Professional Documents
Culture Documents
Learning Environment
Table of contents
Introduction
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Preventative
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Actions
Maslows Hierarchy
Knowing students background
Students names
Praise
Management & Preparation
Reward
Negotiation
Enthusiasm
Supportive
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Actions
Corrective
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Actions
1,2,3 Steps
Assertiveness
Non-punishment
I-messages
Punishment
Behaviour contracts
Summary
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Appendices
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References
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Introduction
I believe teacher are to encourage children to be life long learners; in doing so
we must give each student that enters our classroom an equal opportunity to
learn. Therefore the role of a teacher is to provide a safe and positive
environment that encourages learning.
This handbook aims to guide teachers toward best practices for promoting
positive classroom management. The handbook is broken into three main
sections:
Preventative actions
Supportive actions
Corrective actions
Each of these sections outline the methods and practices for each actions, used
together they can help encourage a well structure-learning environment.
Churchill et al. (2011, p 129) explains that no method has a one-size-fits-all
solution, using components such as; scaffolding, timely and informative
feedback, low risk challenges, safe and supportive environments to create
opportunities.
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You can prevent most misbehaviour if you treat students sensitively, provide
an interesting curriculum, and use a helpful teaching style (Charles, 2002, p.
236).
Its the age old saying prevention is better that cure. Developing preventative
actions within the classroom is the first step to promoting a positive learning
environment. The following table: Maslows Hierarchy of Needs (figure 1)
displays the basic human needs. To understand this would mean understanding
the needs of students and construction a lesson plan to suit.
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We must never assume the basic needs are being met outside the classroom,
for this is the first step in preventative actions.
Praise & Preparation (Teacher TV, 2006) demonstrates the use of Maslows
Hierarchy in Amys classroom. Using positive strategies to make the children
feel invited and safe within the classroom, knowing few students have far from
ideal situations outside school hours. She then goes on to promote their selfesteem in the form of praise.
Recording students movement during the lesson can support a growing
relationship, having a diary of students names, academic progress,
emotional/physical difficulties and social interactions. Watching for growing
trends in behaviour and acting upon them accordingly. Developing a positive
relationship with a student with a chronic behaviour problem is one of the most
effective strategies for helping that student (Levin & Nolan, 2004 p. 197).
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Praise
Rewards can be satisfying for the student, giving them an incentive to work
toward. Thomson (2007, p. 253) explains that the reward should encourage
intrinsic satisfaction of performing work rather than just working for reward.
Rewards should be effective and enjoyable, for example: extra computer time,
working on puzzles, library time, positive note to take home or name displayed
on the board. Amy displays this technique in Praise & Preparation (Teacher TV,
2006 5:30) sending postcards home when students have achieved and
maintained correct behaviour. Notes home can be positive motivation for the
child that normally gets the bad notes.
Negotiations of rules
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McInerney and McInerney (2002, p. 256) express the need for rules as a
preventative strategy keeping them to a minimum of 5 - 8, expressed positively
such as walking in corridors instead of dont run and unambiguous. Using
student input and cooperation will create empathy for the rules. Chances are a
child is more likely to respect and follow a rule they have created themselves as
they value the reason behind it. Figure 2 shows an example of classroom rules
made by children.
Enthusiasm
Humour
enthusiasm and bring the students together on common ground. I would aim to
use humour in a classroom to create feel of a teacher that cares about them and
enjoys their company, compared to the boring old teacher, relating back to
relationship building.
When dealing with a noise disruption in class waiting patiently and silently can
put ownership of actions back on students. Encouraging them to make the right
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decision and build respect, avoiding the use of a raised voice. Cowley (2006, p.
37-38) describes this as one of the most important control techniques used,
waiting for complete silence and refocus. Manage that Class (Teacher TV, 2006
2.15) shows Jenny effectively using this method, placing the responsibility of
behaviour on the students, silently waiting for them to return to peace, while
remaining still and patient.
Repetition
When giving instructions during a class, there may be many reasons why they
were not heard first time. Cowley, (2006, p 44-45) suggest times when
repetition is useful; to get a students attention, by using their name, repeating
instruction because they may not have heard them, to clarify any
misunderstandings and to reinforce the instruction. The use of Canters Broken
Record* may be used to enforce the instruction, this can work as a disciplinary
action if using a childs name to get their attention back. But equally used as a
positive method to learn, such as learning a new word by repeating it over.
Example
Teacher: Put that Gameboy away right now, please Peter, so that you can get
on with your work
Peter: Let me finish the game, please Miss
Teacher: Peter, you have a choice. I want you to put the game boy away right
now, or you will force me to confiscate it. Its up to you to decide. Ill come
back to check on you in a moment.
Teacher bends down to help student next to Peter. Peter sheepishly put the
Gameboy away
Figure 3: Example of open communication (Cowley, 2006, p. 42)
Using non-verbal and body language to communicate can be used with little
disruption to the class. Jones positive discipline approach (1987, p. 265)
explains that non-verbal actions make up a large proportion of teacher
communication. By using body posture, presence and eye contact (direct eye
contact, icy glare or head nodding) to warn the students of their behaviour.
Practice and confidence is required to carry out this technique with success.
Similarly using proximity by circling the classroom during the lesson, moving
toward students to check their work will keep them alert. This displays authority,
confidence and leadership among the class. I have witnessed just walking
toward an offending student to be enough to bring them back to task. Levin &
Nolan (2005) go on to say this technique combined with signal gestures makes
for a very effective non-verbal technique.
Feedback
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Praise
Written comments
Verbal
Time Frames
Setting smaller tasks can break the lesson down and make it feel less daunting.
A student that has aroused the teacher to use supportive methods may be offtask due to boredom or lack of understanding, using small time frames will
break the lesson time up and promote them to see the end of small task, rather
than counting down 50 minutes. It also allows the student to receive regular
praise for small tasks rather than one long lesson plan.
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1,2,3 warnings
By creating clear steps a student can be aware of their increasing actions and
know the consequences. The teacher will use steps to assess the students
behaviour and plan the consequences for following or neglecting to follow them.
These should be logical, that is they relate as closely to the behaviour as
possible so that student can see a connection between them (Dreikur et al,
1982 p. 256).
1. Use Glassers triplets in figure 4 to assess and encourage student to selfreflect on their behaviour.
2. Repetition of expectation and further acknowledgement that if behaviour
continues step three will be enforced
3. Appropriate consequence ie. time-out, principals office
Glassers Triplets
1. What are you doing?
2. Is it against the rules?
3. What should you be doing?
Figure 4
Assertiveness
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I message
The I-message allows the teacher to own the problem, using statements such
as: I find it very hard to teach when you talk over the top if me, this frustrates
me. Eby et al. (2006) explains that the I-message has three components;
description of students behaviour, the negative effect it has on a teacher and
how the teacher feels about it. I think the I-message sends a strong, direct
warning without negativity. This puts the responsibility on the student and
promotes a greater chance of correction over the you/accusing-message.
Punishment
Punishment should be a final reaction to the issue, using actions such as: time
out rooms, principals office and removing privileges (ie, sports practice).
Detentions and time out rooms should be used effectively, getting the student
to evaluate their behaviour. If a child reaches the stages of punishment, I would
be seeking extra help and evaluation of the motivations as to why the behaviour
keeps occurring.
Behavioural contracts
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stage there should be a team of staff working with parents and student to
achieve improved results. Refer to appendix 4 for example.
Summary
Managing behaviour in a classroom is key to allowing student the freedom and
choice to learn, giving them freedom to the opportunities schools provide.
Strategies can work in combinations to compliment each other, remembering to
move through each gradually.
The keys to promoting positive behaviour in a classroom
1. Preventative
Know the students
Create positive relationships
Organisation & preparation
Classroom management
Praise & reward
Have an open line of communication
Supportive
Silence & Patience
Use body language and proximity
Private & open conversations
Feedback & choices
2.
3. Corrective
1,2,3 warnings
Non punishing
Source: Andertoons, 2015
I Statements
Punishing as a last resort
Behavioural contracts
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Appendix 1
Planning for good class room Management
1. Planning before the school year starts. What will their room
arrangement be like in order to facilitate the types of
instruction and learning activities that they will be using, as
well as the necessary rules and procedures (guidelines for
behaviour) to maintain effective learning.
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Immediate instruction
Time setting
Praise
Proximity
Positive reinforcement
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References
Andertoons, 2015, Cartoon images [online access: 29th March, 2015]
URL: https://www.andertoons.com/search-cartoons/teacher
Brady, L. & Scully, A. (2005) Engagement: Inclusive Classroom Management,
Pearson
Charles, C. M. (2002) Buliding Classroom Disciplin, 7th Edn, Pearson, New Jersey
Churchill, R., Ferguson, P.. godinho, S., Johnson, F.F., Keddie, A., Letts, W.,
Mackay, J., McGill., Moss, J., Nagel, M.C., Nocholson, P., Vick, M. (2011) Teaching:
Making a Difference, John Wiley & Sons Australia, Milton
Cowley, S. (2006) Getting the Buggers to Behave, Continuum
Dreamtime (2015) Classroom Rules [online access 20 April 2015]
URL: http://www.dreamstime.com/stock-illustration-classroom-rules-kidsteacher-image47775943
Eby, J., Herrell, A. & Jordan, M. (2006) Teaching k-12 Schools: A reflective
Actions Approach, Pearson
Learning Theories, (2015) Hierarchy of Needs [Online, accessed 6th April, 2015]
URL: http://www.learning-theories.com/maslows-hierarchy-of-needs.html
Levin, J., & Nolan, J. F. (2004), section IV, Chapter 9, in Principals of Classroom
Management: A professional Decision-Making Model, Pearson Education 194-222
Levin, J., & Nolan, J. F. (2005) What Every Teacher Should Know About Classroom
Management, Pearson Education Inc.
McInerney, D. M., & McInerney, V. (2002) Education Psychology: Constructing
Learning, 3rd Edn, Prentice Hall.
Teacher TV (2006) Attention Seeker [online access 20 April, 2015)
URL: http://www.schoolsworld.tv/node/1044
Teacher TV (2006) Praise and Preparation [online access 29 March , 2015)
URL: http://www.schoolsworld.tv/node/273
Teacher TV (2006) Manage that Class [online access 19 April, 2015)
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URL: http://www.schoolsworld.tv/node/1752
Teacher TV (2006) Too Much Talk [online access 19 April, 2015)
URL: http://www.schoolsworld.tv/node/271
References Cont
Teacher TV (2006) Underachieving Boys: Gender Debate [online access 19 April,
2015)
URL: http://www.schoolsworld.tv/node/898
Teacher TV (2006) Love Em or Loathe Em [online access 21 April, 2015)
URL: http://www.schoolsworld.tv/node/1265
Teacher TV (2006) Girl Talk [online access 21 April, 2015)
URL: http://www.schoolsworld.tv/node/126
Thomson, J. G. (2007) The First Year Teachers Survival Guide, 2nd Edn, JosseyBass, San Fransico
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