As a teacher, managing your learning environment is the most
important skill to learn, as there are many consequences which can occur if done poorly. Effectively managing a learning environment has been directly associated with high student achievement and engagement (Sullivan et. al 2014, p. 43). The literature states that there are many approaches to prevent unproductive behaviours, as well as ways to manage or diffuse the environment when needed. The teacher needs to establish structured processes so that they can achieve a productive learning environment (Williams 2013, p. 4). Some examples of these techniques and processes will be discussed in greater detail later in this essay.
Throughout this essay I will discuss two guiding principles, which
have been carefully selected, and a rationale behind their importance. After this I will discuss approaches relating to promoting productive behaviour, such as routines in the classroom, followed by favoured approaches to manage unproductive behaviours. In an ideal situation the prevention methods will be successful and the learning environment will be Emma DeBoer
functioning in an effective and engaging way. Although there will
always be situations where it is necessary to intervene, the difference between being an authoritarian and an effective manager, is how the intervention occurs.
Guiding Principles and Rationale
The guiding principles described in the course represent
important ideas and teaching strategies. I have chosen two which I believe are the most important. These principles are; Effective teaching practice should respect childrens human dignity and Students are most likely to behave pro-socially in learning environments that involve and engage them through quality curricula. Although these are the two which resonate with me the most, it is important to take all of the principles into consideration when managing any learning environment.
The first principle I chose speaks about treating students with
dignity. This is a strong idea which was discussed in Curwin and Mendlers Discipline with dignity. The main point which they discuss is that treating students with dignity will ultimately boost their self-esteem and give them hope in the classroom. It is said that using short-term solutions in the classroom can do more harm than good, and will create long-term problems with the student in question. This can often lead to the student acting out Emma DeBoer
in the future as a form of revenge (Charles 1999, p. 200). It is
important to adopt certain teaching styles as a way to ensure students will do the right thing. Giving them the responsibility to want to do the right thing is going to create a more promising future for the students, rather than making them act good out of fear (McDonald 2013, p. 122-123). It is important to consider this principle in teaching, as it is important to give each student the opportunity to succeed. Building a relationship and treating students with dignity will give students the confidence and drive needed to succeed in their schooling (Charles 1999, p. 200).
The second principle I believe effects the culture and productivity
of the classroom, is the pedagogical approach in which the curriculum is taught to the students. It is important to teach content in a way which engages the students, and it can be said that when students are engaged in the content it is more likely to provoke positive and productive behaviours, as opposed to unproductive behaviours. (Sullivan et. al 2014, p. 53). The importance of the curriculum and pedagogical approaches is outlined in Williams 4S Conceptual Framework of Classroom Management (Williams 2012, p. 11). Williams discusses the four domains; setting, systems, self and student. Each of these domains influence the other, and without one there would be no balance. Teaching the curriculum in an engaging way is important Emma DeBoer
to maintain the Systems in the classroom, as well as focus on the
Student and how they learn (Williams 2012, p. 11).
As I have outlined briefly in the rationale, both of the
aforementioned principles are very important to maintaining an effectively managed classroom. Treating students with dignity shows that you are supportive and are there to assist in their learning, it also creates a trusting environment where students are less likely to act out. Lastly, the discussion of pedagogical approaches in representing the curriculum. It is important to teach in a way which is engaging for the students, to prevent any unproductive behaviours.
Approach to promoting productive behaviours
The first step to managing an effective learning environment is to
prevent the unproductive behaviours before they begin, and to promote productive behaviours in the classroom. The literature has provided tools and strategies to maintain this effective classroom environment and culture, and I will discuss several which I plan on utilising in my own teaching practice.
Using rules, or a contract with the students, as a prevention
technique has proved to be quite effective in the classroom (Charles 1999, p. 206). If the rules are discussed with the students from the beginning, so that each student is responsible Emma DeBoer
for their own learning, it is possible to have a productive
classroom environment. As it was expressed by a student in the literature, teachers should be laying down the rules from day one as a way to show the students what is expected of them (Cothran 2003, P. 437). Creating an environment where students know what is expected of them is setting them up for life after school, because what is expected of them in the classroom is most likely how they are expected to act in a workplace or professional environment (Jones 2011, P. 104).
An important skill to have as a teacher is a sense of Withitness.
This is a term which refers to a teachers ability to know what is happening in the classroom at all times, scanning the room constantly as a way to diffuse situations or identify a student who needs assistance (Good 2008, p. 81). If a teacher has withitness then it will hopefully act as a preventative method in the classroom and conflicts or unproductive behavior will be essentially non-existent.
As teachers it is important to be prepared for lessons. Not only to
maximise the short amount of time allowed in secondary school lesson, but to provide momentum. This means that the lesson occurs as it was planned, and there is no backtracking or time wasting during the lesson, which can be an invitation for students to demonstrate unproductive behaviours (Good 2008, p. 81). Emma DeBoer
The final approach to preventing unproductive behaviours is
providing work and assessments which challenge the students creativity and knowledge, but in a safe and encouraging way (Good 2008, p. 81). It is important to assist students in reaching their potential while keeping them challenged, and this is a way to prevent unproductive behaviours through engagement.
The first step to managing an effective learning environment is to
prevent the unproductive behaviours before they begin. As mentioned in the course principles section of this essay, treating students with dignity will assist with students self-esteem, and using effective pedagogical methods to engage students will encourage students to be on task. It is important to keep these principles in mind when using different preventative techniques, including the ones I have outlined. If a teacher lets the students know what is expected of them on the first day, it should be done so in a dignified way, not expecting the worst in the students.
Approach to managing unproductive behaviours
It has been an issue amongst many early career teachers that managing a learning environment in an effective way is somewhat of a challenge, and has been described as being overwhelming (Johnson et. al 2016, p. 42). Managing unproductive behaviours can mean that the aforementioned prevention strategies have failed, however there are still ways in which to maintain a safe and engaging classroom culture. In the Emma DeBoer
past, most teachers have taken to the authoritarian approach and
attempted to control the students to ensure their obedience (Sullivan et. al 2014, p. 45). This approach does not follow the principle previously outlined, treating the students with dignity. Instead, quick fixes are made and this results in long-term issues with the students (Charles 1999, p. 200). These are the sorts of situations where the teachers do not treat their students with dignity, and the results are catastrophic (Charles 1999, p. 200). This section of the essay will discuss some strategies and approaches to managing unproductive behavior. These are approaches that I will most likely use in my own teaching practice.
A student does not necessarily have to be disrupting a lesson to
demonstrate unproductive behaviours. These behaviours can come in the form of; avoiding schoolwork, disengagement from classroom activities or the misuse of a mobile phone (Sullivan et. al 2014, p. 51). These are the types of students that can go undetected from teachers, and when teachers are required to have withitness so that they can notice students who need extra attention or assistance.
There are several ways teachers can manage their learning
environment, once there are issues with an unproductive student. As previously mentioned, a lot of teachers have taken the authoritarian route which in most cases does not treat the student with dignity. Some ways which are best used to diffuse Emma DeBoer
situations are to be low-key, non-disruptive, avoid escalating the
situations and try to maintain positivity (Williams 2013, p. 16). These are strategies which will maintain the students dignity, and let them know that they are misbehaving at the same time. These sorts of strategies work best when they are expected from the student from the first lesson, along with rules which will give the responsibility to the student to make the right decisions (Charles 1999, p. 200).
Although it is ideal to use preventative methods to maintain an
effective learning environment, there will be situations when intervention is necessary. When these situations arise, it is useful to use the strategies outlined above, while attempting to keep the students dignity intact. For example, calling out students on their behaviour in front of their peers is only going to induce anger and retaliation (Charles 1999, p. 200). It is a much better and more prosperous approach to intervene using humor, positivity and non-disruptive methods.
Conclusion 200 words
Learning to manage an effective learning environment has proven to be the area of most concern in early career teachers, so it should be an area of importance while training as a pre-service teacher (Johnson et. al 2016, p. 42). This essay has reiterated the importance of the principles initially outlined; treating students with dignity, and teaching the curriculum in an engaging way to Emma DeBoer
promote pro-social behaviour. When using the strategies
discussed in the prevention and intervention section of this essay, the two principles should also be considered. Teaching a lesson which is engaging the students, whilst teaching important content, will minimise the risk of unproductive behaviours. If there are situations where discipline or intervention is needed, it is important to act with dignity and positivity (Charles 1999, p. 200).
Word Count: 1820
Reference List
Charles, C. M. (1999). Richard Curwin and Allen Mendler's
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Johnson, B., & Sullivan, A. M. (2016). Understanding and
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Jones, V. (2011). Developing standards for classroom behaviour.
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(2014). Punish Them or Engage Them? Teachers Views of Unproductive Student Behaviours in the Classroom. Australian Journal of Teacher Education, 39(6), 43-56.
Williams, D. (2012). Background Basics. Adelaide: University of