ASSESSMENT ONE EDFX242: KIRRA BULLMAN S00284792

Fostering a positive classroom environment is proven to reduce student anxiety,

support behavioural and emotional regulation and improve engagement levels. As
well, students’ emotional, mental and social wellbeing has been seen to positively
increase when a teacher makes their classroom culture and relationship with
students a priority (Konstantinidou, Gregoriadis, Grammatikopoulos, &
Michalopoulou, 2014). In case study two, I have identified several issues that must
be addressed in order for a positive classroom environment to be fostered. Issues
such as students being disorganised and disrespectful; students disrupting the class
unless it is a physical education lesson; students calling out, walking around and
annoying others; one student developing a ‘class clown’ persona; children and
parents complaining; and lastly, several students who do not share the same work
ethic as the others. These issues are causing major disruption for the students,
teacher and parents, thus with many complaints and little to no action being
implemented, it is significantly important to find a solution to these issues. Seeking
solutions will allow for all student needs to be catered for and therefore fostering a
positive classroom environment.

Hafen, Ruzek, Gregory, Allen, & Mikami’s (2015) research suggests that teacher led
learning allows for students to clearly understand the expectations of their behaviour,
work ethic and engagement levels. High expectations have been consistently related
to greater student involvement and improved school satisfaction (Hafen, Ruzek,
Gregory, Allen, & Mikami, 2015). This method of teaching can be a great way to
involve the disruptive students and make them aware that they cannot commit to
unacceptable behaviour. In case study two these students are not disruptive when
they are in physical education lessons, thus it may be a valid point to have a meeting
with the specific children and their parents to collaboratively find solutions and other
ideas that will make their schooling thoroughly more enjoyable. Ideas such as
discussing sport for out of school hours, more structure at home with schoolwork
which may therefore create an increase for motivation in class and lastly, having
goals both in school and at home. According to Evaldsson, & Melander (2017), these
strategies can greatly help to improve engagement levels and notably made students
less disruptive while completing work with their peers. Allowing the parents to gain
knowledge and understanding on the situation creates higher expectations, ensuring
the students learn what behaviour is acceptable and appropriate. According to
Hafen, Ruzek, Gregory, Allen, & Mikami (2015), it is crucial to understand that
teachers are not always provided the knowledge and support they need to
understand their students' behavioural circumstances, thus they commonly face
challenges to get past their students' disruption. Having meetings with the principal
to ask for further assistance, for example a teaching aid and talking to other teachers
with valuable experience can significantly help develop the teachers’ skills and
strategies when teaching a disruptive group of students. Small strategies such as
allowing students to take frequent breaks, for example going to their bag to get a sip
of water can make an extreme difference in their learning approaches when they
re-enter the classroom (Hafen, Ruzek, Gregory, Allen, & Mikami, 2015). Lastly, due
to the fact that the students enjoy physical education, integrating physical activities
into other subjects will help to keep them more engaged. Having cross curriculum
links is imperative when teaching a diverse class, as it allows students to relate the
lesson intentions to themselves and their favourite activities (Evaldsson, & Melander,
2017). This will help the teacher as there will be less disruption when all children are
interacting and motivated to learn, allowing for disruption to be at a minimum, which
helps to foster a positive classroom environment. With this being the main goal in
mind for the teacher, and enforcing the strategies suggested above will allow for
students to be inspired to learn and more committed to the lessons each day. Having
open communication and positive reinforcement between the teacher and students,
as well as the teacher and parents will not only minimise the disruption issues, but
the teacher may find that they get less complaints from their class and parents
(Evaldsson, & Melander, 2017). This positive classroom setting will help to increase
focus and student involvement, while ensuring that each need is met and that every
student is satisfied with their learning outcomes and intentions. Thornberg, Forsberg,
Chiriac, & Bjereld (2020) clearly explains that a positive student teacher relationship
has shown an increase in student engagement and interaction. This research
suggests that by teachers putting their student’s wellbeing first, they are more likely
to receive motivated students with a higher work ethic and a willing to learn.
Fostering a positive student teacher relationship and classroom environment will
ultimately create a closer bond and greater focus on lessons.

According to Torok, Rasmussen, Wong, Werner-Seidler, O’Dea, Toumbourou, &

Calear (2019), research suggests that emotional and behavioural management
issues have been linked to future mental health issues. This is a really important
factor as to why it is vital for teachers to help and support their students who may be
seen as more ‘challenging’. Teachers have an extremely important role and many
skills that they need to be experts in. For example, extensively understanding the
curriculum; inheriting the knowledge and ability to differentiate lessons to cater for all
student needs; the ability to observe and assess students’ progression levels;
fostering a positive classroom environment; comprehensively communicating with
the students, parents and other staff members; gaining the ability to recognise
learning difficulties or other disabilities; and lastly collaborating and sharing ideas
with other teachers (Coleman, & Gallagher, 2015). This list is definitely not
everything a teacher fulfills; however they are several of the most important aspects
of being an educator. This is a large list of skills, thus reaching out for assistance to
help other students is certainly a great strategy. According to Coleman, & Gallagher
(2015), the students who are calling out, walking around and disturbing others may
need more guidance and one on one support. Having a second teacher and/or a
learning support teacher in the classroom can allow for the main teacher to focus
their attention on other students of the class and ensure they are meeting their
learning intentions. This will help meet the needs of every class member as they are
being catered for and they are able to have time with their teacher without being
disturbed by the other students. Torok, Rasmussen, Wong, Werner-Seidler, O’Dea,
Toumbourou, & Calear (2019) research suggests that other strategies for the
students who are being disruptive is to firstly separate them if it is a case where they
are influencing one another. When there is a group of children together who are all
behaving in the same unacceptable manner, placing them away from each other can
allow for their individual personalities to come out and for them to be around other
students with a greater work ethic. It is important to note that if the students are
troubling others even when split up the teacher will have to try another strategy.
Other strategies such as creating reward systems can help to motivate students to
want to achieve their work and expectations set by the teacher. According to Lubans,
Morgan, Weaver, Callister, Dewar, Costigan, Finn, Smith, Upton, & Plotnikoff (2012),
using rewards in class reinforces good behaviour and encourages students to
complete homework. This strategy may be significantly effective for the several
students who are disrupting the class, as it can help to motivate them to behave and
listen. Creating both a class and individual goal allows for students to feel a sense of
inspiration to try and do their best both in school and at home (homework and
assessment). Assistance from other teachers and reward systems are both effective
and valuable methods to use in the classroom which inherently work towards
fostering a positive and engaging environment. As well, how teachers communicate
and build their relationship with students is crucial as children spend large parts of
their day in school, thus their motivation, engagement, wellbeing and achievement
levels will be impacted on how their teacher treats them (Thornberg, Forsberg,
Chiriac, & Bjereld, 2020). Ensuring that the student’s best interest is always at heart
is a key factor when minimising issues such as calling out and other students being
bothered by their peers.

Enabling students to be individuals and themselves is extremely crucial when being

a teacher, however according to Wagner (2019), a ‘class clown’ persona can lead to
several other problems. For example, issues in their social behaviour, aggression
and sensitivity which can lead to further problems in their future. Often children try to
be the ‘class clown’ to seek social acceptance and popularity, which can have both
positive and negative impacts due to the fact that it will eventually cause disruption
and can be seen as offensive and disrespectful. Wagner (2019) states that the ‘class
clown’ and teacher at times will form tension due to irrelevant and/or hurtful
comments being made. Managing this behaviour is significantly important because it
fosters a positive classroom culture. And student teacher relationship. Students
understanding when it is appropriate to make ‘class clown’ comments and when it is
best to stay quiet allows for self-reflection and personal growth. Another strategy is
giving students time to share their news and stories with the rest of their peers,
allowing them to tell jokes and talk about their weekend. This has the ability to
minimise disruption through learning time and create a positive and efficient
classroom environment. According to Wagner (2019), a study of 3500 individuals in
school was taken identified 96 males as the class clown. This study as well had
teachers’ opinions implemented and according to that report teachers admitted that
‘class clown’ behaviours were seen as attention seeking, and those individuals were
lower in accomplishing assessments, homework and classroom expectations
(Wagner, 2019). Having a child or many children competing to be the funny student
can be draining for many, thus creating reward systems can allow students to have a
goal each day and be rewarded for appropriate and acceptable behaviour. Barnett
(2018) also completed a survey and followed 278 playful kindergarten students
through to stage two to evaluate how their ‘class clown’ behaviours were perceived
by teachers, peers and themselves. Views of disruptiveness and being labelled as
the ‘class clown’ were not seen in any girls, however boys were seen to increase and
be perceived as rebellious and intrusive. This lead to a negative classroom
environment as there was little to no bond between peers and a tension filled
relationship between the students and their teachers. Student teacher relationships
are built off of respect, compassion, commitment, patience and supportiveness,
which in turn create a positive classroom environment, hence why it is so important
to form these affirmative interactions as it caters for all student needs (Thornberg,
Forsberg, Chiriac, & Bjereld, 2020). Using the above strategies to allow a student to
be themselves, but only at an acceptable time and place (for example, news groups
and recess and lunch) can create a stronger connection between not just the teacher
and students, but between all of their peers as well.

In conclusion, fostering a positive relationship with students enables children to feel

cared for and supported, thus catering for the diverse needs in a classroom is
significantly imperative to create a positive classroom environment. Having a culture
that students are excited to be involved in allows for less disruption and a greater
work ethic. In case study two, work ethic was the cause of many issues, therefore by
inheriting these strategies and applying them into each lesson, enables parents,
students and the classroom teacher to be satisfied. The three issues stated above,
and their possible solutions can help minimise and solve the other adversities and
challenges that this class are facing. Putting the student’s wellbeing first and
encouraging a positive student teacher relationship must be a priority, which will
make it easier to form and foster a positive classroom environment (Thornberg,
Forsberg, Chiriac, & Bjereld, 2020).

Reference List:
Barnett, L. A. (2018). The education of playful boys: Class clowns in the
classroom. Frontiers in Psychology, 9, 232–232.
https://doi.org/10.3389/fpsyg.2018.00232

Coleman, M. R., & Gallagher, S. (2015). Meeting the Needs of Students With 2e: It
Takes a Team. Gifted Child Today Magazine, 38(4), 252–254.
https://doi.org/10.1177/1076217515597274

Evaldsson, A.-C., & Melander, H. (2017). Managing disruptive student conduct:

Negative emotions and accountability in reproach-response sequences. Linguistics
and Education, 37, 73–86. https://doi.org/10.1016/j.linged.2016.05.001

Hafen, C. A., Ruzek, E. A., Gregory, A., Allen, J. P., & Mikami, A. Y. (2015). Focusing
on teacher–student interactions eliminates the negative impact of students’
disruptive behavior on teacher perceptions. International Journal of Behavioral
Development, 39(5), 426–431. https://doi.org/10.1177/0165025415579455

Konstantinidou, E., Gregoriadis, A., Grammatikopoulos, V., & Michalopoulou, M.

(2014). Primary physical education perspective on creativity: the nature of creativity
and creativity fostering classroom environment. Early Child Development and
Care, 184(5), 766–782. https://doi.org/10.1080/03004430.2013.818989

Lubans, D. R., Morgan, P. J., Weaver, K., Callister, R., Dewar, D. L., Costigan, S. A.,
Finn, T. L., Smith, J., Upton, L., & Plotnikoff, R. C. (2012). Rationale and study
protocol for the supporting childrens outcomes using rewards, exercise and skills
(SCORES) group randomized controlled trial: A physical activity and fundamental
movement skills intervention for primary schools in low-income communities. BMC
Public Health, 12(1), 427–427. https://doi.org/10.1186/1471-2458-12-427

Thornberg, R., Forsberg, C., Chiriac, E. H., & Bjereld, Y. (2020). Teacher-Student
Relationship Quality and Student Engagement: A Sequential Explanatory
Mixed-Methods Study. Research Papers in
Education, ahead-of-print(ahead-of-print), 1–20.
https://doi.org/10.1080/02671522.2020.1864772

Torok, M., Rasmussen, V., Wong, Q., Werner-Seidler, A., O’Dea, B., Toumbourou, J.,
& Calear, A. (2019). Examining the impact of the Good Behaviour Game on
emotional and behavioural problems in primary school children : A case for
integrating well-being strategies into education. The Australian Journal of
Education, 63(3), 292–306. https://doi.org/10.1177/0004944119878480

Wagner, L. (2019). The social life of class clowns: Class clown behavior is
associated with more friends, but also more aggressive behavior in the
classroom. Frontiers in Psychology, 10, 604–604.
https://doi.org/10.3389/fpsyg.2019.00604