EDUC 3007 Managing Learning Environments

ASSESSMENT 2: Preventative Planning

Introduction

Throughout Australia, students present primary school teachers with behavioural challenges daily. To
reduce behavioural challenges and the impact they have on students learning, teachers must utilise a
preventative approach; implementing strategies that reduce the likelihood of unproductive
behaviours (UB) occurring. Hence, this essay will explore strategies primary school educators can
implement in their classrooms to reduce UB and promote productive behaviours. First, behavioural
labelling and the importance of reducing UB will be discussed. Four overarching strategies for reducing
UB will then be explored: expectations, communication, relationships and classroom community, and
routines. Within discussion of each overarching strategy, specific strategies educators can apply will
be identified. Here, links will also be made with the Managing Learning Environments (MLE) principles,
and the 4S Conceptual Framework developed by Williams (2013, p.11) that identifies four domains to
consider and manage for effective classroom management: setting, self, systems and student.

Behavioural Labelling and the Importance of Reducing Unproductive Behaviours

Rather than addressing behaviours as appropriate and inappropriate, educators refer to productive
and UB. Productive behaviours support students to achieve success, including academic and social
(Sullivan 2018). In contrast, UB interrupt learning and reduce students’ productivity, including
uncooperative, disruptive and disengaged behaviours (Sullivan 2018; Williams 2013, p.14). As Sullivan
(et al. 2014, p.53) highlights, this change places the focus on increasing student learning through
engagement, rather than punishing students. Notably, when behaviours are considered in terms of
productivity, there is an increased likelihood for educators to consider other factors that contribute
to the behaviour, rather than immediately placing responsibility on the student (Sullivan et al. 2014,
p.45). Consequently, behaviours will be addressed as productive and unproductive throughout this
essay, and throughout my future practice.

It is important teachers implement strategies to reduce UB for two key reasons. Firstly, research has
identified behavioural management is a significant concern for teachers that often results in stress,
job dissatisfaction and a high turn-over rate (Cothran, Kulinna & Garrahy 2003, p.435; Myers et al.
2017, p.224; Sullivan et al. 2014, p.44). Interestingly, the repetitive nature of low-level behaviours is
considered a greater factor than infrequent, extreme behaviours (Johnson, Oswald & Adey, cited in
Sullivan et al. 2014, p.44). Consequently, educators must utilise several strategies to reduce UB and
support their own wellbeing. Secondly, educators must reduce UB to increase students’ success,

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Lewanna Hampel, Student ID: 110232121, Tutor: Peter Arnold
including the student who display UB and their affected peers. This is vital as UB can reduce students
learning opportunities, academic achievement and social competence (Myers et al. 2017, p.224;
Sullivan et al. 2014, p.43).

Establishing Expectations

One strategy educators should integrate into the classroom to promote productive behaviours is class
expectations. This strategy is supported by a study that found students valued teachers who
established clear expectations and were more likely to display productive behaviours as they knew
what was expected of them (Cothran, Kulinna & Garrahy 2003, p.437). Notably, for this strategy to
succeed, educators must communicate expectations from the very first day of school (Cothran,
Kulinna & Garrahy 2003, p.437; Good & Brophy 2008, p.74). The effectiveness of expectations is
enhanced when educators generate expectations through class collaboration as students understand
the rationale for the expectations and can develop ownership of their actions (Bohn, Roehrig &
Pressley 2004, p.281; McDonald 2013, pp.114-116). For example, conducting as a class discussion and
brainstorm of expectations. Furthermore, it provides students with a voice, creating a power-
relationship between students and the teacher that supports collaboration and equality (Baak 2018;
Arnold 2019b). To increase this relationship, educators can also ask students what expectations they
have of them as a teacher (Arnold 2019a). Aligning with an MLE principle, sharing power in the
classroom enables educators to support students to learn pro-social behaviour. Once a class has
brainstormed expectations, educators may help reduce these to approximately five broad
expectations, such as ‘I have the right to be and feel safe’. This expectation may apply to several UB,
including running with scissors and bullying. By reducing the number of expectations, students are
more likely to memorise them (Arnold 2019a). Additionally, expectations should always be positive
and hold students to a high standard as high expectations promote hope in students that they have
potential and can succeed (MLE principle; McDonald 2013, p.135; Arnold 2019a). Fitting within
Williams (2013, p.11) systems domain, the establishment of expectations creates an extremely
effective system students can use to guide their behaviours, and educators can communicate to
students to reduce UB.

Using Effective Communication

Given the prevalence of communication in the classroom, effective communication is a strategy

educators must master to reduce UB. Using effective communication ensures students don’t
misinterpret information, which may lead to UB during and after the communication (Cothran, Kulinna
& Garrahy 2003, p.437). For example, if a teacher’s communication is too complex students’ may give

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up and shift their attention, and if it is too simple, students may become bored and distracted (Lyons,
Ford & Slee 2014, p.47). Consequently, students may engage in UB, such as talking to a peer when the
teacher is talking, and other students may replicate these behaviours (Good & Brophy 2008, p.75). To
help reduce UB in the classroom, educators should increase the effectiveness of communication by
increasing student engagement. For example, varying their tone of voice, using facial expressions and
body movements to communicate feelings, and connecting experiences to topics students are
interested in (Jones & Jones 2011, p.304). These strategies align with an MLE principle that indicates
students’ pro-social behaviour is increased through learning environments that engage them.
Educators may also display visual reminders alongside verbal instructions to increase visual learners
understanding and so that students have something to refer to during experiences if they become
unsure, such as numbered instructions on the board (Hyde, Carpenter & Dole 2017, p.287). For
students with additional needs, this strategy may be particularly beneficial for reducing UB and
increasing learning opportunities, such as a student with an auditory processing disorder who
struggles to follow verbal instructions (Nemours Foundation 2014). Effective communication involves
receiving messages as well as sending them and, as such, educators should provide opportunities for
students to express themselves (Bohn, Roehrig & Pressley 2004, p.279). For instance, a sharing circle
to start the day. This strategy would reduce unproductive chatter amongst students throughout the
day as they have expressed themselves in the morning. Considering Williams (2013, p.11) 4S
framework, communication falls under all 4 domains, however it is heavily situated in self; the teacher
is responsible for the effectiveness of communication within the classroom.

Developing Relationships and a Classroom Community

Developing relationships and a classroom community (CC) are intertwined strategies educators can
implement to reduce UB. The importance of these strategies is emphasised through the MLE principle
that ‘human relationships and the effects of those relationships are the building blocks of early
development’. Specifically, creating personal relationships with students is fundamental as it helps
teachers understand individual students, and students to trust teachers (Good & Brophy 2008, pp.74-
76). Likewise, a positive CC that emphasises community and creates a sense of belonging can
encourage several productive behaviours (Bohn, Roehrig & Pressley 2004, p.279; Sapon-Shevin 2010,
p.22). To establish effective relationships and a CC, educators should take time to begin developing
relationships and a CC at the beginning of the year (McDonald 2013, p.112). Strategies educators can
use include creating expectations with students, facilitating get-to-know-you activities and
collaborative tasks. For example, playing collaborative musical chairs where the chairs are still
removed but students work together to squish onto the remaining chairs (Sapon-Shevin 2010, p.36).

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An activity like this would promote productive behaviours by encouraging students to develop skills
for maintaining harmony, including valuing others’ opinions (Sapon-Shevin 2010, p.41). Moreover, it
would enable teachers to critically consider the student domain of Williams (2013, p.11) framework,
specifically the skills individual students possess. Developing a supportive CC may also involve
facilitating strategies for helping others so that students feel safe taking risks and asking for help
(Sapon-Shevin 2010, p.22). Strategies like this may reduce student confusion, feelings of inadequacy,
and foster a desire to help others. For instance, establishing a ‘three before me’ rule whereby students
ask three peers for assistance before asking the teacher. Additionally, one small yet significant strategy
educators can use to initiate relationships is to show respect towards students and create a sense of
belonging in them by using their names from the very first day of school (Bohn, Roehrig & Pressley
2004, p.279). Notably, developing positive relationships and a CC not only help to prevent UB, but also
support the development of students as informed and productive citizens (McDonald 2013, p.123;
Ministerial Council on Education, Training and Youth Affairs 2008; Sapon & Shevin 2010, p.24).

Establishing Classroom Routines

Educators must integrate routines into their classrooms as they help reduce student opportunities to
participate in UB (McDonald 2013, p.140). There are many such routines, including transitional,
attention grabbing, morning and toileting routines (McDonald 2013, p.142; Myers et al. 2017, p. 226).
Consequently, at the beginning of the year educators must select the most important routines to teach
students first, before slowly introducing other routines throughout the term so that students are not
overwhelmed (Good & Brophy 2008, p.82). When teaching a routine, educators must explain why it is
used, model the routine, and provide opportunities for students to practice with positive feedback
(Bohn, Roehrig & Pressley 2004, p.281; Good & Brophy 2008, p.76; Myers et al. 2017, p. 225). When
designing routines, educators must consider all four of Williams (2013, p.11) domains; what is
appropriate for the students and in the classroom environment, how they will implement the routine
and the school regulations. Consequently, routines that are appropriate for one class may not be in
another. For example, a toileting routine where students place a teddy on their desk to go to the toilet
may not work in classrooms with students who procrastinate by going to the toilet. Here, a more
appropriate routine is for students to ask the teacher so that they can be monitored. Importantly,
McDonald (2013, p.147) notes UB are more prevalent during transitions. Therefore, educators may
implement strategies to quickly gain attention and deliver directions so that students know exactly
what to do. For example, teaching students to stop with their hands on their heads and be ready to
listen when the class bell rings. Educators must also consider transitions between locations. If students
are in one line it may take longer to move and be difficult to address the whole class. If students line

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Lewanna Hampel, Student ID: 110232121, Tutor: Peter Arnold
up in two lines this problem will be reduced, however they may chatter with peers. If this is an issue,
the rationale for quiet should be explained, such as being respectful of other classes. Notably, routines
are important in helping students become self-regulated, including performing routines without
reminders (Bohn, Roehrig & Pressley 2004, p.282; Good & Brophy 2008, p.72). Subsequently, using
routines to prevent UB strongly supports the MLE principle that self-regulation is preferable to
external control as it builds learner capacity.

Conclusion

Undeniably, successful classroom management can be achieved through the integration of

preventative strategies that reduce unproductive behaviours. As this essay explored, reducing
unproductive behaviours through prevention is critical as it helps to increase teachers’ wellbeing and
provides greater opportunities for students to achieve both academically and socially. While there are
endless strategies educators can utilise to integrate a preventative approach, this essay explored four
key strategies: establishing classroom expectations, using effective communication, developing
relationships and a classroom community, and establishing classroom routines. Notably, these
strategies emphasised that reducing unproductive behaviours is not simple, but rather it is a complex
process that requires educators to critically consider many factors, including the MLE principles and
the setting, students, systems and self (Williams 2013, p.11). Furthermore, this essay highlighted that
educators cannot implement just one strategy to reduce unproductive behaviours, nor expect
strategies to be effective in every context. Instead, educators must implement numerous strategies
specific to their students to promote productive behaviours within their classrooms. Consequently, as
a future educator I will reflect on the ideas presented in this essay and endeavour to utilise a
preventative approach to behavioural management to reduce unproductive behaviours and enhance
the learning of my future students.

Word Count: 1997 (without headings)

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