My hypothesis is, if poor / negative behaviour can be reduced or removed from the classroom, the attainment of the whole cohort and individual pupils can be improved; this is not to exclude those pupils exhibiting poor behaviour from education, but to isolate the effect of their negative behaviour on themselves and others, by working with these pupils, (and their parents/carers) promoting good behaviour and engagement in learning for more positive outcomes.
We have had optimistic experiences. Engaging pupils enhancing the motivational levels for experiential learning, which results in performance improvement.
Is this engagement/ enhancement of a whole cohort, despite variations in their existing motivation levels or of particular pupils who display relatively low motivation?
First of all you should find correlation between behaviour and learning (according to teacher views) to support the hypothesis. Behaviour for learning is not an intervention (as far as I can understand) but depending on the problem that cause the unwanted behaviour you choose the appropriate intervention. An unwanted behaviour might be a consequence of a learning disability but not always a problematic behaviour leads to learning deficits
I suppose this correlation could be two pronged, if I assume that -ve behaviour patterns, -vely affect learning, that could be of the pupil displaying the behaviour and of other pupils in the same classroom or school, the -ve behaviour serves as a distraction for pupils and for the teacher dealing with the -ve behaviour
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