Student Teacher Interaction EDUC 4202

HandbookA Guide to Promoting a Positive Learning Environment

Tara Vanderaa a1630560Word count: 2741.

Contents:Tara Vanderaa 1

1. Introduction 3

2. Preventative actions 42.1. William Glasser 42.2. Bill Rogers 62.3. Case study one 62.4. Case study two 72.5. Case study three 8

3. Supportive actions10

3.1. Lev Semanovich Vygotsky10

3.2. Jacob Kounin 113.3. Case study one

123.4. Case study two

133.5. Case study three

13

4. Corrective actions14

4.1. Levin and Nolan 144.2. Case study one

16

5. Conclusion 17

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6. References 18

1. Introduction:A positive learning environment is one that is student focussed, incorporating high expectations whilst simultaneously recognizing and catering for students’ unique strengths, needs, and skill levels (Swafford, Bailey & Beasley 2014). For educators to be effective in fostering a student focussed learning environment, attention must be paid to both the classroom setting and emotional setting to promote a safe space for student learning (Swafford et al. 2014). Educators that create student focussed classrooms often pay close attention to emotional and environmental stimuli present to nurture an educational setting maintained by care (Banks 2014).

Through creating environments stimulated by care, teachers: Create settings in which potential challenges are planned for. Rules and consequences are established. Positive student behaviour is the focus of classroom support. Redirection rather than reprimand is the means of behaviour

change. Students are presented with a variety of choices to reach an agreed

upon goal. (Banks 2014).

By means of creation and maintenance of caring learning environments, teachers are enabled to maximise learning outcomes for all students so as to help prepare students for their lives beyond school (Killen 2006). Educators who base their teaching on these positive foundations are able to nurture constructive student characteristics such as: positive attitude, humane behaviour, self-direction, initiative, strong effort to learn, and personal responsibility (Charles 2002). Some behaviour, however, will be instilled in students through the educators discipline system. The intervention techniques utilised by educators are grouped into three categories: preventative discipline, supportive discipline, and corrective discipline (Charles 2002).

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2. Preventative actions:Student misbehaviour can be prevented through treating students with sensitivity, providing an interesting curriculum, and a helpful teaching style (Charles 2002). In short, preventative discipline is implementation of verbal and non-verbal strategies to prevent occurrences of misbehaviour (McInerney & McInerney 2002).

Strategies include: Enjoyable and worthwhile lessons. Mindfulness of students’ needs. Discussing and negotiating classroom practices with students. Teaching students how to be good moral citizens. Modelling appropriate behaviours. Respectful relationships with students, teaching them to treat each

other with respect.

(Charles 2002).

2.1 Glasser’s Theory – Control Theory: Glasser’s control theory focuses on the causes of misbehaviour, maintaining that prevention is the school’s responsibility (Glasser 1992 as cited in McInerney & McInerney 2002). Glasser (1992) argued that schools can prevent misbehaviour, and as a result, discipline issues will not erupt if schools satisfy student needs for survival, belonging, power, fun, and freedom.

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* Glasser’s basic needs circle *

Three basic concepts are brought to the fore in Glasser’s control theory:

Schools must satisfy the basic psychological needs of students for belonging, power, fun, and freedom in order to prevent student misbehaviour.

Teacher directed methods of curriculum delivery must be replaced with quality schoolwork, during which skills are developed and assessment incorporates student self-evaluation.

Educators must become ‘lead managers’, aiming to make learning interesting whilst simultaneously assisting students. This encourages co-operative learning which gives students power, and as a result, an incentive to work harder.

(Glasser 1992).

Glasser’s theory is similar to that theorised by Abraham Maslow, and as such, can be implemented in accordance with humanistic theories (Lester 1990).

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* Maslow’s Hierarchy of Needs *

2.2 Rogers’ Theory – Learner Focussed: Rogers states that “shared humour affirms something basic about our humanity” and emphasises the importance of classrooms characterised by humour, warmth, and support (Rogers 2011). He accentuated the importance of educators conveying a positive attitude not only towards their subjects, but also towards their students to enhance interpersonal relationships (Rogers 2011). Rogers’ approach to discipline is non-confrontational and highlights the importance of 6 strategies in effective teaching.

Characteristics of effective teaching: The educator makes a genuine attempt to be actively involved in

and concerned with each students progress. The educator’s instructions and expectations of the lesson are

clear and pitched at a level appropriate for students’ level of understanding, needs, and comprehension.

The educator is aware that characteristics of him/her (i.e. voice and actions) can significantly influence students’ attention, interests, motivation, and co-operation throughout the lesson.

The educator must question students in a varied and positive way so as to assess understanding.

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The educator must monitor the progress of the lesson as a whole whilst simultaneously monitoring individual behaviour. This allows the educator to make adjustments to the flow of the lesson in a way that does not disrupt learning and engagement.

The educator must make a conscious and willing effort to support student learning and encouragement through use of frequent praise.

(Rogers 2011).

2.3 Case study one – Praise & Preparation, Amy:

“The key to a successful lesson is being totally prepared from the start”

(Amy)

- Before

commencement of the class, the teacher greets the students in the corridor in order to establish control and adhere to a routine. Her greetings also demonstrate interest in the students and their learning. She looks genuinely pleased to see the students (Rogers).

- Having notes on the whiteboard before class commences allows effective teaching without having back towards students, maximising classroom control and preventing behaviour strategies (Rogers).

- A routine is established. Students know to enter the class, take out their books and take note of the first task written on the board (Rogers).

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- Praise is utilised to a great extent, praising students for raising their hand and contributing and also praising for the answer provided, enhancing a sense of belonging (Glasser).

- Use of a star chart for praise. Every ten stars the student earns, they have a postcard sent home, creating an incentive for students to work harder (Glasser).

2.4 Case study two – A lesson from the best, Philip Beadle:

- Having the class set-up

for

argument tennis before students arrive maximises learning time whilst simultaneously preparing students for a fun learning activity during which they are able to collect a variety of differing opinions (Glasser).

- Employment of kinetic and visual approaches to texts to teach students differentiated learning styles and maximise support in accordance with Gardner’s multiple intelligences theory (Gardner 1993 as cited in Phillips 2010).

- Provision of praise during the ‘rally’ makes students feel clever, successful, and valued (Rogers).

- Careful marking of work is exemplified as the bedrock of student success. The educator provides daily and weekly targets through discourse and dialogue whilst marking, providing students with effective feedback (Glasser).

- Outlines the aims of the class and what students are expected to know/have completed by the conclusion of the lesson. Expectations outlined on the whiteboard for student reference.

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2.5 The need for structure, Michelle Rock:

- The educator acknowledges students by name, building relational trust (Rogers).

- As students enter, the educator requests certain students change seats for the day to prevent misbehaviour (Kounin).

- The importance of clear instructions is exemplified. The educator is coached to provide clear instructions about what she wants students to do with the learning task (Rogers).

- Classroom is set up attractively with plants and colourful posters on display, improving the learning environment.

3. Supportive actions:Supportive discipline techniques are a pleasant yet effective means of getting students back on task when they engage in student misbehaviour (Charles 2002).

Strategies include: Show interest in the students and their learning. Getting the students attention and employing non-verbal cues. Bringing the student back to attention through increasing proximity. Scaffolding students with suggestions and clues. Provide a challenge to students to refocus them (i.e. “who can

impress me by answering…). Praise those on task.

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Restructuring/modifying work and lessons as necessary. (Charles

2002).

3.1 Vygotsky’s Theory – Zone of Proximal Development: The zone of proximal development is the distance between what children can do unaided and what they can achieve with scaffolding (Vygotsky as cited in Krause, Bochner & Duchesne 2003). Vygotsky (as cited in Krause et al. 2003) noted that when friends, parents, and educators break a task into small parts, direct the child’s attention and provide strategies to help solve the problem, they are teaching a student ‘how’ to learn, or scaffolding their learning. Vygotsky theorised that this interaction with others greatly influences our learning and thinking (Vygotsky as cited in Krause et al. 2003).

Applying Vygotsky’s ideas in the classroom: Focus instruction on tasks that are within the range of proximal

development or a range that children can achieve with peer instruction.

Focus instruction at the point of what children can do unaided and what can be achieved with scaffolding.

Take advantage of existing strengths within students whilst simultaneously focusing on emerging behaviours.

Structure tasks by breaking them into manageable parts, repeating instructions and providing resources.

(Krause et al. 2003).

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** Vygotsky’s zone of proximal development *

3.2 Kounin’s Theory – ‘withitness’:

“The ‘withit’ teacher is always visually scanning the room even when working with an individual child or small group of students and will act

promptly (timing is very important) to prevent any potentially disruptive behaviour from developing”

(McInerney & McInerney 2002).

The educator should be aware of what is happening in the classroom at all times so as to support student learning and minimise misbehaviour.

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Kounin termed this notion ‘withitness’, theorising that the ‘withit’ teacher is able to spot and amend misbehaviour without interrupting the flow of the lesson or learning activity for the rest of the class (Kounin as cited in McInerney & McInerney 2002). The ‘withit’ teacher must not wait too long before taking action as students can interpret hesitation as weakness, and as a result, take advantage of what they perceive as lack of awareness (Kounin as cited in McInerney & McInerney 2002).

Two important features of ‘withitness’: The teacher must choose the right culprit for disciplinary action. The teacher must remember to attend to more serious classroom

misbehaviour if two problems occur at the same time. Educators can, however, attend to two or more responses at the same time. Kounin termed this overlapping .

(Kounin as cited in McInerney & McInerney 2002).

3.3 Case study one – Girls: working with two chatty girls in a maths lesson, Nicola Lamb:

- The teacher moves around the classroom, using her proximity to stop the girls from talking and re-focus them on the task (Kounin).

- The educator attempts not to give the chatty girls too much attention. By playing hot/cold and only rewarding good behaviour

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with her full attention, the students are not being reinforced for misbehaviour (Kounin).

- Through employing tactical ignoring strategies, the educator is nudging the students back on track without disrupting the lesson. She is able to do this as she knows the work set is able to completed individually or with peer help (Vygotsky).

- The educator rations her visits to the chatty girls table to ensure the rest of the class is flowing smoothly and getting the fair amount of her attention.

3.4 case study two – Manage that class, year 8,Friday:

- The educator immediately uses student’s names when they are chatting or off task. This serves as a reminder that they are talking when they should be working and gets students back on task (Kounin).

- The educator is not happy with student’s behaviour as she is explaining a concept. To establish positive behaviour, she walks to the side of the class and pauses until she has all the students’ attention. This is a good behaviour strategy; however it does not comply with Kounin’s theory as it interrupts the flow of the lesson by separating behaviour and learning.

- The educator breaks the tasks and questions into manageable parts. She mentions the time students have remaining to answer a question and is available for student assistance (Vygotsky).

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- Scaffolds learning by providing hints and clues (Vygotsky). This allows students to experience success as the teacher is taking advantage of existing strengths and amplifying them.

3.5 Case Study Three –Too much talk, John Fuentes:

- If students forget their notebook, they get a star next to their name. If behaviour is repeated there will be consequences (Kounin).

- The teacher sets a timer so students know how long they have to complete a task, ensuring students stay engaged for the amount of time set in a non-confrontational way (Rogers).

- Provides praise and positive body language to make students feel clever – praises good behaviour to maximise the chance it will be repeated (Rogers).

- Scaffolds students learning by asking questions that extend on student answers whilst simultaneously providing praise – “I think Charlie deserves a clap for that” (Vygotsky).

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4. Corrective Actions:Corrective discipline is applied if there is a substantial violation of rules or a vast disruption to student learning and engagement (Matthews 2015).

Actions include: Sending the disruptive student to time-out. Invoking a behavioural contract. Detention. Suspension. Exclusion. Breaking the cycle of discouragement, and as a result, disruption.

(Matthews 2015).

4.1 Levin and Nolan: Levin and Nolan (2004) state that chronic behaviour problems can be resolved successfully within the regular classroom, benefiting both teacher and students. The specific short-term problem solving techniques proposed by Levin and Nolan (2004) include self-monitoring, anecdotal record keeping, and behaviour contracting.

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Self- monitoring: Effective with students who are trying to behave properly but need

guidance. Behaviours monitored must be easy for the student to use and

understand. Student may need cues from the teacher to check and record

behaviour. Effectiveness relies on effective explanation of the recording

instrument in conjunction with the students perceived support and encouragement from the teacher.

Anecdotal record keeping: Collaborative approach to managing classroom behaviours. The teacher records the classroom behaviour, both positive and

negative, of a student exhibiting disruptive behaviour over a period of time.

These records form the basis of a private conference held with the student.

After the conference, the teacher continues recording behaviours and noting corrective actions employed.

The teacher reinforces the student for improved behaviours. To keep the student accountable, the record must be shared with

the student on a daily basis.

Behaviour contract: Teacher directed strategy. The use of a written agreement between teacher and student that

permits the student must behave correctly and offers a reward when this commitment is met.

The behaviour contract details the expected behaviour, a time period, and a reward that will be provided at completion.

Encourages self-discipline.

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The table below demonstrates the relationship between student centred strategies and teacher centred strategies. The table exemplifies the confrontation that accompanies teacher centred approaches.

4.2 Love ‘em or Loathe ‘em, Ben Nelson:

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- Students are disengaged and becoming restless. It is appropriate to stop the activity and re-group the class to demonstrate what has been completed, what the students are currently completing, and what task is required next (Kounin).

- Sanctions from the new behaviour policy (C1) are administered to students if they chose not to follow instructions (Levin & Nolan).

- If students continue to disobey instructions, the educator states the next behaviour sanction (c2) will be administered, facilitating their removal from the classroom (Levin & Nolan).

- The educator begins to sound like a ‘broken record’ (Canter 2001) as he threatens the administration of behavioural sanctions. He enters the teacher-centred phase of discipline and confrontation between student and teacher increases (Levin & Nolan).

- Through employing more praise, the educator is able to increase his authority and control in the room, and as such, minimise corrective discipline employed (Rogers).

5. Conclusion:Positive learning environments can be fostered through employing a range of behavioural management techniques motivated by care and relational trust.

The theorists outlined exemplify the importance of a student-focussed classroom so as to minimise behavioural issues. Through separating the student from the behaviour (Edwardson 2015) and developing reflective and self-analytical skills, educators can perceive the catalyst for behavioural issues from the students’ perspective, and as such, adapt teaching and behavioural management techniques accordingly (Cowley 2006).

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The educator must employ an extensive range of preventative techniques to ensure behaviour management does not disrupt teaching and learning. If students do not respond accordingly, however, supportive and corrective techniques are to be engaged. It is imperative that the educator acknowledge that the nature and purpose of each discipline plan varies accord ing to student responses and needs . That is, student centred approached should be utilised before progressing to confrontational teacher centred approaches (Levin & Nolan 2004). Developing positive relationships with students will aid in maintaining a student-focussed educational setting.

6. References:Banks, T 2014. ‘Creating Positive Learning Environments: Antecedent Strategies for

Managing the Classroom Environment & Student Behaviour’. Scientific Research: An

Academic Publisher, [Online]. Vol. 5, no.7. Available at:

http://www.scirp.org/journal/PaperInformation.aspx?paperID=45397#.VUk1gJPCqjc

[Accessed 13 April 2015].

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Canter, L & Canter, M 2001. 'Exploring the Theories of Assertive Discipline: Lee Canter and

Marlene Canter’. [Online]. Available at: http://lannimasz.com/creed/article1.pdf

[Accessed 05 May 2015].

Charles, C.M 2002, Building Classroom Discipline. 7th Edition. New Jersey: Pearson

Education.

Cowley, S 2006, ‘Key strategies and techniques’, Getting the Buggers to Behave, Continuum

International Publishing Group, pp. 35-50.

Edwardson, T 2015, Supportive Steps to Classroom Management, Seminar, The University of

Adelaide, Unpublished.

Glasser,W, 1992 as cited in McInerney, D & McInerney, V 2002, Educational Psychology:

Constructing Learning. 3rd ed. Sydney: Pearson Education.

Killen, R 2006, Effective Teaching Strategies: Lessons from Research and Practice. 4th

Edition. Thomson: Social Science press.

Kounin, J, 1970 as cited in McInerney, D & McInerney, V 2002, Educational Psychology:

Constructing Learning. 3rd ed. Sydney: Pearson Education.

Krause, K, Bochner, S & Duchesne, S 2003, Educational Psychology for Learning and

Teaching. Thomson.

Lester, D 1990. ‘Maslow's Hierarchy of Needs and Personality’. Personality and Individual

Differences, [Online]. Vol. 11, no.11, pp. 1187-1188. Available at: http://ac.els-

cdn.com.proxy.library.adelaide.edu.au/019188699090032M/1-s2.0-

019188699090032M- main.pdf?_tid=cfbb5266-f36e-11e4-8634-

00000aacb35f&acdnat=1430861978_2b14aa6af5f46e0433c54ea9eb93152b

[Accessed 13 April 2015].

Levin, J & Nolan, F 2004, Principals of Classroom Management: A Professional Decision

Making Model, 4th Edition. Pearson.

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Matthews, R 2015, Chronic Behaviour, Lecture/ Class, The University of Adelaide,

unpublished.

McInerney, D & McInerney, V 2002, Educational Psychology: Constructing Learning. 3rd

ed. Sydney: Pearson Education.

Phillips, H 2010, ‘Multiple Intelligences: Theory and Application’, Perspectives in learning:

A journal of the college of education & Health professions. Vol. 11, no.1. Available

at: Columbus state university.

Rogers, B, 2011. Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour

Management, and Colleague Support.. 3rd ed. SAGE Publication Ltd.

Swafford, M, Bailey, S & Beasley, K 2014. ‘Positive Learning Environments Enhance

Student Achievement’. Techniques, [Online]. Vol. 89, no. 5. Available at:

https://www.questia.com/magazine/1G1-369365660/positive-learning-environments-

enhance-student-achievement [Accessed 13 April 2015].

Vygotsky as cited Krause, K, Bochner, S & Duchesne, S 2003, Educational Psychology for

Learning and Teaching. Thomson.

Case Studies:

SchoolsWorld, ‘A Lesson From the Best’, Inspirations, viewed 14th April 2015,

<http://www.schoolsworld.tv/node/263>.

SchoolsWorld, ‘Girls: Working with two Chatty Girls in a Maths Lesson’, Inspirations,

viewed 14th April 2015,

< http://www.schoolsworld.tv/node/126>

SchoolsWorld, ‘Love ‘em or Loathe ‘em’, Inspirations, viewed 5th May 2015,

< http://www.schoolsworld.tv/node/1265>

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SchoolsWorld, ‘Manage that class’, Inspirations, viewed 14th April 2015,

< http://www.schoolsworld.tv/node/1752>.

SchoolsWorks, ‘Teaching with Bayley – Praise and Preparation’, Inspirations, viewed 14th

April 2014,

< http://www.schoolsworld.tv/node/273>

SchoolsWorld, ‘The Need for Structure’, Inspirations, Viewed 5th May 2015,

< http://www.schoolsworld.tv/node/272>

SchoolsWorld, ‘Too Much Talk’, Inspirations, Viewed 5th May 2015,

< http://www.schoolsworld.tv/node/271>

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