Victoria Hender 110195722 MLE Intervention Plan Tutor: Niraj

Managing the Learning Environment

Intervention Plan
Behaviour management is considered a substantial concern and requires educators to plan reactive
strategies to respond to unproductive behaviours. Unproductive behaviours are defined as any
behaviour that detracts the learning environment for individual or multiple students. When managed
effectively there is correlation to improved student social development and academic achievement,
however, there is no one best approach. This plan presents and substantiates three levels of responsive
interventions. Firstly, low level interventions are explored using ICDAR to tactically ignore or refocus
behaviour. Then, building relationships and RRRR are discussed as methods for responding to complex
behaviours. Finally, conflict resolution strategies are outlined including restorative practice. These
interventions and strategies are theoretically justified and interrelate Managing the Learning
Environment Course Principles and the 4S Framework (Uni SA 2018).

ICDAR – Act Upon or Ignore Unproductive Behaviours

Low-level unproductive behaviours can be some of the most challenging behaviours for educators (Sullivan
et al. 2014). The key to responding to these it that the intervention needs to be less disruptive than the
behaviour in question (Jones & Jones 2010). Using a low-level response aims to subtly refocus the student/s
onto the task, avoiding escalation and win-lose scenarios. The acronym ICDAR: Identify, Consider, Decide,
Act and Reinforce, guidelines how educators can consider their response to unproductive behaviour
(Williams 2013). Firstly, Identify, suggests educators need withitness in the classroom, to be able to identify
what is going on and know exactly what students are doing (Jones & Jones 2010). This refers to the ‘self’
category of the 4s framework. Then, Consider; consider the student, the behavioural cause, its significance,
frequency and disruption level, examining the ‘student’ and ‘system’ elements of the 4s framework.
Considering the ‘student’ engages the educator with Principle 10 and 1 (UniSA 2018). This leads to Decide;
decide to intervene or tactically ignore. Rogers (2012a; 2012b) is an advocate for tactically ignoring
particular behaviours. For example, eye rolling, inconsistent eye-contact or muttering. Ignoring these
behaviours does not mean the educator does nothing, the educator can make note of the behaviour and
address it at a later time or broadly remind the class of their expectations.

If the educator decides to intervene there are many different strategies, both verbal and non-verbal. The
specific strategy used will depend on several elements including the behaviour, the setting, the student and
the educator, aligning with Principle 10 (UniSA 2018). Non- verbal strategies include proximity and sticky-
notes. Proximity is a simple method where the educator places them-selves strategically in the room to

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eliminate a behaviour. For example, moving closer to an off-task student. The sticky-note strategy involves
the educator subtly placing a sticky-note on the students’ desk, privately messaging then (Jones & Jones
2010). The message can offer a reminder of what the task is or redirect behaviour. Caution is needed with
younger students as their literacy skills are developing, they may respond better to a drawn emoji instead.
These tactics respects students’ dignity, Principle 1, and encourages self-regulation, Principle 2 (UniSA
2018). Furthermore, it places trust in the student to do the right thing (Cothran et al. 2003).

If the educator chooses to verbally intervene, it is important educators do not yell, ridicule students,
generalise or use emotional warfare when confronting students about their behaviour; the aim is to use
positive language and re-focus to the task (Cothran et al. 2003; Good & Brophy 2008; Williams 2013). Rogers
(2012a) uses ‘eyes and ears this way thanks’ is a general, respectful way to gain attention from off-task
students, aligning with Principle 3 (UniSA 2018). A simple reminder of class rules could also suffice (Jones &
Jones 2010). When directly questioning a student, educators should avoid ‘why’ and rhetorical questioning
and reframe to ‘what’, as in ‘what should you be doing?’; the student may have simply misunderstood the
task (Williams 2013).

Reinforce, the final element to ICDAR, suggests educators reinforce positive behaviours. It is highly
important to notice the on-task behaviour and praise it, using less punishment and criticism (Bohn, Roehrig
& Pressley 2004; Jones & Jones 2010; Williams 2013). If using sticky-notes, the educator can again reinforce
with method, for example, a smiley face or ‘great effort’. When verbally reinforcing, be specific and focus on
the students’ efforts or specific behaviours, for example ‘I like the way you are putting your hand-up’.

Relationships and RRRR – Responding to Complex Behaviours

Complex or challenging behaviours can seriously impact the learning environment. They are behaviours
that do not fit in the school-based expectations and can threaten safety (Thompson & Carpenter 2014).
In the first instance keeping everyone safe is priority. Using an authoritarian approach, the educator can
get assistance, encourage other students to leave the scene and continue to talk to the student in
question. Jones & Jones (2010) recommends that the educator remains calm, lowers voice, lowers
speech rate, acknowledges the student’s feelings, gives the student space, redirects the student, allows
verbal venting, ignores irrelevant comments and provides choices. Physical restraint should be a last
resort. The educator wants maintain Principle 1 while implementing Principle 3 (UniSA 2018). To gain
assistance the educator can utilise other students as ‘runners’ to alert leadership or another educator.
The ‘system’ in the 4s framework will ultimately have codes of conduct in place, guiding the educator in
these scenarios.

Once safety is restored, the educator wants to help the student learn to manage their own behaviour
(Williams 2013). This underpins Principle 2 and 4 (UniSA 2018). A strategy for this is helping the student

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build positive relationships, this is a key to managing the learning environment and aligns with Principle
5 (Bohn et al. 2004; Cothran et al. 2003; Good & Brophy 2008; Jones & Jones 2010; Larrivee 2009;
McDonald 2013; Sapon-Shevin 2010; Thompson & Carpenter 2014). Often behavioural problems are an
interpersonal and skill-based issue; students may suffer from mental health issues, have experienced
trauma or neglect and have lack of social skills to develop relationships. These students need explicit
teaching and modelling; punishment will not effectively teach these students (Jones & Jones 2010;
Thompson & Carpenter 2014). Role play and team building games are a great starting point to
encourage student to student relationships. Role play can explicitly examine communication and
problem-solving techniques. Relationship building can also occur between the student and educator,
and educator and caregiver. This will again assist in building trust, aid the educator in knowing their
students and align with Australian Teaching Standards (AITSL 2014). In building relationships with
caregivers, the educator also gains insight in behavioural triggers and responsive strategies used at
home as caregivers are the expert in their child (Porter 2007).

Another strategy for helping students manage their behaviour is the RRRR approach (Relate, Restate,
Request and Resolve). This is done in a private setting to align with Principle 1. Firstly, Relate;
acknowledge behaviour and why it is unacceptable. It is important to externalise the behaviour as it is
the behaviour not the student that needs to change (Porter 2007). Next Restate, where the student
responds, acknowledging understanding. The educator then Requests a change in behaviour. Finally
Resolve, where the educator and student negotiate a compromise (Larrivee 2009). The educator is
ultimately aiming to scaffold the student to understand their behaviour, why it is unacceptable and gain
alternative strategies to prevent the behaviour from reoccurring. This may involve teaching appropriate
way of dealing with emotion (Jones & Jones 2010). Literature can aid in this scenario. It acts as a scaffold
to talk about the behaviour, its effects and solutions without singling out individual students (Sapon-
Shevin 2010).

Conflict resolution – Focus on the solution

When conflict arises in the classroom it can be between students, staff, parents or leaderships. No
matter the parties involved, conflict resolution is an important skill educators can utilise to restore a safe
and supportive learning environment. This may require professional development to become proficient
(McDonald 2013). There are three main forms of conflict resolution: arbitration, mediation and
negotiation (Larrivee 2009). Arbitration is when a third party solves and makes the decisions. This is not
ideal to use as it does not align with Principle 8 (UniSA 2018). Mediation is using a peer or teacher to
monitor and stop disruptions when parties are resolving their conflict. In a lower primary setting
mediation can be beneficial as this age group is developing their empathic, reasoning and logical abilities

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(Woolfolk & Margetts 2016). The educator role in mediation is a neutral one, they cannot side and must
let the students solve their problem. This does align with Principle 8 (UniSA 2018). Lastly, negotiation
does not involve a third party and requires all parties to commit to the process of reviewing alternatives
and agreeing on a solution. All methods require participants having capabilities in active listening and
communication, particularly negotiation (Larrivee 2009).

Educators can use role-play and modelling to explicitly teach skills of conflict resolution. Some simple
skills to teach are I-messages, apologising and making a request (Larrivee 2009). Students learn to assert
their feelings, acknowledge others’ feelings and suggest action. For example, ‘I feel angry when you
don’t share the basketball court’, underlying the personal feelings and the behaviour in question. This
can follow with an apology: ‘I am sorry you feel hurt’, validating others’ feelings. Then finally a request:
‘can we share the court?’. Students will need to practice this kind of conflict resolution to implement it
effectively.

Restorative practice, or restorative justice is a whole-school approach to conflict resolution (McDonald

2013). It focuses on respect, relationships and responsibility and requires time and additional educator
support. To implement the practice, the educator needs to instigate a discussion between parties
involved in an incident and ask scaffolding questions. The aim is to vocalise what happened, its affect,
reflection on behaviour, repair relationships and move forward. In the discussion the perpetrator always
goes first and is questioned as to what they were doing, what they were thinking and the effects of their
behaviour. Next, the affected party can respond with how they were affected, their thoughts and why it
was undesirable. The responsible party is then given the opportunity suggest a solution to make things
right, followed by the affected party making their suggestion. Finally, an agreement is met to ensure the
incident will not happen again and consequences of what will happen if the incident is repeated
(Behaviour Matters 2011). This practice respects the students’ dignity, Principle 1, encourages self-
regulation and pro-social behaviour, Principles 2 and 4, helps restore relationships, Principle 5, and gives
students power, Principle 8 (UniSA 2018)

If consequences are to be implemented as a result to conflict resolution, the consequence needs to

relate to the behaviour, be respectful and emotionally neutral (McDonald 2013). If possible, it is best to
negotiate consequences. This again engages Principle 8 (UniSA 2018) and increases the likelihood that
consequences will be adhered to.

Summary
Managing the learning environment is a complex but necessary task. Planning responsive interventions
provides educators with substantiated strategies backed by theory. Interventions should always be less
disruptive than the behaviour in question, follow Course Principles and consider the four elements of

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the 4S Framework. Interventions can range from low-level, including tactical ignoring and redirection, to
complex interventions such as ensuring safety, and conflict resolution strategies such as restorative
practice. Building relationships is a vital key, along with a calm, consistent educator presence. There is
no one solution for responding to unproductive behaviour, however, with reflective practice and this
plan, educators will be better guided in how to manage the learning environment.

Word count: 1914/1800

Reference List
Australian Institute for Teaching and School Leadership (AITSL) 2014, Australian Professional
Standards for Teachers, AITSL, viewed 1 November 2018,
<www.aitsl.edu.au/teach/standards>.

Behaviour Matters 2011, Restorative Practice and Restorative Justice, Behaviour Matters,
viewed 1 November 2018, <www.behaviourmatters.org.au/Restorative_Practice.php>.

Bohn, CM, Roehrig, AD & Pressley, M 2004, ‘The first days of school in the classrooms of two
more effective and four less effective primary-grades teachers’, The Elementary School
Journal, Vol.104, no.4, pp.269-287.

Cothran, DJ, Hodges Kulinna, P & Garrahy, DA 2003, ‘This is kind of giving the secret away…:
students’ perspectives on effective class management’, Teaching and Teacher Education, Vol
19, no. 4, pp.435-444.

Good, TL & Brophy, JE 2008, ‘Management 1: Preventing problems’, Looking in classrooms

(10th edn.), Pearson/Allyn and Bacon Publishers, Boston, MA, pp. 71-97.

Jones, VF & Jones, LS 2010, ‘Responding to violations of rules and procedures’,

Comprehensive classroom management: creating communities of support and solving
problems, Pearson, Upper Saddle River, NJ, pp.297-328.

Larrivee, B 2009, ‘Conflict and stress management strategies’, Authentic classroom

management: Creating a learning community and building reflective practice, Pearson, Upper
Saddle River, NJ, pp.320-371.

McDonald, T 2013, ‘Proactive Teacher Behaviours’, Classroom management: Engaging

students in learning, Oxford University Press, South Melbourne, VIC, pp. 106-154.

Porter, L 2007, ‘Collaborating with parents and other experts to resolve school-based
behavioural difficulties’, Student behaviour: theory and practice for teachers, 3rd ed, Allen &
Unwin, Crows Nest, N.S.W. pp.289-308.

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Rogers, B 2012a ‘Dr Bill Rogers – Ensuring a settled and focused class’, Osiris Educational,
YouTube, viewed 1 November 2018 <www.youtube.com/watch?v=PLFcaovsriA>.

Rogers, B 2012b, ‘Dr Bill Rogers – Students who just say “no”’, Osiris Educational, YouTube,
viewed 1 November 2018, <www.youtube.com/watch?v=Q1bIQ1Hg00c>.

Sapon-Shevin, M 2010, ‘Schools as communities’, Because we can change the world: a

practical guide to building cooperative, inclusive classroom communities, Corwin Press,
Thousand Oaks, Calif, pp. 21-43; 245-256.

Sullivan, A, Johnson, B, Owens, L, & Conway, R 2014, ‘Punish Them or Engage Them?
Teachers’ Views of Unproductive Student Behaviours in the Classroom’, Australian Journal of
Teacher Education, Vol. 39, no.6, pp. 43-56, viewed 20 July 2018,
<ro.ecu.edu.au/ajte/vol39/iss6/4/>.

Thompson, R & Carpenter, L 2014, ‘Supporting classroom management for challenging

behaviour’, In M. Hyde, L Carpenter, & R Conway (Eds.), Diversity, inclusion and engagement
(2nd ed.), Oxford University Press, South Melbourne, VIC, pp 147-172.

University of South Australia (UniSA) 2018, Course Outline Managing Learning Environments,
UniSA, viewed 9 September 2018, <my.unisa.edu.au/public/CourseOutline/ViewOutline.aspx?
id=24393>.

Willams, D 2013 ‘Background Basics’, Constructing a theoretical practical and philosophic

approach to managing learning environment, Pearson Australia, Frenchs Forest, NSW, pp.1-
24-43

Woolfolk, A & Margetts K 2016 Educational Psychology, Pearson Australia, Melbourne.

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EDUC 3007 Managing Learning Environments

Assessment #3 – Intervention Planning - Feedback Form

Name of Student: Victoria H.

High
Distinction Credit P1 P2 F1 F2
Distinction

Presents and Presents and Presents and Presents and Presents and Presents an Presents an
substantiates a substantiates a substantiates an substantiates substantiates an approach, with unsubstantiated
very well well-informed informed an approach to approach to limited approach to
informed approach to approach to managing managing substantiation, managing
approach to managing managing learning learning to managing learning
learning learning environments. environments. learning environments.
managing
environments. environments. environments.
learning
environments.
Demonstrates Demonstrates a Demonstrates a Demonstrates Demonstrates an Demonstrates a Does not
an excellent very good good an understanding of limited demonstrate an
understanding understanding understanding of understanding core readings & understanding understanding
of course of course core readings& & reflection of reflection of core of core readings of core readings
readings & readings & reflection of core core readings readings & MLE & reflection of & reflection of
reflection of readings & MLE & MLE principles. core readings & core readings &
reflection of
core readings & principles. principles. MLE principles MLE principles
core readings & MLE principles
MLE principles and reading that
and evidence of reaches beyond
reading well the set
beyond the set readings.
readings.
Shows an Shows a solid Shows some Shows a Shows some Shows little Shows no
excellent justification of justification of justification of justification of justification of justification of
justification of intervention intervention intervention intervention intervention intervention
intervention approaches. approaches. approaches. approaches. approaches. approaches.
approaches.
Demonstrates a Demonstrates a Demonstrates a Demonstrates Demonstrates a Demonstrates a Demonstrates
sophisticated very good good a clear basic limited an unacceptable
understanding understanding understanding of understanding understanding of understanding understanding
of various levels of various levels various levels of of various various levels of of various levels of various levels
of intervention. of intervention. intervention. levels of intervention. of intervention. of intervention.
intervention.
Extremely well Very well Well constructed Adequately Adequately Generally Disorganised
constructed and constructed and and arguments constructed constructed and disorganised and arguments
conceptually conceptually are clear. and arguments arguments are and arguments are not
strong. strong. are presented. presented. are weak. presented.

Needs
Use of academic English Satisfactory Unsatisfactory Comment
attention
Spelling

Grammar

Punctuation

Sentence construction

Paragraph construction

Referencing

Summary Comment and Grade: HD

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Victoria this is an outstanding essay that effectively describes and justifies your approach to planning interventions. It is
underpinned by the course principles and reflects your engagement with the course content.

You have used a range of literature effectively to justify your position and to support your intervention plan. You have
included an excellent range of examples of unproductive behaviours and appropriate interventions.

Your essay is very well constructed and presents a strong argument for your intervention plan.

Well done, you have demonstrated an excellent understanding of this course.

It was a pleasure to read your essay.

The Graduate qualities being assessed by this assignment are indicated by an X:

GQ1: operate effectively with and upon a body GQ5: are committed to ethical action and social
x
of knowledge responsibility

X GQ2: are prepared for lifelong learning GQ6: communicate effectively

GQ3: are effective problem solvers GQ7: demonstrate an international perspective

X GQ4:can work both autonomously and

collaboratively