Handbook for promoting a positive learning environment

By Stefanie van Gerven a1632149

Preventative, supportive and corrective actions in the classroom

CONTENTS

Introduction 2

Preventative actions 3

Case Study 1 5

Case Study 2 6

Case Study 3 8

Supportive actions 9

Case Study 4 10

Case Study 5 12

Corrective actions 14

Case Study 6 16

Case Study 7 17

Conclusion 18

References 19

Appendices 22

1

INTRODUCTION

A positive learning environment can be promoted and maintained through a number of teaching

strategies. As “teacher training has moved in recent years from a technical to a reflective practice”,

teachers are incorporating theory and observation more into their methods (Matthews 2009).

Preventative, supportive and corrective approaches are just some of the ways teachers are creating

positive learning environments. These approaches move from being student-centred to teacher-centred

(Appendix 1). All approaches should aim to value students and promote short and long term goals

appropriate for the individual’s capabilities. There are many diverse learning styles and student

background and behavioral attributes to consider when using these strategies. All humans, however,

have fundamental needs that should be nurtured in order to create a healthy and positive life and

learning experience. Abraham Maslow’s hierarchy of needs stipulates what students, in this case, need

for growth and self-actualization (Figure 1). Each need must be satisfied before the next need can be

met. A positive learning environment should aim to meet all these needs and “provide opportunity for

students to learn about and practice ethical and personal qualities” (Charles 2004).

Figure 1: Maslow’s Hierarchy of Needs (Huitt 2007)

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Transendence

Self-Acutalization

Aesthetic Needs

Need to Know & Understand

Esteem Needs

Belongingness & Love Needs

Safety Needs

Physiological Needs

PREVENTIVE ACTIONS

Preventative action is about creating a motivating and organised learning environment that does not

give rise to misbehaviours. The action begins with the teacher as “the teacher is responsible for

inhibiting poor behaviour” (Kounin 1977). Preventative action is applied through:

Making curriculum topics and lesson enjoyable and worthwhile

Being ever mindful of students’ needs or security, hope, acceptance, dignity , power, enjoyment,

and competence, and seeing that those needs are met, not thwarted

Being pleasant, considerate, respectful, understanding, and helpful toward students, and

teaching them to treat each other the same

With student input, reaching joint understandings abut about behavior that serves, rather than

harms, the class, and frequently discussing these understandings while providing a positive

model for your students

Teaching students about good manners, how to use them, and how they help the class function

better for everyone

Teaching students to meet their needs and react to situations, in ways that do not disrupt the

class

(Charles 2002)

THEORETICAL APPROACHES

Erikson and Piaget explain how understanding and relating back to the psychosocial development and

cognitive development of students helps teachers apply preventative strategies in the classroom.

Erikson suggests that “an optimal sense of identity…is experienced merely as a sense of psychosocial

well-being. Its most obvious concomitants are a feeling of being at home in one’s body, a sense of

‘knowing where one is going’ and an inner assuredness of anticipated recognition from those who

count” (Snowman et al 2009).

Piaget believed that “rather than being continuous, children’s cognitive development is discontinuous,

proceeding sequentially through a series of distinct ‘stages from birth to adulthood, with thinking at one

stage being qualitatively different from thinking at the next. A stage-based concept of development can

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be likened to climbing stairs” (Krause, Bochner & Duchesne 2003). This process of cognitive

development is demonstrated in Figure 2.

Figure 2: Piaget’s Cognitive Development Model (Krause, Bochner & Duchesne 2003)

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S E N S O R I M O T O R S T A G E ( B ir t h t o 2 y e a r s )M a in a c h ie v e m e t s :- o b je c t p e r m a n e n c e- g o a l- d i r e c t e d- d e f e r r e d im it a ti o nD o m in a t e d b y m o t o r a n d s e n s o r y a c ti v iti e s :- h e a r in g - s e e in g - t o u c h in g - t a s ti n g - s m e l l in g

P R E O P E R A T IO NA L S T A G E ( 2 - 6 / 7 y e a r s )M a in a c h ie v e m e n t s :- la n g u a g e a q u is iti o n- s y m b o l ic t h o u g h tT h in k in g s ti l l l im it e d ; a p p e a r a n c e d o m in a t e s p e r c e p ti o n s a n d u n d e r s t a n d in g

C O N C R E T E O P E R A T IO N S S T A G E ( 7 -1 1 / 1 2 y e a r s )M a in a c h ie v e m e n t s : - a b i l i t y t o r e p r e s e n t e v e n t s m e n t a l ly- a b i l i t y t o o p e r a t e lo g ic a l ly o n s u r r o u n d in g s- c la s s i f y in g o b je c t s m e n t a l ly- r e v e r s in g a c ti o n s- c o m p e n s a ti n g f o r c h a n g e s- s e e in g f r o m a n o t h e r s v ie w p o in t

F O R M A L O P E R A T IO N S S T A G E ( 1 2 + y e a r s ) M a in a c h ie v e m e n t s :- a b s t r a c t t h o u g h t- s o m e a c h ie v e h y p o t h e ti c a l r e a s o n in g in s e c o n d a r y s c h o o l

CASE STUDY 1: Praise and preparation

Amy Alexander teaches science at Pimlico School in central London. She is teaching her year 8 class

about fossil fuels and they are very responsive (SchoolsWorld 2016).

Strategies used:

Colour-coded lesson plans. She writes key words in green, homework in red, work to be copied

from the board in black, instructions for tasks in blue

Uses praise constantly. She is mindful of students need for acceptance. She gets the class to clap

after correct answers

Uses rewards to motivate students. She has a star system for good work.

Postcards sent home for reaching 10 stars. Under Erikson’s psychosocial model, the students are

receiving recognition from those who count the most in this context; the teacher

Stage-based approach. Starts off with the easiest part of the lesson, such as copying information

from the board. She starts from a preoperational stage and works towards a formal operations

stage when asking for students opinions (Figure 2).

Understands the need to differentiate the lesson for different abilities. She has things listed on

the board so that advanced children can move ahead and struggling students can stay on task.

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CASE STUDY 2 – Underachieving Boys: The Play’s The Thing

Abigail Mack teaches a year 10 English class at Bexleyheath Highschool in Kent. These students are

mostly on the D/E grade band and are often hard to control. Mack chooses a relational and organized

approach to handling and improving her students (SchoolsWorld 2006).

Strategies used:

Begins the class by getting students to write the aim of the lesson down in their books. This

keeps them on task

Has chosen content that is relevant to the students’ lives. She honours the students’ need for

power and enjoyment by giving them a play that they can relate to and identify themselves in

Gets the students involved by having them nominate themselves to be characters. This gives

them a sense of autonomy and allows for them to be expressive and creative in their reading

She is relaxed and happy and is participating herself by engaging with the students in character

Uses humour to get students onside

Tries to build their confidence by getting them to read aloud. She praises good reading and helps

students clarify meanings and pronunciations while still being respectful and understanding.

She uses verbal intervention through calling on students (Appendix 1) to keep them on task

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CASE STUDY 3 – Underachieving Boys: Getting Involved

Carrie Andrews is teaching an English class in Bexleyheath Highschool in Kent where the achievement

standard is 15-20 percent different between boys and girls. She structures her class to bridge this gap by

catering to the needs of her students (SchoolsWorld 2016).

Strategies used:

Instructions written on the board clearly and before the class has begun

Relies on a kinetic starter to burn off energy. Caters to the students’ strengths as they are not

academically inclined

Is interested in the perspectives of all students, so gets them to draw their idea of an alien. This

relies on their concrete operational skills (Figure 2)

Gets students to give praise and comments on each other’s work

Allows for expression within structured environment. This honours their need for forming

identity in a safe environment

Values everyone’s different ideas by asking for further explanation and listening and praising

where possible

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SUPPORTIVE ACTIONS

Supportive teaching methods should aim to minimize misbehaviour by creating a nurturing and

understanding approach to student difficulties. This can be achieved through:

Showing interest in the student’s work and asking cheerful questions or making favorable

comments

Learning to catch students eyes and send private signals such as head shakes

Using physical proximity –that is, taking a position closer to the student

Helping students with suggestions and hints when they get stuck

Providing a light challenge: “Can you get five more problems done before we stop?”

If the work is too difficult, restructuring it or changing the activity

(Charles 2002)

THEORETICAL APPROACHES

Miles’ Supportive School Classroom Environment theory and Gordon’s Teacher Effectiveness Training

(TET) are two examples of why supportive action is important.

Miles views “behaviour as a skill which must be taught as the primary factors precipitating inappropriate

or problem behaviour as medical, emotional, environmental, organizational and relational…Behaviour

management then is about teachers understanding and managing their own behavioural reasoning and

responses, but significantly guided by their school policy and procedures” (Lyons, Ford & Arthur-Kelly

2003).

Gordon’s TET method proposes that “students can solve their own problem and become self-controlling

if appropriately supported (rather than coerced or punished). The focus of TET is that behaviours are

needs-satisfying and should be accepted as such rather than judged as good or bad. Also, good

communication prevents misbehavior and promotes positive relationships and learning” (Lyons, Ford &

Arthur-Kelly 2003).

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CASE STUDY 4 – A Lesson From The Best

Philip Beadle is an English and Drama teacher and winner of Secondary Teacher of the year for 2004. In

the two lessons given, he shows supportive approaches when teaching Macbeth and war poetry to

different classes (SchoolsWorld 2016).

Strategies used:

Outlines the intended outcome of the lesson

Kinetically focused - sets up the class room so that students are facing one another in two rows

to read Macbeth and then for ‘argument tennis’

He sets the precedent for behaviour, as Miles suggests, by sitting and talking how he would like

his students to

Understands that teenage boys are often rowdy, so encourages loud discussion. Using Gordon’s

theory, Beadle does not see noise as good or bad, rather, context dependent

Connects with the students on a personal level, using both proximity and conversation. He takes

a student centred approach (Appendix 1)

Stops students to give them praise

Gives them daily and weekly targets

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Marks students assignments with rigor and builds a conversation with students through their

work

Uses students examples in front of the class positively

Asks for students emotional response to visual stimuli in order to get them writing creatively. He

recognizes that many struggle to learn simply through auditory teaching

He lets students self-control, like Gordon proposes, and watches how their creativity forms from

there

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CASE STUDY 5 – Love ‘Em or Loathe ‘Em

Ben Nelson is a Design and Technology (D&T) teacher and is finding the behaviour of his class hard to

manage. He becomes irritable teaching isometric drawing and his class fails to understand or engage

with the task. Nelson and Bayley observe Paul Elliot, the school’s head teacher, as his gives a similar

class to a year 7 group. He learns from his supportive techniques (SchoolsWorld 2016).

Strategies used:

Elliot uses proximity and interest in students by lining up outside the classroom with them

before the lesson and talking to them to build rapport. This is a relational and supportive

technique that sets a precedent for behaviour before they even enter the class. He begins

calmly and friendly and the students follow his lead

Begins the lesson with praising students individually and going through said students ideas with

the class

Scaffolds their learning by providing examples of how to improve their great ideas

Uses questions such as “should we try this?”. This relates to Gordon’s theory of having students

solve their own problems

Asks challenging questions

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Tells Nelson to “find something you like in every student or leave”. He tries not to classify

students as inherently good or bad

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CORRECTIVE ACTIONS

Corrective actions aim to manage chronic misbehaviours when they arise, in a positive and diffusing

manner. This can be achieved through:

Intervening in a positive manner when class agreements are broken

Talking with offending students calmly and respectfully, without lecturing, threatening,

impugning their dignity, or backing them into a corner

Invoking the corrective measures that you and your students have agreed to, such as applying

consequences, correcting causes, or carrying out other approaches you have formulated

Doing all you can to remain pleasant, retain your composure, refuse to argue with students, and

show you want to help them abide by class rules

Applying your plan consistently, in very nearly the same way every day

(Charles 2002)

THEORETICAL APPROACH

Theorists, Dreikurs and Balson explain why misbehaviours occur and the key approaches needed to

apply corrective action that is positive rather than negative. Dreikurs’ Social Discipline Model and

Balson’s Understanding Classroom Discipline theory are two theoretical examples of this.

Dreikurs' model is based on the four basic premises:

1. Humans are social beings and their basic motivation is to belong

2. All behavior has a purpose

3. Humans are decision-making organisms

4. Humans only perceive reality and this perception may be mistaken or biased

(Dreikurs 2014)

Balson’s theory “sought to assist teachers to identify the goals, purposes and motivations for student

(misbehaviours)…Teachers need to accept that many classroom misbehaviours arise because they do

not have an adequate psychological understanding of these; children will (ultimately) use any means to

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achieve belonging and social place, so teachers must focus on changing the beliefs that lead to the

emotions that lead to these misbehaviours” (Lyons, Ford & Arthur-Kelly 2003).

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CASE STUDY 6 - Manage that class – Year 8 – Friday

Jenny Campbell is teaching year 8 science while deputy head John Wootton watches on a live stream

and speaks to her through an earpiece (SchoolsWorld 2016).

Strategies used:

Separates behaviour from learning by pausing during the class to identify the problem

Uses silence to command the class. This is planned ignoring (Appendix 1)

Corrects misbehaviours with the appropriate behaviour, such as demonstrating that hands need

to be up before answering a question. Still uses praise for the answer given anyway

Talks to offending student, Vulcan, in a private manner. Doesn’t threaten but instead gives them

choices for how the lesson can result for them. Understands that is his behaviour is a result of

his wanting to belong. She respects that he is a decision making organism (Dreikurs 2014)

Refuses to argue with students

Repeats instructions for all students

Uses plasticine to get students kinetically involved and to redirect misbehaviours that often

occur through fidgeting

CASE STUDY 7 – Key Instructions

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Teddy Prout is a secondary Music teacher and is losing patience with his classes during his full load days.

He is trying to manage his classes better through corrective instructions (SchoolsWorld 2016).

Strategies used:

After revising his approach, applies Balson’s method by realizing misbehaviours are occurring

due to his own lack of understanding of his students and in his inability to connect

Starts the next class by counting down from 5 until silence. Planned silences stop confrontation

and cause less disruption (Appendix 1)

Proposes consequences if there is no silence and then follows through on his words by keeping

students after class

Outlines behaviour expectations clearly. All behaviours have a purpose (Dreikurs 2014), and his

students chronic misbehaviour was a result of his disorganization and lack of clarity which he

later fixed

Remains composed

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Conclusion

Learning occurs for teachers and students at the same time. When disciplining and applying teaching

strategies we realise that “no single teaching strategy is effective all the time for all learners” (Killen

2006). There multiple intelligences to consider, site-specific behavioural issues and institutional

problems that are beyond our control. Regardless of the approach you take, whether it is preventative,

supportive or corrective – planning, developing and maintaining your lesson plans and strategies for

discipline is key (McInerney & McInerney 2002). With constant revision of your approaches, academic

success, teacher happiness and classroom positivity can be achieved.

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References

Charles, C.M. 2002, ‘Finalizing a Personal System of Discipline’, Building Classroom Discipline,

Pearson, New Jersey

Charles, C.M. 2004, ‘Improving Behaviour by Strengtheing Class Character’, Classroom

Management for Middle Grade Teachers, Pearson, New Jersey

Dreikurs 2014, ‘Classroom Management Theorists and Theories/Rudolf Dreikurs’, Wikibooks,

viewed 28th April 2016,

https://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Rudolf_Dreikurs

Huitt, W 2007, ‘Maslow’s Hierarchy of Needs’, Educational Psychology Interactive, Valdosta

State University, Georgia

Killen, R 2006, ‘Foundations for quality teaching and learning’, Effective Teaching Strategies:

Lessons from Research and Practice, Thomson, Connecticut

Kounin, J 1997, ‘With-it-ness”, Discipline and Group Management in Classrooms, Krieger,

Huntington

Krause, K, Bochner S & Duchesne, S 2003, ‘Cognitive Development’, Educational Psychology for

Learning and Teaching, Thomson, Connecticut

Levin, K & Nolan J 2005, ‘Hierarchy of Management Intervention Diagram’, University of

Adelaide, 2nd May 2016, https://myuni.adelaide.edu.au/

Lyons, G Ford, M & Arthur-Kelly, M 2003, ‘Classroom Management Theory’, Classroom

Management, Cengage, Boston

Matthews, R 2009, ‘The Feeling Function and Education’, Jung Journal: Culture & Psyche, vol 3,

no. 4, pp. 103-111

McInerney, D & McInerney, V 2002, ‘Classroom Management and Cooperative Group Work for

Effective Learning’, Educational Psychology: Constructing Learning, Prentice Hall, New Jersey

Snowman, J et al 2009, ‘Personal, social and emotional development’, Psychology Applied to

Teaching, Wiley, Australia

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Case Study References

SchoolsWorld 2016, ‘Praise & Preparation’, Teaching with Bayley, 30th April 2016,

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

SchoolsWorld 2016, ‘Underachieving Boys: The Play’s The Thing’, Teaching with Bayley, 29th April

2016, < http://www.schoolsworld.tv/node/900 >

SchoolsWorld 2016, ‘Underachieving Boys: Getting Invovled’, Teaching with Bayley, 30th April

2016,< http://www.schoolsworld.tv/node/898 >

SchoolsWorld 2016, ‘A Lesson from the Best’, Teaching with Bayley, 28th April 2016, <

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

SchoolsWorld 2016, ‘Love ‘em or Loathe ‘em’, Teaching with Bayley, 28th April 2016, <

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

SchoolsWorld 2016, ‘Manage that Class – Year 8 – Friday’, Teaching with Bayley, 30th April 2016

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

SchoolsWorld 2016, ‘Key Instructions’, Teaching with Bayley, 30th April 2016,

<http://www.schoolsworld.tv/node/564>

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APPENDICES

Appendix 1: Levin and Nolan Table on Hierarchy of Management Strategies (Levin & Nolan 2005)

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