Behaviour for learning training in Bangladesh

Improving Behaviour: Building Positive Classrooms

Proactive routines, strong relationships and consistent systems — evidence-informed behaviour for Bangladeshi classrooms.

Misbehaviour drains energy and costs learning time. Behaviour is not only about rules — it is about relationships, routines and clear expectations that pupils understand and can meet. Built on the Education Endowment Foundation’s behaviour guidance, this course takes a proactive approach: know your pupils, teach learning behaviours explicitly, and use consistent routines that work in busy Bangladeshi classrooms.

What to expect Back to Teacher Training (BD)

What to expect

One-day workshop

Explore six evidence-based ideas: understanding influences on behaviour; teaching learning behaviours; using simple classroom-management strategies; embedding routines; using targeted support; and working with colleagues and families. Practise practical routines such as meet-and-greet at the door, attention signals, transitions and calm, low-key corrections.

20-hours online learning

Audit your current classroom routines, design proactive behaviour systems and plan targeted support for specific pupils. Learn how to build pupils’ motivation, reduce low-level disruption and keep lessons focused on learning — without needing expensive resources or complex reward schemes.

Core strategies you will master

Clear, taught routines for entering, exiting, transitioning and getting attention.
Positive framing and descriptive praise to reinforce the behaviours you want to see more of.
Low-key, calm corrections that address misbehaviour without escalating conflict.
Simple systems for expectations and consequences that pupils understand and experience as fair.

How you will learn — the EBTD Deliberate Practice Model

All EBTD courses use our Deliberate Practice Model — a five-step cycle designed to help teachers successfully change habits in real Bangladeshi classrooms:

DEFINE → MODEL → PRACTISE → REFINE → REFLECT

DEFINE: choose one small, specific behaviour routine to improve, such as your entry routine or how you gain attention.
MODEL: see clear examples of effective behaviour routines and calm corrections through live demonstrations and short video clips.
PRACTISE: rehearse scripts, gestures and positioning in short, low-stakes drills with peers.
REFINE: receive tiny, precise feedback on your wording, tone and body language, then immediately try again.
REFLECT: plan how you will use the routine in your next lessons and note what changed for you and your pupils.

The focus is entirely on what you can control tomorrow in your own classroom — practical routines that gradually create a calmer, more purposeful environment.

Key questions

How well do you understand the influences behind your pupils’ behaviour — inside and beyond school?
Are your routines proactive in teaching learning behaviours, or do you mainly react when something goes wrong?
Which small, consistent strategies could reduce disruptions and free up time for teaching?
How confident do you feel using calm, low-key responses when behaviour slips?
What would it look like if your classroom felt calm, predictable and focused most of the time?

How this course will change practice

You will leave with a practical toolkit of routines and responses that make behaviour more predictable and learning-focused. You will know how to:

explicitly teach and rehearse key routines with your classes;
use positive framing and specific praise to reinforce learning behaviours;
respond to low-level disruption calmly and consistently, without escalating;
plan simple support for pupils who need extra help to meet expectations;
build a classroom climate where behaviour supports learning, not fights against it.

Over time, these changes reduce teacher stress, increase learning time and help pupils feel safer and more motivated in school.

Preparation reading before the course

To get the most from this module, we recommend two short think-piece blogs:

From Fear to a New Hope: Teacher Talk & Student Motivation

From Fear to A New Hope: How What Teachers Say Shapes Student Motivation

Guide to Classroom Behaviour

You’re Not Alone: A New Teacher’s Guide to Classroom Behaviour

These blogs explore how teacher talk, expectations and relationships shape pupil behaviour, and introduce practical, low-cost strategies for building calmer, more positive classrooms in Bangladesh.

Reflection prompts

When pupils misbehave, what messages might your words and tone send — and how could you adjust them?
Which routines in your classroom are already strong — and which are unclear or inconsistent?
How do you currently recognise and reinforce positive behaviour, not just respond to problems?
Which one behaviour challenge would you most like to feel more confident handling?

Designed for Bangladesh classrooms

Adapted for large classes, exam pressure and limited resources.

Simple start/stop cues and quick “reset” routines for crowded classrooms.
Positive narration and whole-class practice of expectations that work even with 50–60 pupils.
Low-prep behaviour checkpoints that double as formative assessment and keep pupils focused on learning.

Continue your development

Learn how this module fits within EBTD’s teacher training in Bangladesh (BD).

If you found this useful, join the EBTD newsletter for monthly, research-backed tips, free classroom tools, and updates on our training in Bangladesh—no spam, just what helps. Sign up to the newsletter and please share this blog with colleagues or on your social channels so more teachers can benefit. Together we can improve outcomes and change lives.