(name removed for TPA) Managing Learning Environments Assignment 2

Preventative Planning

Word count: 1740

There is a growing sense of social anxiety around behaviours from teachers and communities, because of its recent
prevalence within schools and early learning centers (Sullivan et al. 2014, p.43). Preventative planning in the classroom is
critical for a teacher’s wellbeing, classroom management, school community and student self- regulation. If a classroom
is not preventative and use preventative strategies, it could become harder for the teacher to then bring in intervention
strategies at a later date. In order to create a classroom that is preventative, teachers should take appropriate measures
in order to maintain an effective classroom- these will be discussed later in the paper.

Effective classroom management can be defined as, but is not limited to, ‘involving teacher actions and instructional
techniques to create a learning environment that facilitates and supports active engagement in both academic and social
and emotional learning’ (McDonald, Byrne & Gower 2013, p. 20). This refers to the teacher making connections and
developing caring relationships with students that involve high and obvious expectations, structure and organization that
facilitates learning in an environment that is clearly focused on meaningful learning, responding to children’s needs and
clarifying challenges and problems that may arise, promoting self-help skills, self-regulation and positive social skills, and
developing coping strategies for vulnerable students (McDonald, Byrne & Gower 2013, p. 20). An effective classroom
creates students and teachers that facilitate engagement and eliminates unproductive behaviours, here referring to the
‘kinds of student classroom behaviours that impede a student’s academic progress’ (Sullivan 2018). These types of
behaviours include disengaged behaviours, low-level disruptive behaviours and aggressive or antisocial behaviours
(Sullivan 2018). Some of these may include talking out of turn, avoiding school work, disengagement from the classroom,
disrupting lessons, constant moving around the classroom, tardiness, intentionally making disruptive noises and silly
behaviours (Sullivan 2018).

Approach to preventing unproductive behaviours

- Engage students instead of punishing them

When a child becomes disengaged in the classroom, there can be multiple reasons for this. Students want to be respected,
but they also want to feel as though their classroom is a safe and orderly learning environment (Good & Brophy 2008,
p.71). Within many schools and classrooms, there is a system in place commonly referred to as a ‘step system’ (Sullivan
et al. 2014, p.45). This system typically involves a chart where children begin in the middle (perhaps represented by a peg
or name sticker etc.) at the beginning of the day, and can move both up and down the chart during the day depending on
their behaviour- up being productive behaviour and down being unproductive behavior. School systems often suggest and
recommend the use of step systems and in turn say this will support the teacher in gaining effective classroom control
(Sullivan et al. 2014, p.45). However, other educators argue that such behaviour polices do not in fact gain effective
(name removed for TPA) Managing Learning Environments Assignment 2
classroom control, but instead uses fear tactics to ‘control’ the students, and does not necessarily engage the students in
their learning (Sullivan et al. 2014, p.45). Instead of using the step systems, teachers should avoid punishing students for
their disengaged and/ or unproductive behaviours, and find out what it is that is making them feel this way or want to
behave this way- it could be that they simply do not understand the task at hand, they are having a bad time in their home
life, they may even just be having a bad day. It is the job of the teacher to support the students during such times, and not
force them to do work, but foster and support them in both their needs and the task at hand. This also supports and refers
back to the course principles- ‘effective teaching practice should respect children’s human dignity’, ‘children’s learning is
best supported when their teachers use authoritative approaches involving care and guidance’, learning environments
that have high expectations are those most likely to support students to realise their potential’, and ‘fair treatment of
students results from responding to their individual needs, not equal treatment’ (course values and principles). By doing
this, teachers are engaging students in a classroom that is manageable because it helps them gain capacity for self-
regulation (Good & Brophy 2008, p.72).

- Set expectations at the beginning of the school year

Children come from a wide variety of backgrounds when they reach school, this can vary from culture, socio economic
status, parental/ caregiver situation, family and home life and previous education. Some children bring no experience to
school besides what they learned in preschool in the previous year, while others have parents who may spend time reading
and extending their child’s vocabulary every night. Either way, each child is individual and brings a set of unique skills to
their schooling. Additionally, for many students, the behaviour expectations when they reach school in a classroom setting
will more than likely differ from what was expected of them in previous learning environments (Jones & Vernon 2015,
p.104). Research by Emmer et al (cited in Jones & Vernon 2015, p.105) suggests that their research indicated educators
who began their year by creating and outlining specific rules and procedures with their class had effective classroom
management in both primary and senior schools. By doing this, teachers set clear expectations for children and they can
be focused on throughout the first few weeks of school in order to ensure the students understand them, agree with them
and are capable of following them. Additionally, students can work with teachers to work out the process of what should
happen when rules and procedures are not followed and therefore everyone is clear on the expectations of their
classroom throughout the first term and there on in. This relates closely with the course principle ‘learning environments
that are predictable, in which expectations are clear and scaffolding is employed best support students’ pro social
behaviour’ (course values and principles). This meaning, when the classroom is predictable (i.e. clear rules and procedures)
students are able to display pro social behaviours, rather than disengaged behaviours. Though creating rules and
procedures with students can help towards creating a preventative classroom, extensive measures should be taken in
order to ensure equity and equality for all students and the wider school community where necessary. They should be
created in alignment with teaching strategies that enhance active learning and meaningful student engagement, they
should relate to student’s cultural backgrounds, relate to students current interests, and help further develop their level
of thinking about the topic (Jones & Vernon 2015, p.106).
(name removed for TPA) Managing Learning Environments Assignment 2
- Teacher acts as a classroom model

Like many people, children idolize celebrities, sporting personnel, singers, and people in the public eye. Children also look
up to their teacher and often idolize them too. Children can learn many things from the modelling of an adult, and that is
why it is so important for teachers to always remember they are constantly being watched and children will adapt any
behaviours they see their teacher’s display. This coincides with the previous point discussed- if teachers want children to
adapt a certain procedure, they need to able to model those behaviours because modelling effects can occur at any time
(Good & Brophy 2008, p.74). Modelling can happen in many instances and the effect it has on the students can have
multiple variables, including the familiarity of the situation and the behaviours that are expected in that learning
environment (Good & Brophy 2008, p.75). Though modelling takes place all year round at any time, it is at it’s most
prominent time within the first few weeks of a school because throughout this time students are unfamiliar with the new
learning environment and unsure of the new teacher’s expectations (Good & Brophy 2008, p.75), therefore this is when
expectations should be modelled over and over for children to see. Modelling desired student behaviours relates to the
course values and principles ‘teaching and labelling skills that can be learnt’, ‘effective teaching practice should respect
children’s human dignity’, ‘children’s learning is best supported when their teacher’s use authoritative approaches
involving care and guidance’, ‘learning environments that have high expectations are those most likely to support students
to realise their potential’, and ‘learning environments in which power is shared legitimately are those most supportive of
student learning of pro-social behaviour’ (course values and principles). Modelling is an effective way of creating a
preventative classroom because it allows the teacher to display behaviours that are productive and also allows the teacher
to set the classroom up in a way that prevents unproductive behaviours and therefore students can attempt to display
those behaviours- it gives students the opportunity to show what they know about expectations and what they have
learned. Every day modelling that occurs can change the perspective of the classroom and behaviour management, for
example attentively listening to what students have to say, using care and respect when using classroom equipment and
remaining quiet throughout other’s turn (Good & Brophy 2008, p.76). Modelling can also be used to display effective social
interactions between students and teachers, students and peers and students to the wider community.

There are multiple measures that teachers can take or attempt in order to maintain a preventative classroom, however if
they are not adapted the right way or the teacher does not remain on top of those measures they may become ineffective.
Throughout this essay just some were lightly touched on, however there are many other preventative approaches that
teachers can take in order to gain effective classroom management while also avoiding unproductive behaviours, while
also maximizing student engagement. If a student becomes unproductive at any time, it is the job of the teacher to not
punish that student, but ask themselves why is the student unproductive? They can then take appropriate pathways in
order to eliminate these behaviours and re-engage the student in the tasks/ activities at hand. Any set rules and
expectations within the classroom should be culturally sensitive, helping students develop knowledge and have part in
their own personal development, which can be achieved by teaching skills that provides students with ‘a safe and
(name removed for TPA) Managing Learning Environments Assignment 2
supportive classroom learning environment’ (Jones & Vernon 2015, p.106). Modelling also has great impact on student
behaviours and therefore is critical when developing a preventative classroom. Modelling takes place at anytime and
therefore the teacher should try and always be ready to have a child imitate any behaviours they may be displaying, and
then be ready to build on that particular behaviour.
(name removed for TPA) Managing Learning Environments Assignment 2
References

Course values and principles

Good, TL & Brophy, JE 2008, 'Management I : preventing problems', Looking in classrooms, Allyn and Bacon
Publishers, Boston, pp. 71-97.

Jones, VF 2015, 'Developing standards for classroom behavior and methods for maximizing on-task student
behavior', Practical classroom management, Pearson, Boston, pp.103- 144.

Mcdonald, T 2013, 'Proactive teacher behaviours', Classroom management : engaging students in learning,
Oxford University Press, Victoria.

Sullivan, A 2018, ‘Engagement and Behaviour: What is important?, EDUC 3007, University of South Australia,
Adelaide, 30 July.

Sullivan, AM, Johnson, B, Owens, L & Conway, R 2014, 'Punish Them or Engage Them? Teachers' Views of
Unproductive Student Behaviours in the Classroom', Australian Journal of Teacher Education, vol. 39, no. 6,
pp. 43-56.