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Positive Learning Environments, Lyford model - Coggle Diagram
Positive Learning Environments
Egeberg et al. Reading
AITSL Standards
Teacher retention
Workload
Behaviour issues
Instructional and behavioural management
Social and moral growth
Strategic response to misbehaviour
Teach social skills and structure
Acknowledge good behaviour
Origins of inappropriate behaviour
Environmental
Cultural norms
Ethnic and religious values
Socioeconomic status
Classroom environments
Home environment
Teacher attitudes
Ethnic & religious values
Psychoeducational
Attention deficit hyperactivity disorder (ADHD)
Autism spectrum disorder (ASD)
Emotional abuse
Oppositional defiant disorder (ODD)
Self-esteem issues
Developmental
Moral
Social
Intellectual
Theories
How different students learn best
Sociological
Ecological
Psychoeducational
AITSL Standard 1.1
Physical, social and intellectual development and characteristics of students
Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning
Lyford model
Prevention strategies
Classroom Climate
Physical environment
Classroom Culture
Instructional practice
Intervention stragegies
Supportive
Restate expectations
Refer to rules
Give warnings
Offer choices
Time-out
Corrective
Refer to higher authority
Send to another class
Detention
Interview parents
Proactive
Eye contact
Hand signal
Proximity
Quiet use of name
Pausing