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Week 1: The Lyford Model (Appendix 1) Positive Learning Environments…
Week 1: The Lyford Model
(Appendix 1)
Positive Learning Environments
(PLEs)
4 preventative practices
Classroom culture
behavioural boundaries and expectations (De Nobile et al, 2017, p. 23
Classroom climate
quality of relationships between all related to student, teacher, school and community (De Nobile et al, 2017, p. 22).
Physical environment
physical classroom setting (De Nobile et al, 2017, p. 23).
Instructional practice
curriculum, pedagogy and assessment (De Nobile et al, 2017, p. 23).
Intervention
Theoretical choice respond: Behavioural, psychoeducational, cognitive or social justice (De Nobile et al., 2021, p. 31).
Proactive preventative pathway (De Nobile et al., 2021, p. 31).
Response Hierarchy: Low > Medium > High (De Nobile et al., 2021, pp. 35-36).
Hybrid approach: Support and correct behaviour (De Nobile et al., 2021, pp. 30 - 36)
Theories
Ecological
Complex relationship system (De Nobile et al, 2021, p. 15)
Individual > Microsystem > Mesosystem > Exosystem > Macrosystem (De Nobile et al, 2021, p. 15)
all relationship levels influence student behaviour (De Nobile et al, 2021, p. 15)
Bronfenbrenner (De Nobile et al, 2021, p. 15)
Sociological
social and cultural systems (McDivitt et al, 2010, p. 14)
everyday experiences (McDevitt et al, 2014, p. 14)
Vygotsky's sociocultural theory (Phillipson et al, 2013, p. 4)
Psychoeducational
Needs and goals of individual and behaviour (De Nobile, 2017, p. 7)
Unseen: desires for longing / need for autonomy (De Nobile et al, 2017, p. 7)
Seen: behaviour (De Nobile et al, 2017, p. 7)
Abraham Maslow and Carl Rogers humanist theories (De Nobile et al, 2017, p. 214)
AITSL Standard:
1.1, 1.2, 1.3, 3.7, 4.3, 4.4 (Appendix 2)
Egeberg et al. (2016) reading
AITSL Teacher Standards (Egeberg et al., 2016, p. 1-2, 10-11 & 13).
Perspectives on classroom management (Egeberg et al., 2016, p. 1 - 2, 4, 7 & 13).
Teacher effectiveness in assisting students' behaviour (Egeberg et al., 2016)
Socialisation for students (Egeberg et al., 2016, p. 1, 3 - 8 & 12).
Origins of inappropriate behaviour
Psychoeducational:
emotional abuse, attention deficit hyperactivity, autism spectrum disorder (ASD), oppositional defiant disorder (ODD), self-esteem (De Nobile et al. 2017, p. 18)
Environmental:
home, socioeconomic, cultural, ethnic and religious values, school policy, classroom, teacher attitudes (De Nobile et al., 2017, p. 27).
Developmental:
Cognitive, gender, age, moral, social, emotional (De Nobile et al., 2017, p. 18