Promoting a Positive Learning Environment

Student Teacher Interaction 2015

Whitney Bertram – 1607526

Word count-2,532

CONTENTS

Introduction……………………………………………………………………………………………Page 4

Preventative Actions…………………..…………………………………………………………...Page 5

Theorists- Abraham Maslow

- Bill Rodgers

SupportiveActions…………………..…………………………………………………………...... Page 8

Theorists- Jacob Kounin

- William Glasser

- Rudolf Dreikus

Corrective Actions..………………………………………………………………………………Page 12

Theorists- Marlene and Lee Canter

- Frederic Jones

Conclusion...…………………………………………………………………………………………Page 15

References...…………………………………………………………………………………………Page 16

Introduction-

When considering positive learning environments, there are two statements teachers need to consider-

Appropriate student behaviour is necessary for engagement.
Negative behaviour has a negative impact on learning.

Charles & Charles suggest that ‘we cannot force students to learn or behave as we want them to.’ (Charles & Charles 2004, p. 129) However, we have the ability to guide our students towards a positive learning environment where behaviour can be controlled.

Positive learning environments need to-

(Killen 2006, p. 23-24)

In order to achieve a positive learning environment, teachers must ensure they establish an environment that; maintains motivation and attention, minimizes management problems through successful classroom management and have a process in place that directly respond to misbehaviour problems when they arise.

Throughout the use of education-based theorists, we are able to recognise these signs of unsatisfactory behaviour and alter our teaching to rectify it. Incorporating theorists into everyday teaching is beneficial as Beutel suggests,‘good theory explains and predicts phenomena and gives guidance to your teaching’ (Beutel 2007, p. 1)

Preventative-

‘You can prevent most misbehaviour if you treat students sensitively, provide an interesting curriculum, and use a helpful teaching style.’

(Charles 2002, p. 236)

Preventative actions generally occur in the lesson planning, where a teacher will unsure the content is; meaningful, respectful and mindful, with enjoyable activities. There are a multitude of theorists whose theories aid preventative actions. Two of the theorists include, Abraham Maslow and Bill Rodgers.

Abraham Maslow’s Hierarchy of needs theory-

Psychologist Abraham Maslow identified seven categories of basic needs common to all people. Maslow represented these needs as a hierarchy in the shape of a pyramid (Figure 1). A hierarchy is an arrangement that ranks people or concepts from lowest to highest. (D martin, K Joomis ,2007)

When applying this theory to the classroom, in order for students to be performing at their best, the individuals must meet the needs at the lower levels of the pyramid before they can successfully be motivated to tackle the next levels.

Figure1.Source- figur8.net

Bill Rodgers Theory-

Behavioural management strategies derived from Bill Roger’s theory include-

•Positive Correction: the basic premise that teachers and schools should adopt a non-confrontational approach to discipline, based on positive teacher-student relationships, respect for the dignity and rights of individuals, choices about consequences of behaviour and encouragement for student self-discipline.

•Prevention: planning for good behaviour; teaching the routines and the rules.

•Consequences: have a clear structure that students understand and use to inform the choices they make.

•Repair & Rebuild: the imperative to work hard to build and repair the damage that is done when things don’t work out.

(Rogers, 2006)

When applying this theory to the classroom, teachers must ensure they are non-confrontational and realise that behaviour is closely related to emotions. As Cowley suggests, ‘there are many external factors can affect the behaviour of a class.’ (Cowley, 2006)

Case study1-Praise and Preparation

Preventative actions used in clip-

Writing on board before students arrive

Positive reinforcement and encouragement

Non-verbal communication

Star chart- Incentive

(reward for good behaviour)

Strict routine

System- Raising hands

Greeting class outside of room

How Maslow’s theory relates to ‘Praise and Preparation’

Amy has identified that her students’ have reached the basic needs. In order for Amy’s students’ to surpass their rank, she uses praise and star chart incentives for good behaviour in order to ensure her students’ get a feeling of accomplishment. As a result, Amy’s students have the opportunity to progress up Maslow’s hierarchy of needs. It becomes clear that, if teachers can assiststudents’ in meeting their needs, student learning can be advanced and students will, in time, reach self-actualisation where they may realise their potential. (Kaliska, 2002)

Case Study 2- Love ‘em, Loathe‘em.

Preventative actions used in clip-

Use of proximity

Setting targets & having expectations

Have materials prepared for

students (pencils, rulers)

Scaffolding with select students

Strong voice projection

How Bill Roger’s theory relates to ‘Love ‘em, Loathe ‘em.’

Benis struggling with his Design & Technology class. The external factors, such as, end of term approaching are affecting the actions of the students.Throughout this clip, things begin to change when Ben considers Rodger’s positive correction theory. Ben begins to build on his positive student-teacher relations, gaining more respect from the students. Not only does Ben become more enthusiastic about his teaching, he also ensures the students understand the consequences of bad behaviour. In order for Ben to improve his class, the implementation of Gardner’s Multiple Intelligences would have been beneficial as he is only catering for a small minority in this clip.

Additional Preventative Strategies-

Highly structured learning

Explicit teaching

Trust

Record of students

Negotiation

Feedback

Engage Students’

(Gardner’s Multiple Intelligences)

Make Students feel secure

(D&V McInerney)

Treat students sensitively

Scaffolding(Piaget)

Setting rules

Operant conditioning (B F Skinner)

Setting targets

Mutual respect

Routines

(M&L Canter)

Supportive-

‘Despite your best efforts, students will at times become restive and can easily slip into misbehaviour. This is the time for you to use supportive techniques, which are pleasant yet effective in keeping students engaged in their work.’

(Charles 2002, p. 236)

Supportive actions generally occur within the lesson, where a teacher will unsure they; show interest, use their physical proximity and humour, while acknowledging good behaviour.

Jacob Kounin’s Theory-

Kouninsuggests, ‘good classroom behaviour depends on effective lesson management, especially on pacing, transitions, alerting, and individual accountability.’ (Teacher Matters, Kounin, 2008).

When applying Kounin’s theory to the classroom, teachers must consider-

Ripple Effect-Kounin observed that, when a teacher asked a student to stop a behaviour in front of the rest of the class, this affected on all other students in the class, resulting in a disruption. (Kounin, 1958)
With-it-ness-Withitness is the skill to know what is going on in all parts of the classroom at all times; nothing is missed. “Withit” teachers respond immediately to student misbehaviour and know who started what.

William Glasser’s Theory-

Choice Theory-Glasser suggests that ‘if we are unhappy, we are not responsible for the way we feel. It’s always other people, events we can’t control, or something structurally or chemically wrong with our brain that is the cause of our pain. It is never what we choose to do that is the cause of our misery (Glasser, 2013 p.15)

When applying Glasser’s theory to the classroom, it is beneficial when the ‘seven deadly habits’ (Criticising, blaming, complaining, nagging, threatening, punishing and bribing) are replaced with the ‘seven positive habits’ (Supporting, encouraging, listening, accepting, trusting, respecting and negotiating differences.)

Glasser’s Supportive strategies:

Develop classroom goals
Clear classroom rules- Glasser’s triplets (ask student three questions: 1: What are you doing? 2: Is it against the rules? 3: What should you be doing?)
Achieve commitment for goals, rules and procedures decided on
Decide on consequences (as a group)
Ensure you cater for your students’ basic needs (Figure 2)

Rudolf Dreikus’ Theory-

Dreikurs’ theory states that, ‘student behaviour is motivated by a need to be recognised and to belong, and misbehaviour is the product of efforts to achieve this recognition by satisfying four mistaken goals: attention getting, power seeking, revenge seeking and displaying inadequacy’ (McInerneyMcInerney 2002, pp. 265-266).

When applying Dreikus’ theory to the classroom, teachers must be aware of the students’ need to belong and the recognition of their peers. Dreikus believed that discipline is based on mutual respect, which motivates students to behave constructively because of their high sense of social interest. As a result, the social, emotional and physical demand on students’ can become overwhelming. However, with the use of Dreikus’ theory, teacher’s can ensure students do not misbehave.

Case study 3- Girl Talk

Supportive actions used in clip-

Tactical ignoring of bad behaviour

Using body language and eye contact

Scaffolding

Praising good behaviour

Use of wait time

How Jacob Kounin’s theory relates to ‘Girl Talk’

Nicola utilises Jacob Kounin’s with-it-ness as it is clear that she immediately identifies the misbehaviour of the two chatty girls. Not only does Nicola constantly use her proximity to quiet the girls but she also asks the girls to stop the behaviour. As Kounin’s ripple effect suggests, this has a disruptive effect on the class. Piaget’s theory encompassing egocentrism is also at play here as the selfishness of the two off-task girls distracts Nicola.

Case study 4- Attention Seekers

Supportive actions used in clip-

Knowledge of students’ names

Structured lesson plans

Control (specifically low level noise)

Show interest

Direct instructions

How Rudolf Dreikus’ theory relates to ‘Attention Seekers’

Jane suggests that she wishes she were calmer throughout the clip, Jane must realise that not every aspect of the students’ bad behaviour is her fault. As Dreikus’ theory demonstrates, students often seek power and attention. This is the case in Jane’s French class. In order to correct this misbehaviour, Jane establishes an environment where her students are able to feel a sense of belonging in the classroom. When the students feel accepted by their peers, they do not feel the need to seek further attention.

Case study 5- Too much talk

Supportive actions used in clip-

Positioning in the classroom

Ask for students to answer

Use of The Zone of

Proximal Development

Strong voice projection

Use of language (Vygotsky)

How William Glasser’s theory relates to ‘Too Much Talk’

This newly qualified teacher has used Glasser’s supportive strategies in order to gain the attention of his students. For example, he makes sure the class rules are clear and known. The students in the classroom possess some of the ‘seven deadly habits.’ This teacher ensures these habits are replaced with positive habits, such as, supporting listening and respecting. Bloom’s taxonomy is also being used within this classroom in order to promote student success throughout the use of knowledge building.

Additional Supportive Strategies-

Contract to improve behaviour

Firm boundaries

Values education

Move around with confidence

Maintain self-control

Maintain dignity

Eye-contact with the student

Use facial expressions, not words

Use physical proximity.

(McInerneyMcInerney 2002, p. 265)

Corrective-

‘We have to accept that while good discipline systems can prevent most misbehaviour, you students will nevertheless break rules at times and you must deal with the transgressions. If you approach misbehaving students in a sensitive manner, you can help them return to their proper behaviour with no ill feelings.’

(Charles 2002, p. 237)

Supportive actions generally occur in and out of lesson time, where a teacher will unsure they; apply sanctions, arrange to talk privately or are prepared to invoke an insubordination not for students who misbehave.

Marlene and Lee Canter’s Theory-

To the Canters, ‘effective teachers establish an optimal learning environment and use the assertive response style that places limits and rewards (or consequences) on students.’ (Canter & Canter, 2002)

Two main aspects of the Canter’s theory include-

Having class rules-Class rules need to be formulated together and these rules need to be clear and consistently referred to in order to manage behavioural issues in the classroom.
Broken record response-The use of repetition becomes critical when considering student behaviour. Continue to repeat your command (a maximum of three times) until the student follows your directions. If directions are not followed at that point, the sequential list of penalties is implemented. Do not be sidetracked by the student's excuses.Broken record is very effective in avoiding verbal battles with students (Levin & Nolan, 2003, p.41).

When applying Marlene and Lee Canter’s theory in the classroom, teachers must be assertive rather than being passive and using hostile actions. When it becomes to behavioural management, Canters’ theory suggests, positive re-enforcement should be followed by a reward. However, we must also be aware that negative consequences can often be followed by negative behaviour.

Frederic Jones’ Theory-

Jones once suggested that, ‘a good classroom seating arrangement is the cheapest form of classroom behavior management. It’s discipline for free.’(Jones 2000) Jones’ Theoretical focus is on de-stressing the teacher. As a result, Jones developed Preferred Activity Time (PAT.)

Reward with preferred activity time-The students are able to spend time having fun while learning after earning the privilege. The teacher has an incentive for the students to work hard and then can enjoy the activity with their students. (Jones, 2000) By implementing PAT, this reduces teacher stress as the students are constantly focused on the reward.

Case study 6-Manage that class

Question and feedback

Non-verbal message

Deflection

Intervention

Rule reminders

HowFederic Jones’ theory relates to ‘manage that class’

When using Fredrik Jones’ theory, a true partnership becomes apparent between students and teachers. Throughout this clip there does not appear to be a strong relationship between the teacher and some male students. I believe that if this specific teacher had rewarded her year 8 class with PAT at the beginning of the lesson, she could have prevented the boys from having an altercation.

Case study 7- The Play’s the thing

Active learning techniques

Strategically ignoring late-ness

Control techniques

Repetition

How Marlene and Lee Canter’s theory relates to ‘The Play’s the thing’-

In order to prevent any off-task behaviour, this teacher is clearly more assertive towards her students, rather than being passive and aggressive. The students in this clip respond well to the teacher because the class rules have been formulated and constantly implemented. The building of self-esteem (Erikson) is also a major component of this clip. Canter’s broken record involves the teacher giving a command to stop their inappropriate behaviour, throughout this clip, the command is given non-verbally to avoid class disruption.

Additional Corrective Strategies-

Anything past 3 warning system

Restorative justice

Intervention

I-Message (Gordon)

Choice

Broken Record (Canter)

Choice Theory (Glasser)

Reality Therapy (Glasser)

Conclusion-

In conclusion, I believe the graph of Hierarchy of Management Intervention is a suitable device to use within each discipline as it summarises each of the teaching strategies.

Hierarchy of Management Intervention

As a beginning teacher, behavioural issues can be an aspect that can disrupt the flow of the classroom and student learning. In order to be confident and in charge of the students at all times, it is beneficial to implement many theoretical approaches in order to keep the flow of the lesson. Promoting a positive learning environment is advantageous to everyone involved due to the fact that both teachers and students work best and achieve highly when the environment is productive.

As Edwards suggest, ‘some theories work better than others with children of different ages, children with different personal and social aptitudes, children from different home situations or social environments or ethnic and racial groups, and children involved in different school situations. All these elements create a considerable complexity and, to be properly managed, require a full range of discipline approaches.’ (Edwards 2000, p. 34.

REFERENCES-

Beutel, D. (2007) Teachers‘ understandings of pedagogic connectedness, AARE conference paper, 2006 Annual Conference, Adelaide. Retrieved 14 April 2015, from

Canter L & Canter M, Lee Canter’s responsible behavior curriculum guide: An instructional approach to successful classroom management. Los Angeles: Canter & Associates, 2002.

Charles, CM 2002, ‘Finalizing a personal system of discipline’, Building Classroom Discipline, Pearson, New Jersey, 7thedn, pp. 235-251.

Charles, C & Charles, M 2004, Classroom Management for Middle-Grades Teachers, Pearson Education, Sydney.

Cowley, S 2006, ‘Key strategies and techniques’, Getting the Buggers to Behave, Continuum International Publishing Group, pp. 35-50.

D. Martin and K. Joomis, Building Teachers: A Constructivist Approach to Introducing Education, (Belmont, CA: Wadsworth, 2007), pp. 72–75.

Edwards, CH 2000, ‘Making decisions about discipline’, Classroom Discipline and Management, John Wiley & Sons, 4thEdn, p. 17-42.

Glasser, W. Take Charge of Your life: How to get what you need with choice-theory psychology. Bloomington, USA: iUniversity, 2013.

Jones, F. (2000). Tools for Teaching. Hong Kong: Frederic H. Jones & Associates, Inc.

Kaliska, P. A comprehensive study identifying the most effective classroom management techniques and practices, University of Wisconsin-Stout, 2002.

Killen, R 2006, ‘Foundations for quality teaching and learning’, Effective Teaching Strategies: Lessons from Research and Practice, Thomson, 4thEdn, p. 1-44.

Kounin, Jacob S. and Paul V. Gump Source: The Elementary School Journal, Vol. 59, No. 3 (Dec., 1958), pp. 158-162

Levin, J & Nolan, F,What every teacher should know about classroom management. Pearson Education. 2003.

McInenery, DM, & McInerney, V 2002, ‘Classroom management and cooperative group work for effective learning’, Educational Psychology: Constructing Learning, Pearson, p. 243-274.

Rogers, W.Cracking the hard class (Second Edition) London: Paul Chapman Publishing, 2006.

Teacher Matters 2008, ‘The Kounin Model’, in Teacher Matters, viewed 15 April, 2015.

All case study clips sourced from-