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Introduction
The ability of teachers to establish and maintain a learning environment in
which the social, cognitive, behavioural and emotional needs of students
are met is crucial. According to Williams (2012), classroom management
along with methodological skills and knowledge of curriculum content
constitute the fundamental pillars of effective teaching and learning.
Effective classroom management is associated with enhanced student
outcomes (both educational achievement and the development of
morality and social values), as well as increased teacher self-efficacy and
job satisfaction (Williams 2012, Sullivan et al. 2014). This essay will
present the approaches this teacher will take in her future career to
manage learning environments, particularly with regards to encouraging
productive behaviours and managing unproductive behaviours. The term
unproductive is used here to describe a range of behaviours that militate
against learning (such as non-compliance and inattentiveness). The major
theory underpinning the construction of a safe, conducive and productive
learning environment is the 4S Conceptual Framework by Williams (2012)
which is of comprised four dynamic, flexible and interconnected domains:
setting, systems, student and self. The key principle of Williams
framework is that the learning environment and therefore students
behaviours are attributable to several contextual factors, hence in any
situation, a teacher needs to consider these domains, instead of simply
locating the problem and the responsibility for the behaviour within the
student alone (Sullivan et al. 2014, Williams 2012). In the words of Curwin
(1992, p. xiii):
It is what students do under the conditions they are in, not who they
are, that puts them [behaviourally] at risk.
ii.
external control.
Learning environments that are predictable, and that involve and
engage students through quality curricula best support pro-social
iii.
behaviours.
Power-with and power-to relationships between teachers and their
students are most supportive of pro-social behaviours.
These guiding principles lay the foundation for providing students with the
three universal human needs required for optimal functioning as identified
by Deci and Ryan (1990): autonomy, competence and relatedness. This
supports the creation of a safe, positive learning environment and an
optimum community of support that leads to positive student behaviour
and consequently, learning (Good and Brophy 2008).
Approach to promoting productive behaviours (prevention)
This teacher believes that the ability to promote productive behaviour and
therefore prevent unproductive behaviour depends on the teachers
capacity to build a classroom community, establish rules and routines, and
maintain student engagement. The growing diversity of the population in
Australia and therefore in schools and classrooms necessitates the
establishment of a classroom community in which everyone feels valued,
supported, and a sense of belonging. The concept of the classroom as a
community integrates the student, self and setting domains of Williams
4S Framework. Students need to feel a sense of security so that they are
able to be themselves, communicate openly and effectively, take risks,
and ask for support or help when necessary this is fundamental to the
EDUC 5182 SP1 2016
student
misbehaviour
and
eliminating
the
need
for
For
younger
students,
initially
displaying,
role-playing
and
founded
on
treating
students
with
respect
and
equity,
interpersonal
relationships
between
teachers
and
their
2011).
These
strategies
allow
the
teacher
to
demonstrate
attentiveness, care and respect towards the students (Lyons, Ford and
EDUC 5182 SP1 2016
Conclusion
Teachers play unique roles in their classrooms, and managing learning
environments is a complex but core component of teaching. Effective
management of the learning environment is achieved through the
combination of reasonable standards and procedures that respect,
empower and protect the rights of students, and a culturally relevant
pedagogical
approach
that
fosters
self-regulation,
builds
caring
and
manage
unproductive
behaviours
in
the
learning
environment.
1993 words
Reference List
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Winterton, A 2009, Trajectories of classroom behaviour and academic
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Bohn, CM, Roehrig, AD & Pressley, M 2004, The first days of school in the
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Charles, CM 1999, Richard Curwin and Allen Mendler's Discipline with
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Curwin 1992, Rediscovering hope: Our greatest teaching strategy,
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Good, TL & Brophy, JE 2008, Looking in classrooms, 10th edn,
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Jones, VF 2011, Practical classroom management, Pearson, Boston.
Kohn, A 2006, Beyond discipline: From compliance to community, 2nd
edn, Association for Supervision and Curriculum Development, Alexandria,
VA.
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