During their mobility period, Ramunė Raguckienė, a biology and chemistry teacher, and Virginija Rybačiauskienė, an English teacher, participated in a comprehensive professional development course, Classroom Harmony: Proven Strategies for Behavior, Engagement and Learning Success. The course focused on classroom management, student engagement and social-emotional learning (SEL). The training combined theoretical input with practical, interactive activities, including workshops on Positive Behavioral Interventions and Supports (PBIS), creating safe and inclusive classroom environments, and applying effective teaching strategies to promote student participation and learning success.
The teachers engaged in group discussions, practical exercises, and case study analysis on managing classroom behaviour and supporting students with diverse needs. Through these activities, they developed competences in applying the PBIS framework, fostering a positive and predictable learning environment, and effectively addressing students’ behavioural and academic needs. They also gained experience in designing Behaviour Intervention Plans (BIP) and reflecting on their teaching practice through guided activities and peer collaboration.
The programme provided insights into the Austrian educational system and enabled the exchange of best practices with international colleagues. In addition, participation in cultural activities enhanced their intercultural competence and collaboration skills.
As a result of their mobility activity, the teachers improved their classroom management skills by applying structured approaches such as the Positive Behaviour Interventions and Supports (PBIS) framework. They developed a deeper understanding of socio-emotional and behavioural learning and how it supports student engagement, adaptation, and academic success .
The teachers gained practical skills in using both preventive and reactive strategies to manage classroom behaviour and respond to students’ individual needs. They also learned how to adapt, intensify, and personalise teaching approaches to support diverse learners more effectively. In addition, they developed competences in designing Behaviour Intervention Plans (BIP) and using reflective practices to improve their teaching.
Furthermore, they strengthened their ability to create a safe, inclusive, and well-structured learning environment, apply student-centred teaching methods, and foster active participation. The course also enhanced their intercultural, communication, and collaboration skills through the exchange of best practices with international colleagues.
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