Creating a Climate for Learning in Bangladesh (BD)
Routines, relationships, consistency and leadership — the conditions learning depends on
In many Bangladeshi schools, behaviour is not “bad” — but learning time is fragile. A strong climate for learning is not created by stricter rules. It is created when adults make learning predictable: how lessons start, how pupils participate, how correction happens, and how leaders sustain consistency across a school.
When classrooms feel noisy, unpredictable, or emotionally tense, teachers end up spending their best energy on control. Pupils spend their best attention on guessing what will happen next. Both lose learning.
EBTD’s approach is simple: climate improves when adults make learning predictable and dignified — through shared routines, explicit teaching of learning behaviours, calm and fair responses, and leadership that sustains those habits over time.
What a climate for learning means (and what it does not mean)
Climate for learning
The conditions that make learning possible
Predictable learning conditions
Pupils know how lessons begin, how to get attention, how to participate, and what happens when expectations slip.
Safe participation
Pupils can answer, attempt, and be wrong without humiliation. Teacher responses protect dignity while protecting learning.
Not compliance theatre
A silent room is not necessarily a learning room. Climate is measured by attention, participation, thinking, and time on learning.
Not an individual teacher problem
Climate strengthens when leaders create consistency across adults. Without it, even strong teachers burn out trying to compensate.
This page is an overview. The detailed framework sits in the EBTD Foundations of a Climate for Learning.
The EBTD Foundations of a Climate for Learning (Bangladesh)
The Foundations describe the interdependent conditions that protect learning time: leadership, consistency, routines, explicitly taught learning behaviours, proactive classroom practice, fair responses, and sustained professional learning.
Explore the full Foundations framework
Start here if you want the complete set of climate foundations and how they connect across leadership, structures and classroom practice.
Climate enables great teaching
Strong instruction struggles to land when classrooms are unpredictable. Climate is the enabling foundation beneath teaching quality.
How climate actually changes
Policies rarely change habits. Deliberate practice turns small routines and scripts into stable adult habits under pressure.
For teachers: practical routines that protect learning time
Teacher practice is the front line of climate. In busy classrooms, small routines matter: entry, attention, transitions, participation and calm correction. When these are taught explicitly and used consistently, disruption reduces and learning becomes more stable.
Teacher training pathway
Build proactive routines, strong relationships and calm corrections
Improving Behaviour: Building Positive Classrooms
Proactive routines, taught learning behaviours and consistent systems — designed for real Bangladeshi classrooms.
Free resources for classrooms (Research Hub)
Guides, tools and evidence summaries designed to make routines, feedback and learning behaviours easier to implement.
For leaders: consistency is the work
Schools rarely fail because they lack a behaviour policy. They fail because adult practice drifts: routines fade after exams, new staff are inducted inconsistently, and responses vary across classrooms. Climate improves when leaders make expectations visible, protect time for practice, and sustain consistency through professional learning.
Leadership development pathway
Create positive culture, enable consistent systems, and sustain practice
Leaders of Behaviour: Creating Positive School Cultures
Lead behaviour, wellbeing and culture with evidence-based practice — and build systems that stay consistent under pressure.
EBTD Leadership Behaviours
Climate is shaped less by policy and more by what leaders do every day: modelling, communication, trust and follow-through.
If you want a quick leadership test: do pupils experience the same expectations and the same tone in every classroom and corridor?
Sustaining climate: professional learning is the engine
Climate does not stay improved by hope. It stays improved when schools build routines for adult learning: modelling, rehearsal, feedback and follow-up. If staff development is rushed, vague, or overly evaluative, climate work becomes fragile.
The EBTD Foundations of Effective Professional Development
Clarity, Commitment, Craft, Consistency — the adult conditions required to change habits in demanding contexts.
Deliberate practice makes consistency realistic
DEFINE → MODEL → PRACTISE → REFINE → REFLECT. This is how routines become habits and habits become culture.
How this page fits the wider EBTD ecosystem
EBTD is building a coherent, evidence-informed system for improving learning in Bangladesh. This climate page links the pieces together.
Key parts of the ecosystem:
- Climate for Learning Foundations – the conditions pupils need
- Framework for Great Teaching – what effective teaching looks like
- Leadership Behaviours – how leaders act to sustain culture
- Deliberate Practice – how adult habits change in real classrooms
- Foundations of Effective Professional Development – how improvement is sustained
- Research Hub – free tools and guides
The goal is not more initiatives. The goal is stable, learnable habits that protect learning time for every pupil.
Frequently asked questions
What does EBTD mean by a climate for learning in Bangladesh (BD)?
A climate for learning is the set of conditions that make learning possible: predictable routines, consistent expectations, safe participation, purposeful classroom practice, fair responses, and leadership that sustains these habits over time. In Bangladesh, this is especially important in large, exam-pressured classrooms where learning time can be fragile.
Is climate for learning the same as behaviour management?
Behaviour is one part of climate, but climate is broader. Climate includes routines, relationships, participation norms, teacher talk, lesson clarity, fairness, and professional learning. Strong climate reduces misbehaviour by preventing it, rather than relying on constant correction.
What should leaders focus on first to improve climate?
Start by clarifying a small number of shared expectations, aligning routines across staff, and ensuring adults respond predictably and fairly. Then sustain it through coaching and professional learning, so practice does not drift after exams, staffing changes, or busy periods.
How does this connect to EBTD training programmes?
EBTD’s Improving Behaviour course supports teachers to build proactive routines and calm corrections. The Leaders of Behaviour course supports leaders to create consistent systems, build culture, and sustain practice through staff development. Both connect to the EBTD Foundations of a Climate for Learning and the EBTD Deliberate Practice Model.
Is this a checklist or a one-off initiative?
No. Climate is strengthened through small, consistent adult habits over time. The EBTD approach uses deliberate practice to define, model, rehearse, refine, and reflect on routines and responses until they become stable norms across a school.