Beyond compliance: Relational practice as a foundation for behaviour and learning

MIHAELA CHRISTESCU FCCT NPQSL, ENGLISH LANGUAGE AND LITERATURE EDUCATOR, INTERNATIONAL SCHOOL OF BUCHAREST, ROMANIA In many classrooms, ‘good behaviour’ is still interpreted primarily as compliance: students are quiet, follow instructions and complete set tasks without disruption. However, compliance alone is not a reliable indicator of meaningful engagement, nor does it necessarily result in deep learning. In some instances, an overemphasis on surface-level order can even mask disengagement, where students conform outwardly while remaining cognitively passive. A classroom may therefore appear well-managed, yet not be optimally supporting intellectual challenge or active participation. This leads to a key consideration: which classroom environments most effectively support student learning? This reflection considers how a shift from compliance-driven expectations towards relational practice can support both behaviour and deeper learning. The starting point for this shift came