POSITIVE LEARNING ENVIRONMENT

ASSIGNMENT 2: STUDENT BEHAVIOUR AND

WELLBEING PRESENTATION

M a r ija R i l kovs ka , Zu h a l A kd e n iz , S h eenal Ch a n d

“What not to do”
Scenario
“What not to do”
Teacher instructs students disrespectfully.
Authoritarian approach is employed by the teacher. (Bowen and Filinders, 1990)
Refers to students as ‘stupid’.
Discouraging and negative learning environment.
Speaking while back turned to the students while writing on the whiteboard.
Aggressive with students earphones.
Negative Behaviour Demonstrated in Scenario
Teacher Student
Raises voice Ignores teacher
Disengaged from class Listens to music in class
Back turned toward student’s Fiddles with mobile phone
Continuously commands instructions Repeatedly ignores instructions,
without addressing behaviour
Aggressive toward misbehaved student Shows apathy
Teacher’s Perspective
ADVANTAGES DISADVANTAGES

Strategies encourage “stopping” the bad
behaviour
Teacher expressing authoritative persona
Scare tactics such as pulling out the earphone
and using raised voices
Strategy does not increase the target behavior
sought out by the teacher. It decreases target
behaviors as the teacher negatively reinforces.
Negligent towards students and disengaged
Abusive towards students (verbal and
physical)
Demonstrates professional misconduct with in
a school setting
Singling out individual student (welfare issue)
Student’s Perspective
ADVANTAGES DISADVANTAGES

Student is not mentally developed to Escaping issues of learning difficulties

recognise his “misbehavior” (self-
development) Escaping from welfare issues rather than
seeking help
Listening to music through earphones does
not disrupt others
Attempt to gain recognition amongst their
peer and establish a social identity (Estevez &
Elmer, 2009)
Mental escape from welfare issues
Music is a form of therapy
 Teacher Goals
To Demonstrate emotional self-control
 Teachers who demonstrate aggressive behaviour
toward students are more likely to encounter
misbehaviour from students.
 According to Lewis (2008), students become
more difficult to manage when they bear
witness to teacher aggression or escalating
punishment.
 “The ripple effect of hostility” (Lewis, 2008)
teachers who use aggressive classroom
management techniques such as abusive
language and sarcasm toward particular
students fuel anger and excitement in the
remaining students. Students feel they must be
on guard and ready to retaliate if provoked by
the teacher.
 The teacher should seek to demonstrate a more
authoritative approach rather than an
authoritarian approach. (Bowen & Flinders,
1990, cited in jones & Jones, 1998, p.53)
To maintain classroom discipline
 The teacher should maintain a balance of
authority and care by:
 Ensuring students are aware of the school and
classroom policies & procedures.
 Ensuring students comply with pre-established
class rules and maintaining a ‘no tolerance’
attitude to the violation of classroom rules and
school policies
 Balancing teacher control and student autonomy
by respecting student’s personal space & allowing
freedom of self-expression
 Being prepared with consequences and the right
to take away privileges if/when they fall out of
line.
 E.g. taking away their right to sit next to friends
by making seating arrangements
 Use Operant Conditioning (McLeod, 2015) to
modify behaviour and increase the desired
behaviour by using positive and negative
reinforcement
To seek more effective strategies to deal with
misbehaviour
 Make learning engaging, fun and interactive
 Establish challenging learning goals
 Create and implement individualised programs
for extremely disruptive students
 Respond to troubled students using the GRIP
(Responsibility.org, 2013) principle to:
 GATHER INFORMATION- Write down
observations about student behaviour, look for
signs/risk factors and decide if support is needed
 RESPOND- Talk & listen to young person, show
empathy and avoid being a counsellor
 INVOLVE OTHERS- Speak with colleagues about
concerning students, refer to counsellor, stay in
touch, review progress
 PROMOTE WELLBEING- Promote a positive
school environment, tolerance, offer positive
feedback, alter teaching style where necessary
 Student Goals
To be more engaged in lessons Discipline
Listen to instructions Operant Conditioning: both positive and negative reinforcement is
used to encourage the desired behaviour from a student while
Pay attention to teaching content eliminating the less desirable behaviour. (McLeod, 2015)

Complete all work (both in class and at home)
Ask for help when needed
Abide by classroom rules and school policies
Be respectful of others (teacher and peers)
Student Discipline in NSW Government Schools
Attend school daily, unless legally excuses, and be in class on time
prepared to learn
Maintain a neat appearance, adhering to school uniform or dress
code policy

Be less disruptive (raise hand when providing answers, asking Behave safely, considerately and responsibly, including travelling to
questions) and from school

Switch mobile phone off Show respect at all times to teachers, other school staff, including
following class rules, speaking courteously and co-operating with
Remove hat instructions and learning activities
Treat one another with dignity and respect
Care for property belonging to themselves, the school and others
(web3.penrith-h.schools.nsw.edu.au, 2015)
“What to do”
Scenario 1
Reflection on Scenario 1

What to Do
The teacher demonstrates routine consistent
with discipline in her
There is evidently more structure in how she
begins her class, from the way she chooses to
greet her class to the moment they step into
the classroom.
She ensures that students are prepared for
work, void from any distractions before
entering the classroom by asking her students
to remove their hats, switch off their phones
and put them away.
She is more engaging with the students and
has made changes to her own behaviour by
applying positive reinforcers
E.g. “Jake. Would you like to choose an
Eminem songs that we can discuss?”
 Evaluation of Scenario 1
Aggressive classroom management techniques and punishment overtime quells student productivity levels
leading to:
 Class disengagement
 Less interest in particular subjects
 Out-of-class referrals
 Frequent absences from school and even school expulsion (Lewis, 2008).

Discipline is essential in promoting appropriate behaviour and demoting academic misconduct.

Core issues behind a child’s misbehaviour need to be uncovered and dealt with
A holistic approach to managing incongruent behaviour may be help to determine where issues impacting a
child’s ability to learn stem from:
 Social
 Psychological
 Environmental (including domestic)
Establishing a supportive and non-threatening learning environment
Building positive relationships is key to improving behaviour and achieving learning outcomes
Modelling trust and focusing on positive behaviour (De Jong,2008)
“What to do”
Scenario 2
Reflection on Scenario 2

What to Do
The teacher engages the class with a
brainstorming activity which immediately
gains attention of disengaged students
 Teacher reinforces discipline
expectations by reminding students to
raise hand to speak
Teacher prompts class to engage in
discussion
Teacher does not pick on negative
behaviour of Jake and instead prompts
him to join class discussion on a positive
note.
Encourages positive contributions to the
discussion
Jacob Kounins – classroom management = a stimulating and motivating environment.
Teacheruses positive disciplinary techniques
Teacher–student discussion reduces the level of distraction from work and annoyance a student felt towards their
teachers when they were handling misbehaviour, as well as strengthening levels of connection to school. (Roache and
Lewis 2010)
Discussion also establishes of a rapport between student and teacher by setting this relationship
Rewards and recognition for good behaviour also help establish an environment of trust and respect in which students
are less likely to misbehave in the first place (Lewis, 2008).
 Presents opportunity to balance sanctions with positive reinforcement

Hinting
 Encourages students sense of responsibility for engaging in work and communicating respectfully
 places students on a more equal footing with their teacher
 builds their sense of control and self-esteem
 Encourages students to meet adult expectations in an adult manner, thus building their experience base for
 Calls for self-discipline and self-control
“What to do”
Scenario 3
Reflection on Scenario 3
What to do
Teacher effectively involves students.
The teacher forms a sense of connection and
relationship with the student.
Motivate and encourage students to express
their valuable opinions and thoughts.
Creating relevance between school work and the
student.
Classroom content and activities are crucial in
managing student behaviour. (Crowder, G. R.
(2008). Why Students Misbehave: An
Investigation Into the Reasons Given by
Elementary School Aged Students. Pro Quest.)
Evaluation of Scenario 3
Ramon Lewis Theory of Self-Regulation by Encouragement
Whilst speaking to student one on one and encouraging class participation, the teacher
applies self regulation by enabling the student a sense of self worth.
Behaviour can only be attained by less emphasis on student obedience and teacher coercion,
and more on student self-regulation. (The Developmental Management Approach to Classroom
Behaviour: Responding to Individual Needs, Ramon Lewis, 2008)
School Policies and Procedures
CASTLE HILL HIGH SCHOOL
Line up quietly outside the room until the
teacher arrives.
Enter and leave the room quietly
Be prepared to work
Listen and follow teacher instructions
Mobile phones must be switched off and left
in student bags during and between lessons.
PENRITH HIGH SCHOOL
Range of policies listed on School’s website.
School’s Fair Discipline Code promotes that all
students and teachers have the right to:
Be treated fairly and with dignity
environment free from disruption, harassment and
discrimination.
Mobile phones:
Not to be used during the school day
must be switched off
immediately confiscated incase of interruptions
3 warnings applicable.
School Polices and De Jong’s Principles
Based on De Jong (2005) a school should encompass a clearly articulated and comprehensive
behaviour management policy with the following criteria when implementing school policies.

Comprehensive and implemented at a classroom, school and community level

Embraces student-centred philosophy

Caters to all students with individual needs and potentials

Recognises student diversity

Focuses on early intervention and prevention

Promotes a safe, supportive and caring school environment as opposed to punishing one

Encourages ownership of rights and responsibilities by the student, parents/guardians & school staff

Clear and consistent expectations of students and staff

Continuous monitoring and ongoing professional development for staff

Comparing Policies:
Mobile Phone Policy
They are not to be used during the school day and, if brought to school, must be switched off
Students who bring mobile phones to school do so at their own risk. The school takes no responsibility for the security of
mobile phones or other valuable items brought to school
If a mobile phone interrupts a lesson, it will be immediately confiscated:
1st instance: the teacher will return the phone at the end of the school day. In some cases, the teacher may refer the
matter to the Head Teacher for action
2nd instance: the phone will be confiscated by the teacher and the matter referred to the Head Teacher.
3rd instance: the phone will be confiscated and handed to the Deputy Principal. A formal caution will be issued and the
phone returned to the parent.
Both Castle Hill high Schools and Penrith Selective High School have a similar Mobile Phone Policy whereby:
No Mobiles are allowed to be used during the school day
If a mobile phone disrupts a lesson it will be confiscated immediately by the teacher
Thank you for your
attention…..
References:
De Jong, T. (2005). A framework of principles and best practice for managing student behaviour in the Australian education context. School of Psychology International. 26(3), 353-370.

Lewis, R. (2001). ‘Classroom discipline and student responsibility: The students view’. Teaching and Teacher Education, Volume 17 Issue 3, pp.307‐319.
doi:10.1016/S0742‐051X(00)00059‐7.

Lewis, R. (2008). The Developmental Management Approach to Classroom Behaviour: Responding to Individual Needs [e-book]. Camberwell, Vic: ACER Press 2008

Managing Student Behaviour. (2015) (1st ed.). Western Australia. Retrieved from http://www.det.wa.edu.au/policies/detcms/cms-service/download/asset/?asset_id=6321234

McLeod, S. (2015). B.F. Skinner: Operant Conditioning. Simply Psychology. Simplypsychology.org. Retrieved 25 January 2015, from http://www.simplypsychology.org/operant-conditioning.html

Bowen & Flinders, 1990, cited in Jones & Jones, 1998, p.53

Lewis, R. (2008). The Developmental Management Approach to Classroom Behaviour: Responding to Individual Needs

Crowder, G. R. (2008). Why Students Misbehave: An Investigation Into the Reasons Given by Elementary School Aged Students. Pro Quest.

Penrith High School Website

Castle Hill High School Website

Managing emotionally disturbed children in regular classrooms. Kounin, Jacob S.; Friesen, Wallace V.; Norton, A. Evangeline. Journal of Educational Psychology, Vol 57(1), Feb 1966, 1-
13.http://dx.doi.org/10.1037/h0022931