \u201cIf you explain content clearly, behaviour will follow.\u201d<\/strong>\r\n          Content clarity helps, but pupils also need clarity about how to listen, participate, and work during learning.\r\n        <\/div>\r\n        <div class=\"myth\">\r\n          <strong>Myth: \u201cParticipation is personality.\u201d<\/strong>\r\n          Participation is a routine. When talk moves are taught and practised, more pupils contribute.\r\n        <\/div>\r\n        <div class=\"myth\">\r\n          <strong>Myth: \u201cCorrecting behaviour is faster than teaching it.\u201d<\/strong>\r\n          Correction feels fast in the moment, but explicit teaching reduces future interruptions.\r\n        <\/div>\r\n      <\/div>\r\n    <\/div>\r\n\r\n    <!-- EXAMPLE -->\r\n    <div class=\"band\">\r\n      <h2>Concrete example<\/h2>\r\n\r\n      <div class=\"example\" aria-label=\"Concrete example vignette\">\r\n        <p class=\"muted small\" style=\"margin-top:0;\">\r\n          A vignette that shows behaviour teaching, not behaviour policing.\r\n        <\/p>\r\n        <p>\r\n          A teacher wants more pupils to answer in full sentences, but the same confident voices dominate.\r\n          They introduce a simple participation routine: a sentence stem (\u201cI think\u2026 because\u2026\u201d) and a predictable partner-talk sequence.\r\n          They model it once, practise it briefly, then reinforce it repeatedly with calm feedback.\r\n        <\/p>\r\n        <p class=\"muted\">\r\n          Over time, participation widens. Noise reduces because pupils have something structured to do and say. Talk becomes a learning habit, not a gamble.\r\n        <\/p>\r\n      <\/div>\r\n    <\/div>\r\n\r\n    <!-- ECOSYSTEM FIT -->\r\n    <div class=\"band\">\r\n      <h2>Making sense of the wider EBTD ecosystem<\/h2>\r\n      <p>\r\n        This foundation becomes significantly easier when the wider ecosystem is used well. Not as extra work, but as lenses that sharpen teaching and reduce guesswork.\r\n      <\/p>\r\n      <p class=\"muted\">\r\n        The goal is simple: define learning behaviours clearly, model them consistently, practise them deliberately, and sustain them through professional learning.\r\n      <\/p>\r\n\r\n      <div class=\"focus-grid\" aria-label=\"EBTD ecosystem resources\">\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>Classroom Talk: participation as a routine<\/h3>\r\n          <p class=\"small muted\" style=\"margin-top:-.25rem;\">Use this to make talk feel safe, predictable, and cognitively useful.<\/p>\r\n          <ul>\r\n            <li>How will pupils rehearse answers before speaking publicly?<\/li>\r\n            <li>Which talk moves will you explicitly model and practise?<\/li>\r\n          <\/ul>\r\n          <p style=\"margin-top:.75rem;\">\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/classroom-talk\/\">Explore Classroom Talk<\/a><br>\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/classroom-talk\/modelling-talk\/\">Explore Modelling Talk<\/a>\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>EBTD Framework for Great Teaching: behaviours that enable learning<\/h3>\r\n          <p class=\"small muted\" style=\"margin-top:-.25rem;\">Use this to connect behaviour teaching to instruction, checking, and practice.<\/p>\r\n          <ul>\r\n            <li>Which behaviours make explanations land (attention, listening, note-taking)?<\/li>\r\n            <li>Which behaviours make practice stick (effort, persistence, self-checking)?<\/li>\r\n          <\/ul>\r\n          <p style=\"margin-top:.75rem;\">\r\n            <a href=\"https:\/\/www.ebtd.education\/about-us\/ebtd-framework-great-teaching-bangladesh\/\">Explore the EBTD Framework for Great Teaching (Bangladesh)<\/a>\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>Deliberate Practice: teaching behaviour like a skill<\/h3>\r\n          <p class=\"small muted\" style=\"margin-top:-.25rem;\">Use this to turn \u201cexpectations\u201d into practised habits.<\/p>\r\n          <ul>\r\n            <li>DEFINE one learning behaviour to improve.<\/li>\r\n            <li>MODEL it clearly, then PRACTISE briefly and often.<\/li>\r\n            <li>REFINE and REFLECT until it becomes normal.<\/li>\r\n          <\/ul>\r\n          <p style=\"margin-top:.75rem;\">\r\n            <a href=\"https:\/\/www.ebtd.education\/about-us\/ebtd-deliberate-practice-model\/\">Explore the EBTD Deliberate Practice Model<\/a>\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>Foundations of Effective Professional Development: sustaining adult habits<\/h3>\r\n          <p class=\"small muted\" style=\"margin-top:-.25rem;\">Use this to prevent drift and support consistency across staff.<\/p>\r\n          <ul>\r\n            <li><strong>Clarity:<\/strong> define what the behaviour looks like.<\/li>\r\n            <li><strong>Commitment:<\/strong> support staff without blame.<\/li>\r\n            <li><strong>Craft:<\/strong> practise modelling and feedback.<\/li>\r\n            <li><strong>Consistency:<\/strong> revisit until stable.<\/li>\r\n          <\/ul>\r\n          <p style=\"margin-top:.75rem;\">\r\n            <a href=\"https:\/\/www.ebtd.education\/about-us\/ebtd-foundations-of-effective-professional-development-bangladesh\/\">Explore the EBTD Foundations of Effective Professional Development (Bangladesh)<\/a>\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>Early Years: self-regulation begins with routine and modelling<\/h3>\r\n          <p class=\"small muted\" style=\"margin-top:-.25rem;\">Use this to see how learning behaviours develop, not appear.<\/p>\r\n          <p style=\"margin-top:.75rem;\">\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/early-years-framework\/\">Explore the Early Years framework<\/a><br>\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/classroom-talk\/early-years\/\">Classroom Talk (Early Years)<\/a>\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>BRIDGE and implementation: making change stick<\/h3>\r\n          <p class=\"small muted\" style=\"margin-top:-.25rem;\">Use these to diagnose friction points and sustain improvement.<\/p>\r\n          <p style=\"margin-top:.75rem;\">\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/bridge\/attendance-behaviour\/\">Explore BRIDGE: Attendance & Behaviour<\/a><br>\r\n            <a href=\"https:\/\/www.ebtd.education\/research-hub-free-teacher-resources\/effective-implementation\/\">Explore Effective Implementation<\/a>\r\n          <\/p>\r\n        <\/div>\r\n\r\n        <div class=\"focus-card\">\r\n          <h3>Leadership Behaviours: coherence without compliance theatre<\/h3>\r\n          <p class=\"small muted\" style=\"margin-top:-.25rem;\">Use this to align adult practice and reduce \u201cteacher-by-teacher\u201d variation.<\/p>\r\n          <p style=\"margin-top:.75rem;\">\r\n            <a href=\"https:\/\/www.ebtd.education\/about-us\/ebtd-leadership-behaviours\/\">Explore EBTD Leadership Behaviours<\/a>\r\n          <\/p>\r\n        <\/div>\r\n\r\n      <\/div>\r\n\r\n      <div class=\"promptbox\" aria-label=\"How to use this ecosystem well\">\r\n        <strong>How to use this ecosystem well<\/strong>\r\n        Choose one learning behaviour that is currently assumed (for example: listening during explanation, speaking in full sentences, persisting when stuck).\r\n        Use one ecosystem lens above to sharpen what it looks like, then teach it explicitly for two weeks until it becomes familiar.\r\n      <\/div>\r\n    <\/div>\r\n\r\n    <!-- EXPLORE OTHER FOUNDATIONS IN THIS AREA -->\r\n    <div class=\"band\">\r\n      <h2>Explore other foundations in Structures for Learning<\/h2>\r\n      <p class=\"small muted\">\r\n        Routines create predictability, and predictable classrooms make learning behaviours teachable.\r\n      <\/p>\r\n\r\n      <div class=\"grid\" role=\"list\">\r\n\r\n        <a class=\"cardlink\" role=\"listitem\"\r\n           href=\"https:\/\/www.ebtd.education\/about-us\/ebtd-foundations-of-a-climate-for-learning-in-bangladesh\/simple-routines-structure-learning-time\/\"\r\n           aria-label=\"Explore: Simple routines structure thinking and learning time\">\r\n          <div class=\"stripe lcr\"><\/div>\r\n          <div class=\"card\">\r\n            <h3 class=\"title\">Simple routines structure thinking and learning time<\/h3>\r\n            <p class=\"desc\">Shared routines reduce cognitive load and minimise friction, allowing pupils to focus on learning.<\/p>\r\n            <div class=\"cta\">Explore this foundation <span aria-hidden=\"true\">\u2192<\/span><\/div>\r\n          <\/div>\r\n        <\/a>\r\n\r\n        <a class=\"cardlink\" role=\"listitem\"\r\n           href=\"\/about-us\/ebtd-foundations-of-a-climate-for-learning-in-bangladesh\/\"\r\n           aria-label=\"Back to the main Climate for Learning Foundations hub\">\r\n          <div class=\"stripe lcr\"><\/div>\r\n          <div class=\"card\">\r\n            <h3 class=\"title\">Back to the Climate for Learning hub<\/h3>\r\n            <p class=\"desc\">View the three interlinked areas of focus and explore every foundation.<\/p>\r\n            <div class=\"cta\">Return to hub <span aria-hidden=\"true\">\u2192<\/span><\/div>\r\n          <\/div>\r\n        <\/a>\r\n\r\n      <\/div>\r\n    <\/div>\r\n\r\n    <!-- SYNTHESIS -->\r\n    <div class=\"band\">\r\n      <h2>Synthesis<\/h2>\r\n      <p>\r\n        Learning behaviours are not assumed; they are taught.\r\n      <\/p>\r\n      <p class=\"muted\">\r\n        When adults define behaviours clearly, model them consistently, practise them deliberately, and reinforce them calmly,\r\n        pupils gain the conditions they need to participate, persist, and think. This is not a behaviour add-on. It is the work of teaching.\r\n      <\/p>\r\n      <p class=\"small muted\">\r\n        The aim is not perfect compliance. The aim is predictable participation \u2014 so more pupils can learn more, more often.\r\n      <\/p>\r\n    <\/div>\r\n\r\n  <\/div><!-- \/.wrap -->\r\n<\/section>\r\n\n\t\t<\/div>\n\t<\/div>\n\n\t\t\t<\/div> \n\t\t<\/div>\n\t<\/div> \n<\/div><\/div>\n","protected":false},"excerpt":{"rendered":"Learning behaviours are explicitly taught Attention, listening, participation, and persistence are not assumed. They are taught through modelling, practice, and repetition. Many pupils are respectful and well-intentioned \u2014 yet still...","protected":false},"author":1,"featured_media":7959,"parent":8513,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"footnotes":""},"class_list":["post-8540","page","type-page","status-publish","has-post-thumbnail"],"_links":{"self":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8540","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/comments?post=8540"}],"version-history":[{"count":2,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8540\/revisions"}],"predecessor-version":[{"id":8542,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8540\/revisions\/8542"}],"up":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/pages\/8513"}],"wp:featuredmedia":[{"embeddable":true,"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media\/7959"}],"wp:attachment":[{"href":"https:\/\/www.ebtd.education\/bd\/wp-json\/wp\/v2\/media?parent=8540"}],"curies":[{"name":"\u09a1\u09ac\u09cd\u09b2\u09bf\u0989\u09aa\u09bf","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}