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Week 1: Positive Learning Environments - Coggle Diagram
Week 1: Positive Learning Environments
Intervention
Supportive
Value all student contributions
Use a range of questioning techniques for open discussion
Collaborate with students to develop group agreements for behaviour
Corrective
'Sandwich': Positive, correction, positive
Explain, demonstrate and model
Positive classroom discipline, classroom rules stated in positive terms
Home-school communication
Actively listen
Use non-threatening questions
Proactive
Using reminders and cues
Optimise classroom environment
Establishing and maintaining positive relationships
Give behaviour-specific praise
Set clear expectations
Be consistent
AITSL Standards
1.1.1: Demonstrate knowledge and understanding of physical, social and intellectual development and characteristics of students and how these may affect learning
3.5.1: Demonstrate a range of verbal and non-verbal communication strategies to support student engagement
4.3.1: Demonstrate knowledge of practical approaches to manage challenging behaviour
4 Preventative Practices
Classroom Climate
Physical Environment
Classroom Culture
Instructional Practice
Origins of Inappropriate Behaviour
Environmental
Cultural norms
Ethnic and religious values
Socioeconomic status
School policy
Home environment
Teacher attitudes
Classroom environment
Developmental
Cognitive ability
Age and experience
Moral development
Emotional development
Social development
Psychoeducational
Self-esteem issues
ADHD, ASD, ODD
Emotional abuse
Egeberg et. al. Reading
Actively engage students in their learning in order to minimise misbehaviours by using a variety of instructional techniques
Acknowledging appropriate behaviours by using a range of strategies that focus on identifying and recognising appropriate classroom behaviours through the use of both individual and group encouragement
Establishing expectations and teaching social skills by identifying and defining a small number of positively stated rules or agreements and then ensuring that these are well taught, modelled, reviewed and supervised by the teacher moving around the room, interacting with students, reminding and redirecting students to appropriate behaviour
Maximise structure through the use of teacher directed activities, explicitly defined routines and the physical classroom arrangement in terms of good spacing of clusters of desks and visual displays
Using a range of strategies to respond to misbehaviour from low-key techniques to remind and redirect the behaviour, planned ignoring through to logical consequences
Rules, routines, praise, misbehaviour, engagement
Managing the physical environment, motivating students, using the least intrusive means, involving parents and the community, attending to social/cultural/emotional factors, building positive relationships with students
Theories
Ecological
Underpins view on PLEs and student behaviour
Draws attention to the complexity of interrelationships between schools, individual children, their families and the local and wider communities
Five environmental systems: Individual, microsystem, mesosystem, exosystem, macrosystem. Sometimes a chronosystem is also considered
Encourages teachers to give thought to how these interrelationships affect student behaviour
Appropriate and inappropriate behaviours
Passive and active inappropriate behaviours
Primary and secondary inappropriate behaviours
Developmental, psychological and environmental factors
Psychoeducational
Inappropriate behaviours are often attempts to meet these needs and goals when appropriate behaviour has not worked or when students simply do not know better ways to accomplish them
Allocation of responsibility for decisions to the students, and the paramount importance of the teacher-student relationship
Students have needs and goals that they strive for, such as belonging, acceptance and autonomy
Encompasses Goal Theory and its derivatives, Choice Theory and the Pain Model
References
De Nobile, Lyons & Arthur-Kelly. (2018). Chapter 1: An introduction to positive learning environments (pp. 2-31)
Egeberg, HM., McConney, A., & Price, A (2016). Classroom management and national professional standards for teachers: A review of the literature on theory and practice. Australian Journal of Teacher Education (pp. 1-18)
Bennet, Maria (2021). Lecture 1: Positive Learning Environments [PowerPoint Slides], Interact2
https://csu.ap.panopto.com/Panopto/Pages/Viewer.aspx?id=3793a6a8-6a24-4839-9602-accb0076e80b