Promoting a Positive Learning

Environment
STUDENT TEACHER INTERACTION HANDBOOK

Rebecca Deborah-Anne Dodd | Graduate Diploma in Education | 2015| 2800 words

Contents
Theorists ........................................................................................................................2
Introduction ...................................................................................................................3
Preventative .................................................................................................................. 4
Supportive ......................................................................................................................7
Corrective ................................................................................................................10
Conclusion12
References.13
Appendices..15
Appendix 1...16
Appendix 217
Appendix 318
Appendix 4...19
Appendix 5.20

PAGE 1

Theorists an outline

William Glasser

Levin & Nolan (James Levin, James F. Nolan)

Jacob Kounin

Frederic Jones

Bill Rogers

Rudolf Dreikurs

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Introduction
The mediocre teacher tells. The good teacher explains. The superior teacher demonstrates. The great teacher
inspires. William Arthur Ward (Fred, 2010)
Teachers have a much greater opportunity and responsibility than simply teaching. We must inspire students to
challenge themselves, to choose to be a better person every day, and to eventually become world changers.
Teachers have a responsibility to build learners capacities to participate as knowledgeable members of and
contributors to a socially just, responsible and democratic society (Trb.sa.edu.au, 2015). By creating a positive
learning environment, we are enabling more than just the learning of content, but of values and ethics (Matthew,
2015) which makes character.
The way teachers respond and deal with misbehaviour will play a major part in students development.
Misbehaviour, while sometimes frustrating and disruptive, should be seen as an opportunity to grow students,
not punish. Education in its fullest sense is inescapably a moral enterprise a continuous and conscious effort
to guide students to know and pursue what is good and what is worthwhile. (Bu.edu, 2015)
Classroom management should be built upon mainly on preventative strategies that maximize the opportunity
for good behaviour. In a perfect world, preventative strategies would be all we need, but students are still
growing and will need supportive strategies to encourage positive behaviour, and sometimes corrective
strategies. Levin and Nolan have created a hierarchy of management intervention (Appendix 1) that places
strategies on a continuum from student-centred which involves less confrontation and disruption, to the
contrasting teacher-centred management. Similarly, the strategies in this handbook increase in severity as
needed for increasing misbehaviour.

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Preventative Actions
C.M. Charles states You can prevent most misbehaviour if you treat students sensitively, provide an interesting
curriculum, and use a helpful teaching style. (Charles and Barr, 2002, p. 236). By preventing misbehaviour,
teachers have more time to facilitate learning and to create a positive learning environment. This category of
action should be emphasised more than the others as Prevention of misbehaviour is always preferred to
intervention. (Pg. 7, Lyons, Ford and Arthur-Kelly, 2011)
Main Preventative Theorists
Rogers
Kounin
Video analysis
A Lighter Note
-

Clear instructions and expectationsTeddy Proud used explicit instructions to prevent student
misbehaviour, as they had all the information they needed to be successful. As the students knew how to
behave, and Teddy could focus more on promoting correct behaviour, rather than correcting misbehaviour.

A Lesson from the Best

-

Goals/aims Phil Beadle communicated to his class the goals for the lesson and reinforced this with writing
on the whiteboard.

The Unteachables
-

Negotiate classroom rules Phil negotiates the rules with the students so they have a sense of ownership
and can be easily held accountable.
Variety and lesson planning Phil used the activity of making orange juice to teach his students that life is
what you make of it instead of lecturing. Phil used variety, and planned activities that he knew the students
would respond well to.

Praise and Preparation

Praise Amys teaching is abundant with praise; she not only praises the students answers, but thanks them for
answering. Praise places instils value which is a high motivator.

Strategies:
Clarity
A clear teacher is one who presents information in
ways that make it easy for students to understand.
(pg. 7, Killen, 1998) Students are more likely to
misbehave if they are unclear about the topic or task
as they are unable to complete the set work.
(Appendix 2)

ACTION:
-

Present lesson in a logical sequence

Use appropriate examples
Explain the meanings of new words
Give a summary of the lesson

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Variety
Variety is essential in engaging and motivating
students. This therefore has a positive impact on
student achievement. It has been shown to reduce the
amount of disruptive behaviour and to increase
student attention. (pg. 8, Killen, 1998)

ACTION:
-

Varying student activities

Using different methods of
instruction

Teacher Demeanour
An enthusiastic teacher conveys to students a feeling
of involvement, excitement and interest. (pg. 12,
Killen, 1998) Enthusiasm from the teacher will engage
students and place value on the topic which will, in
return make students more receptive to learning.

ACTION:
-

Hand gestures
Vocal characteristics
Facial Expression
Posture

Praise
Praise is a high motivator in the classroom and can reinforce good behaviour or work. Praise covers a wide
variety of needs according to Maslows hierarchy; it can create a safe environment, creates a sense of love and
belonging, boosts students self-esteem, and guides them towards realizing their full potential. (Appendix 3) The
emphasis of praise must be on student effort; When praise singles out exertion and work-products, it can help
students to see a direct link between the effort that they invest in a task and improved academic or behavioural
performance. (Interventioncentral.org, 2015)
Class Rules (Rogers) Bill Rogers, through his Positive Behaviour Model, encourages collaborative establishment of rules and
consequences within a classroom behaviour agreement. An Understanding of and commitment to this principle
empowers students to meet their (behavioural/social) responsibilities, and for discipline to be managed with
dignity. (Pg. 23, Lyons, Ford and Arthur-Kelly, 2011)
Democratic Discipline/Goal Centred Theory (Dreikurs)
Similar to Rogers class rules strategy, Dreikurs strategy involves whole class discussions about behaviour and
gives the students choice particularly about rules, consequences and academic work. A teacher who is more
democratic rather than permissive or autocratic, has a greater capacity to support students to become personally
responsible learners. (Pg. 7, Lyons, Ford and Arthur-Kelly, 2011)
Movement Management (Kounin)
Kounins strategy of movement management involves pacing, momentum and transitions. Student attention is
turned easily from one activity to another, thus keeping student attention on the task at hand (pg. 25, Charles,
1992). Teachers must avoid jerkiness, failure to move smoothly from activity to activity, and slowdowns, time
wasting between activities such as overdwelling on explanations.
Overlapping (Kounin)
When instructing one group, the teacher should be able to acknowledge difficulties that students outside of the
group may be having so that instruction continues moving. Kounin believes that teachers must be able to do
two things at once without compromising either. This could even just be receiving a note from the office while
teaching.
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Building Relationships with Students

The quality of the teacherstudent relationship is the single most important factor to consider when rethinking
classroom management. (Learnalberta.ca, 2015) Students are less likely to misbehave if they feel they are in a
positive learning environment which is firstly created through teacher-student respect and trust.
Goals/Aims
When student are clear about the goals for each lesson, they have something to work toward, and are therefore
less likely to misbehave.

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Supportive Actions
Minimising management problems through pre-emptive and effective classroom management. Despite your
best efforts, students will at times become restive and can easily slip into misbehaviour. This is the time for you
to make use of supportive techniques, which are pleasant yet effective in keeping students engaged in their work.
(Charles, 2002, p. 236).
Main Theorists
Levin and Nolan
Jones
Rogers
Video Analysis
Praise and Preparation
-

Whisper technique When Amy saw an off-task student, she walked over and whispered to them, asked
what they were doing, then gave them clear instructions.
Effective Body Language Amy addressed talking by holding her finger up to her lips to indicate silence.

Girl Talk
-

Praising positive behaviour Nicola praised the behaviour of on-task students by giving them verbal praise
and attention
Planned ignoring Nicola encouraged two chatty girls to stay on task by ignoring their constant calls for
help. The girls learnt to be on-task, and learn, in almost a Pavlovs dog fashion, that good behaviour receives
reward.

Manage That Class

-

Physical proximity Jenny constantly positioned herself near the misbehaving students to send a non-verbal
signal to correct their misbehaviour
Wait time When students were misbehaving, Jenny stopped and used silence to communicate to the
students.
Effective body language Jenny used the stillness of her body to signal that there was misbehaviour that
needed addressing
Name Dropping Jenny used the names of misbehaving students to direct them back to on-task behaviour

Attention Seekers
-

Planned Ignoring - Jayne ignored small misbehaviour, and focussed on praising the well behaved students
Ripple effect The planned ignoring communicated that the way to get positive attention was to participate;
the more students chose to participate, the stronger the ripple effect.

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Strategies
Withitness (Kounin)
Kounin coined the term withitness to describe teachers knowing of what was going on in all areas of the
classroom at all times. (Charles, 2002, p. 23)The idea of this strategy is not just that teachers have eyes in the
backs of their heads, but that the students are aware of this too. By being a withit, teachers are able to assess
which strategy, if any, needs to be implemented.
Planned Ignoring (Levin& Nolan) (Rogers)
Levin and Nolan suggest by giving no attention to
the misbehaving student, their misbehaviour is not
rewarded. Rogers echoes this sentiment with his
strategy of tactical ignoring

ACTION:
-

Ignoring calling out, whispering,

and interruptions (L&N)
Ignoring eye rolling (Rogers)

Wait time
Teachers can use short periods of silence to indicate that there is unacceptable behaviour happening that needs
to stop.
Effective Body Language (Jones)
ACTION:

Fred Jones advocates body language as

communication. Jones compares it to a game of
poker; when one party raises, the other party must
either bet or fold. (Educationworld.com, 2015)

Facial expressions
Signals/gestures
Pointing to a rule on the whiteboard

Proximity Interference (Levin& Nolan)

ACTION:

Teachers may move towards the misbehaving

student in a number of ways that signals that their
behaviour needs to be changed.

Walking towards the student while

conducting the lesson

The Ripple-Effect (Kounin)

Kounin also poses similar ideas to Levin and Nolan in his Ripple-Effect theory; the correction of misbehaviour of
one student often influences the behaviour of nearby students. On the other hand, noticing positive behaviour in
a student draws the attention the teachers expectations.
Whisper Technique By whispering a simple statement such as Can you please look at the whiteboard. to an individual student,
behaviour is addressed without any embarrassment or confrontation

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Humour (Levin and Nolan)

Using humour depersonalizes the situation to help handle misbehaviour in a positive way. (Levin and Nolan,
2005, pg 37)
Interest Boosting (Levin and Nolan)

ACTION:

If a student is showing signs of being off-task, the

teacher may show interest in the students work to
bring them back on-task.

Walk over to the student and ask

them how their work is going
Ask the student to write the correct
answers on the whiteboard

Redirecting Behaviour (Levin and Nolan)

Students who are showing signs of being off-task can
be asked specifically to participate in on-task
behaviour. The key with implementing this strategy is
to treat the student as if they were paying attention so
as to not cause embarrassment. Whether the student
completes the task successfully or not, the message to
get back on-task is clearly understood.

ACTION:
-

Call on an off-task student to

answer a question
Name dropping

PAGE 9

Corrective Actions
We have to accept that while good discipline systems can prevent most misbehaviour, your students will
nevertheless break rules at times and you must deal with the transgressions. If you approach misbehaving
students in a sensitive manner, you can help them return to proper behaviour with no ill feelings (Charles, 2002,
p. 237). Some misbehaviour will be common practice that teachers have to address, though some will be
chronic. It is important that teachers are prepared to respond no matter the case.
Main Theorists

Glasser
Levin and Nolan
Dreikurs
Jones
Rogers

Video Analysis
Manage That Class
-

Choice Jenny gives a misbehaving student a choice; Put this back and follow my instructions, or Ill take it
away and you will have to watch everyone do the class.
Assertiveness/commands When two boys are fighting in class Jenny uses assertiveness to break it up; she
speaks firmly and loudly, without yelling, and gives direct instructions

Setting Limits (Jones)

Jones suggests that to address misbehaviour teachers
must create a dilemma for which students must make
a decision. Jones stressed that this is not the same as
an ultimatum.

ACTION:
-

You can finish your work now and

have lunch with the others, or if
you dont finish it you will stay back
at lunch and finish it.

Partial Agreement (Rogers)

Rogers creates a less confrontational classroom by
encouraging teachers to use partial agreement; it
shows that the teacher listened to the student, but the
focus is placed on the actual issue.

ACTION:
-

Gees! Other teachers dont care if

we chew gum. student
Maybe your regular teacher does;
the school rule is clear though. The
bin is over there. Thanks.

(Rogers, 2003. pg 42)

Back up systems (Jones)

-

Jones emphasises that is it important for teachers to have a series of responses to call upon if all else fails; these
should be out of class and usually depend on individual schools behaviour plans.
Democratic Discipline/Goal Centred Theory (Dreikurs)

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Dreikurs believes that student misbehaviour is based upon a the need to belong, and is driven by one of four
motives (Appendix 4). Teachers can deal with more challenging students to pursue positive goals to meet their
need to belong.
Sending an I Message (Thomas Gordon)
This is a three-part message allows the student
to see their negative impact.

ACTION:

1. Simple Description of behaviour

2. Description of its tangible effect on the
teacher and students
3. A description of the teachers feelings
about these negative effects

John, when you call out answers

without raising your hand (1), I
cant call on other students (2). This
is frustrating because I would like
to give everyone a chance to
answer.(3)

(Levin and Nolan, 2005, pg 38)

Positive Phrasing (Levin and Nolan)

ACTION:

Teachers can emphasise the positive

outcome of good behaviour instead of the
negative outcomes.

John, you will be called on as soon

as you raise your hand.

(Levin and Nolan, 2005, pg 39)

Rule Reminders (Levin and Nolan)

(Rogers)

ACTION:

Where clear rules are established, reminders

of what they are can help students to
recognise inappropriate behaviour. If several
or more students are calling out during
instructional time, a reminder may need to
be communicated to the whole class (Rogers,
2003)

John, our classroom rules state

that students must raise their hands
before speaking.

(Levin and Nolan, 2005, pg 39)

Glassers Triplets (Glasser)

ACTION:

Another way to remind students of the

rules, and to enable them to take
responsibility for their own behaviour is
with Glassers Triplets.

1.
2.
3.

What are you doing?

Is it against the rules?
What should you be doing?

(Levin and Nolan, 2005, pg 40)

Explicit Redirection (Levin and Nolan)

Explicit redirection consists of an order
to stop the misbehaviour and return to
acceptable behaviour. (Levin and Nolan,
2005, pg 40) It leaves no room for
argument.

ACTION:
-

John, stop calling out answers;

raise your hand if you would like to
answer a question.

(Levin and Nolan, 2005, pg 40)

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You have a choice (Levin and Nolan)

Logical consequences are offered to motivate
the student to stop misbehaviour. (Levin and
Nolan, 2005)

ACTION:
-

(Levin and Nolan, 2005, pg 42)

John, you have a choice. Stop

calling out answers and begin raise
your hand to answer, or move to
your seat at the back of the room
and you and I will have a talk later

Commands (Rogers)
Any hostile or aggressive behaviours in/out of class will require a firm, decisive, even sharp tone of voice to
immediately gain attention. (Rogers, 2003, pg. 52) once the initial behaviour is stopped, teachers should issue
further instructions in a firm and assertive manner.
Reality Therapy (Glasser)
The responsibility for good behaviour is placed on the
learner in Glassers Reality Therapy. When disruption
ACTION:
occurs, teachers can prompt the student to evaluate
and correct their behaviour. If disruption occurs, the
- What are you doing?
teacher and student to design a commitment to
- Is this behaviour against our
change. If this commitment is not upheld, the
rules?
consequences become progressively more severe:
principal conference, parent conference, in-school
suspension, out-of-school suspension, and permanent exclusion from school.
Restorative Practices
Restorative Practice originated in the judicial system and is based on the notion of schools as social
environments and in focusing young people to take responsibility for their behaviour by acknowledging what has
happened and the people who had been affected by their behaviour. (Tlweb.latrobe.edu.au, 2015) This strategy
moves away from punishment and focusses on logical consequences and what needs to be done to make things
right.
Disrupting the Cycle of Discouragement (Levin& Nolan)
Students misbehaviour can often be from low self-esteem. If the teacher discourages the child further and
doesnt fix the problem, the student will end up back in the cycle of discouragement and will continue to
misbehave. To break the cycle, a teacher, in addition to stopping the misbehaviour, would have to find a
positive way to fulfil their need to feel significant. (Zuckerman, 2009, pg. 126) (Appendix 5)

Conclusion
The greatest sign of success for a teacher . . . is to be able to say, The children are now working as if I did not
exist. Maria Montessori (Moore and Hansen, 2012, pg. 52)
It is the teachers responsibility and privilege to not only teach the content of the subject, but to nurture and
grow students into people who can learn for themselves and make their own way through life. For teachers to be
true facilitators of learning, they must have created a positive learning environment that breeds curiosity, value,
and learning. Misbehaviour may seem frustrating and distracting from learning, but it is also an opportunity to
be one step closer to this positive environment where it seems as though the teacher doesnt even exist.
PAGE 12

References
Bu.edu, (2015). Character Education Manifesto Center for Character and Social Responsibility | Boston University. [online]
Available at: http://www.bu.edu/ccsr/about-us/partnerships/character-education-manifesto/ [Accessed 17 Apr. 2015].
Charles, C. (1992). Building Classroom Discipline. 4th ed. New York: Longman Publishing Group.
Charles, C. and Barr, K. (2002). Building classroom discipline. New York: Longman.
Educationworld.com, (2015). Tools for Teaching. [online] Available at:
http://www.educationworld.com/a_curr/columnists/jones/jones010.shtml [Accessed 15 Apr. 2015].
Fred, H. (2010). The True Teacher. Texas Heart Institute Journal, [online] 37(3), p.334. Available at:
http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2879191/# [Accessed 4 April 2015].
Interventioncentral.org, (2015). Teacher Praise: An Efficient Tool to Motivate Students | Intervention Central. [online]
Available at: http://www.interventioncentral.org/behavioral-interventions/motivation/teacher-praise-efficient-toolmotivate-students [Accessed 4 April 2015].
Killen, R. (1998). Effective teaching strategies. Katooma, N.S.W.: Social Science Press.
Learnalberta.ca, (2015). Key Element 1: Positive relationships Supporting Positive Behaviour. [online] Available at:
http://www.learnalberta.ca/content/inspb2/html/1_positiverelationships.html [Accessed 1 May 2015].
Levin, J. and Nolan, J. (2004). Principles of classroom management. Boston: Pearson.
Levin, J. and Nolan, J. (2005). What Every Teacher Should Know About Classroom Management. Boston: Pearson.
Lyons, G., Ford, M. and Arthur-Kelly, M. (2011). Classroom Management. 3rd ed. Melbourne: Cengage Learning.
Matthew, R. (2015). Character and Ethics Education.
Moore, K. and Hansen, J. (2012). Effective strategies for teaching in K-8 classrooms. Thousand Oaks: SAGE Publications.
Rogers, B. (2003). Effective supply teaching. London: P. Chapman Pub.
Tlweb.latrobe.edu.au, (2015). Restorative practice. [online] Available at: http://tlweb.latrobe.edu.au/education/learningmaterials/Classroom-management-general/Models/models-theories060.html [Accessed 3 May 2015].
Trb.sa.edu.au, (2015). Teachers Registration Board of South Australia. [online] Available at: http://www.trb.sa.edu.au/codeof-ethics [Accessed 4 May 2015].
Zuckerman, J. (2009). From lesson plans to power struggles, grades 6-12. Thousand Oaks, Calif.: Corwin Press.

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Videos:
1.
2.
3.
4.
5.
6.
7.

Schoolsworld.tv, (2015). A Lighter Note | SchoolsWorld. [online] Available at: http://www.schoolsworld.tv/node/408

[Accessed 6 May 2015].
Schoolsworld.tv, (2015). A Lesson From The Best | SchoolsWorld. [online] Available at:
http://www.schoolsworld.tv/node/263 [Accessed 6 May 2015].
Channel 4, (2015). The Unteachables. [online] Available at: http://www.channel4.com/programmes/theunteachables [Accessed 6 May 2015].
Schoolsworld.tv, (2015). Praise & Preparation | SchoolsWorld. [online] Available at:
http://www.schoolsworld.tv/node/273 [Accessed 6 May 2015].
Schoolsworld.tv, (2015). Girl Talk | SchoolsWorld. [online] Available at: http://www.schoolsworld.tv/node/126
[Accessed 6 May 2015].
Schoolsworld.tv, (2015). Manage That Class - Year 8 - Friday | SchoolsWorld. [online] Available at:
http://www.schoolsworld.tv/node/1752 [Accessed 6 May 2015].
Schoolsworld.tv, (2015). Attention Seekers | SchoolsWorld. [online] Available at:
http://www.schoolsworld.tv/node/1044 [Accessed 6 May 2015].

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Appendices
Appendix 1:
Levin, J. and Nolan, J. (2005) pg. 43. What Every Teacher Should Know About Classroom Management. Boston: Pearson

PAGE 15

Appendix 2
Killen, R. (1998). Effective teaching strategies. Katooma, N.S.W.: Social Science Press

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Appendix 3
Ellmonthly.wikispaces.com, (2015). ELLMonthly - Under the Microscope - Maslow's Hierarchy of Needs. [online]
Available at: http://ellmonthly.wikispaces.com/Under+the+Microscope++Maslow%27s+Hierarchy+of+Needs?showComments=1 [Accessed 6 May 2015].

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Appendix 4
Matthews, R. (2015). The School Dimension of Classroom Management.

If a teacher feels minor annoyance and frustration,

the purpose is attention seeking; (rebuke response
stops temporarily)
If a teacher feels personally challenged, the purpose
is power; (rebuke response continues to disturb)
If a teacher feels deeply hurt, the purpose is revenge;
(rebuke response becomes more violent)
If a teacher feels like giving up, the purpose is escape
by withdrawal. (rebuke response uninterested)

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Appendix 5
Levin, J. and Nolan, J. pg. 202 (2004). Principles of classroom management. Boston: Pearson.

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