What do you think the key factors that have an effect on a learners’ behaviour in level 3, post 16 education are?

I am currently undertaking an action research project asking the question, What key factors have an impact on a learners’ behaviour within level 3 courses? and think it will be interesting to see if learners' opinions match up to that of their teachers.

I work within the performing arts sector myself and have seen minor behavioural issues such as, chatting, occasional absences and lateness and the use of mobile phones (to pick out a few common examples), however, I am well aware that on other courses bad AND good behaviours are evident and I want to know what it is that has this affect on learners at this level of their education.

Please list your TOP 3 factors which affect learners' in this category.
Thank you

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Top 3 good:

1. Students happier in practical sessions

2. Students are more motivated if activity involves their specialty

3. Students seem to be more active and engaged in the morning.

Top 3 bad:

1. Not showing up to classes

2. If topic is not given enough importance to the course (in their opinion) they dismiss it all together

3. Lateness

This is for level 3 music ext dip

For second year Level 03 BTEC in Graphic Design students,


1. When teachers are enthusiastic about the subject it really wears off onto the students.

2. Students really appreciate industry knowledge and advice.

3. Students enjoy hands on activities to keep them stimulated.


1. Lateness

2. Unmotivated towards the end of the year.

3. Not showing up to classes

Hi Emma,

Firstly I would say (good and bad) influential behaviour of close friends, secondly, having little respect for the staff (perhaps home life affects this) and thirdly, their experience of education has been such that what is considered unwanted behaviour at CI was 'normal' within previous schools??

Previous experiences within education
If they can see the benefit of an activity
If their opinion is listened to.

No specific order as slightly different for students.

This is based on yr 1 extended diploma (Acting)

Top 3 good:

1. Practical sessions

2. Working without scripts, so devised work they enjoy the most and work hardest at.

3. They're the most enthusiastic at the beginning of the lesson during warm-ups.

Top 3 bad:

1. Talking over the teacher and each other (lack of respect)

2. Constantly checking their mobile phones

3. Some student's rarely hand in work/turn up.

I feel what has happened to learners before the session is very influential to their behaviour within the class positive or negative. A good nights sleep, food and drink all account for the behaviour of people. As does what else is occupying their mind; if they are stressed or worried about something else for example then they tend to be preoccupied IF the lesson is not stimulating enough. I find that good warm-up techniques within a performing arts setting work really well to counteract these problems- particularly to maintain student engagement. 



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