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Positive Learning Framework: Creating Learning Environments in Which All Children Thrive
McDonald, Tim. Reclaiming Children and Youth19. 2 (Summer 2010): 16-20.

Abstract
The Positive Learning Framework (PLF) model builds on the theoretical foundations of universal needs as described in the Circle of Courage. PLF offers a positive lens through which one can view students, behaviour, and instruction. This unique model draws on emerging findings in resilience research, restorative practices, and positive youth development. [PUBLICATION ABSTRACT]

Full text
The Positive Learning Framework (PLF) model builds on the theoretical foundations of universal needs as described in the Circle of Courage. PLF offers a positive lens through which one can view students, behaviour, and instruction. This unique model draws on emerging findings in resilience research, restorative practices, and positive youth development. Introduction Student misbehaviour becomes a problem when students fail to engage in the academic program, challenge the authority of teachers, disrupt the order of the school, and threaten the well-being of other students. Student misbehaviour is a problem for in-service teachers (Charles, 2002) and an issue for teacher educators who want to learn how best to prepare pre-service teachers for the complex demands of the classroom and school life. There is little argument that student behaviour is linked to academic success at school. Schools in the Western world are under increasing pressure to lift standards or levels of achievement while, at the same time, principals are reporting growing numbers of students who are difficult to teach (Angus et al., 2009). The Positive Learning Framework (PLF) addresses these issues of student behaviour and academic achievement in a three-phase model that emphasises quality learning environments where children have the potential to thrive. A quality learning environment: i. is concerned with the level of teacher awareness and skills and strategies to prevent student indiscipline 2. identifies the centrality of instruction in classroom management and focusses on lesson design and instructional techniques 3. explores the strategies used by teachers to deescalate conflict in order to work with students who continually exhibit challenging behaviour; employs the skills to re-engage students in learning following such indiscipline. A strength of this model is that it shows the way for teachers to tackle these high-end behaviours and re-engage students in meaningful learning. The PLF offers teachers a practical framework for creating meaningful learning environments. The PLF builds on the theoretical foundations of universal needs as described in the Circle of Courage (Brendtro, Brokenleg, & Van Bockern, 2002). The Circle of Courage stipulates four universal growth needs: belonging, mastery, independence, and generosity. The Circle of Courage outlines the vital signs for positive health and growth. The PLF offers a new lens through which one can view students, behaviour, and instruction. The application of this model is new and builds upon the emerging findings in resilience research, restorative practices, and the science of positive youth development. Origins of the PLF The PLF has been developed through adopting the basic principles of the Circle of Courage, and based on my experience in mainstream primary and secondary education, my work with students who have been excluded from school, my time as a teacher educator at university, and

my involvement with in-service teachers in professional development programs in schools. The PLF is a model for teacher education and professional learning in schools, which has the following characteristics: * It emphasises the positive. * It reflects a deep understanding of children. * It is not 'faddish' or based on 'naive' psychology * It has a solid evidence base to support it. An early influence on the PLF model was my experience of delivering the Response Ability Pathways (RAP) training (Brendtro & du Toit, 2005) to many school communities. In the training, teachers were asking for more knowledge and strategies on how to apply the Circle of Courage in their day-to-day teaching. Teachers were curious about how to make their classrooms welcoming environments, places where they could connect with students and develop relationships over the year (belonging). They were looking for ways to share teaching strategies and assessment structures that assist all students to gain some achievement (mastery). And they wanted to create opportunities in the classroom where students could develop responsibility, autonomy, and insight into their feelings and emotions (independence). In addition, teachers were open to suggestions on how they could create opportunities within their class or school where children could have a sense of purpose, care for others, develop empathy, and have a sense of being a productive person within the school and broader community (generosity). The challenge was to develop a model that built upon these foundations, that had a learning focus, and that was supportive of teachers and schools. A later influence on the PLF was the skills-based approach to teacher education I was developing within an undergraduate and Masters level course on classroom management and instruction. The course incorporated the Circle of Courage and was predicated on the belief that there are no "disposable kids." It needed to move beyond an attitude that views classroom management as quick-fix strategies or a bag of tricks to one that sees classroom management as a purposeful philosophical, ethical, and theoretical code of conduct. I wanted to develop a process where preservice teachers could create quality learning environments that meet the needs of the students and value student contribution. In the course I was teaching I was aiming for the pre-service teachers to develop a range of skills, a language of discipline, and confidence to deal with the typical behaviours that face practising teachers. This aim cannot be achieved by simply presenting a range of theoretical classroom management models. If all teachers have is theory, then working with student indiscipline will be difficult as the foundation will be brittle. In-service and pre-service program teachers need the opportunity to develop practical management skills, a working language of discipline, and a plan for effective teaching. These skills are best acquired through active participation in typical classroom situations in a safe and structured context, whether at a university or in a professional development setting. From these experiences, the PLF was developed to frame the necessary positive teacher skills and pedagogical strategies for engaging students in meaningful learning. The PLF model serves as a design for the course I teach and as a model of professional learning to schools. The response from a number of schools and the way that these schools have embraced the PLF as a school improvement tool has been most encouraging. One point of interest is how schools have implemented phase three quite differently according to the needs of the school. As a model, the PLF provides a framework for positive teacher and school professional learning. Meeting student needs The PLF principles and practices comply with research findings onresilience, self-worth, and esteem by Stanley Coopersmith (1967), and with those of epidemiological research conducted in Australia by Professors Fiona Stanley, Sue Richardson, and Margot Prior (2005). Underpinning the PLF is an attitude that is encapsulated in the following questions for teachers: * How do I use these skills and strategies to develop environments where all my students feel they belong and can trust others? * How do my students get tangible experiences of mastery so they know they have talent? * How can I give my students opportunities to be responsible and have power and independence?

* How can I help my students to feel worthwhile in their contributions and presence so that they see a purpose in showing generosity? Effective use of the skills incorporated in the PLF will enable teachers to develop quality learning environments characterised by positive teacherstudent relationships. The PLF offers a continuum of teacher behaviours from pre-class planning to in-class teaching, incorporating how to respond to student behaviour. Often teacher professional learning courses focus on isolated approaches to curriculum, instruction, and management. It is then left up to the teacher to put these approaches together to form a whole package of teaching. The very nature and structure of these courses atomises teaching skills and concepts, requiring teachers to integrate information from numerous sources, some of which may be at odds with each other. The PLF offers a thorough evidence-based synthesis of current knowledge in effective classroom management and instruction. The three phases of the framework begin with preparing to teach, then move to actual classroom teaching, and finally explain how to correct student discipline so as to encourage learning. Incorporated into the approach are the practical skills and strategies used by teachers to prevent and respond to student indiscipline. Applying the PLF across the whole school assists in developing consistent quality learning environments. Effective teaching and prevention of student indiscipline are key ingrethents to successful student engagement in learning. As stated above, the first phase begins with preparation before the class begins. Crucial ingrethents in this prevention and preparation phase are how we prepare the learning environment and how, as teachers, we prepare ourselves for the type of learning and classroom we are developing. In order to prepare for the elements listed in this phase a teacher needs to think about these elements before they happen. Along with personal and professional preparation before class, one needs to plan how to teach. The second phase of this model, lesson design, is simple and contains the main elements of a lesson: * get the students settled * get students' attention * state the lesson outcomes/objectives * engage students in meaningful and important learning * identify what students have learnt and link to future learning. The third phase of the PLF identifies the skills and strategies that teachers use to maintain students' attention in learning as well as in re-engaging those who have gone off-task. The majority of student indiscipline is low level (Scottish Executive, 2001); however, some students will increase the intensity or frequency of their misbehaviour and need different levels of teacher intervention or correction to bring them back to learning. These moderate-level strategies are included in this phase, as well as teacher skills and strategies for power struggles with students or for behaviour that is escalating to 'peak' or explosive levels. Thus the PLF offers a continuum of teacher behaviours from pre-class planning to in-class teaching, incorporating how to respond to student behaviour. Why use a Positive Learning Framework? There are many models with which to approach student behaviour and learning. A brief look at a text on classroom management will show the plethora of theories available. The strength of the PLF, based on the Circle of Courage, is that it: i. is simple to understand and implement 2. is focussed on prevention and instruction to develop quality learning environments 3. includes positive strategies for dealing with challenging behaviour and vulnerable students 4. can be applied to a whole-school setting. The PLF encompasses the assumptions that underpin the majority of models of classroom management currently available. These sit under the banner of psycho-educational approaches and are based on Alfred Adler's work in Germany in the 1930s before he moved to the United States (Adler, 1930). Psycho - educational theories are concerned with the private logic or beliefs that students have of themselves that will influence how they solve their problems or behave to meet their social needs. This approach enables teachers to view the needs (Circle of Courage) of the student and understand the motivations for their behaviour, taking into account the link between the

students' beliefs, thinking, and emotions. Brendtro and du Toit (2005) use a triangle to illustrate this point in their Response Abilities Pathways (RAP) training. The triangle is similar to an iceberg that is protruding above the waterline. The exposed part is the student's behaviour that is visible to the teacher and peers. Typically teachers and schools respond to the overt behaviour and do not pay attention to the huge iceberg below the surface, which is the student's thinking and emotions that contribute to the behaviour. The PLF encourages teachers to respond to the 'inside' student and not just react to the 'outside' behaviour. Conclusion Classroom management is a complex and multifaceted issue confronting all in-service and preservice teachers in every classroom around the world. The PLF, built on the theoretical foundations of universal needs as formulated in the Circle of Courage, addresses the issues of student behaviour and academic achievement in a model that promotes quality learning environments that are welcoming and caring. The use of the PLF in teacher education has resulted in very positive student responses as well as comments from mentor teachers who acknowledge the pre-service teachers' ability, while engaged in practicum teaching, to connect and respond to student indiscipline. More importantly, the mentors comment on how the pre-service teachers have such a positive view of students in the class. Feedback from schools on the use of the PLF as a process for whole-school professional learning is also encouraging, and will be documented in future publications. PLF offers teachers a practical framework for creating meaningful learning environments. POSITIVE LEARNING FRAMEWORK: THREE PHASE MODEL Prevention: Self Awareness and Management Plan At the start of the year and before each class * self awareness * proactive thinking- indiscipline will happen at some stage * caring and welcoming classroom * classroom layout and resources * high and specific expectations * rules, routines and procedures During lessons * Connecting * C2S * managing student movement * 'with-it-ness' * acknowledgement of appropriate behaviour * opportunities for autonomy and responsibility Prevention: Lesson Design Beginning * whole class attention (C2S) * clear outcomes conveyed to students * motivation 'hook for set induction * advanced organiser * recall prior learning * level of student engagement Middle * teaching/learning strategyactive student involvement * collaborative learning * group work

* student movement for resources * questioning and responding to student answers * promoting student success Ending/closure * check for understanding outcome * evaluation expectations * lesson summary * link learning to outside of classroom * Next lesson- what we will be doing next lesson is... Corrective Actions Low-level responses (minimal/no disruption to lesson flow) * use of dignity (privacy/politeness/tone of voice) * minimal language (use succinct messages and an assertive tone with eye contact, avoid 'why' questions, redirect to lesson) * proximity * name and thanks * look/eye contact * non-verbal communication/ gestures/signals * redirection * defer to private catch up later * clear desists * tactical ignoring Moderate level responses * circle time, conferencing * identifying motivation * identifying the 'game' * empathie statements * offering escape routes * offering choices giving students responsibility for actions Escalating/crisis response * awareness of escalation phase * de-escalation/defusing strategies * crisis response strategies Restorative responses * skills for connecting, clarifying and restoring relationships Tim McDonald 2009 References Adler, A. (1930). The problem child. New York, NY: Putnam's. Angus M., McDonald T., Ormond. C., Rybarczyk. R., Taylor, A. & Winterton, A. (2009). Trajectories of classroom behaviour and academic progress: A study of student engagement with learning. Perth, Australia: Edith Cowan University. Brendtro, L., Brokenleg, M. & Van Bockern, S. (2002). Reclaiming youth at risk. Bloomington, IN: Solution Tree. Brendtro, L., & du Toit, L. (2005). Response Ability Pathways: Restoring bonds of respect. Cape Town, South Africa: PreText. Charles, C. M. (2002). Essential elements of effective discipline. Boston, MA: Ally ? & Bacon. Coopersmith, S. (1967). The antecedents of self-esteem. San Francisco, CA: W. H. Freeman.

Scottish Executive Education Department. (2001). Better behaviour, better learning: Report of the discipline task group. London, UK: The Stationary Office. Stanley, R, Richardson, S., & Prior, M. (2005). Children of the lucky country? How Australian society has turned its back on children and why children matter. Sydney, Australia: Pan Macmillan. Tim McDonald, EdD, is Associate Professor (Student Engagement and Classroom Management) at Edith Cowan University, Perth, Western Australia. He can be contacted by email: t.mcdonald@ecu.edu.au This article is adapted from the author's recently (2010) published book: Classroom management: engaging students in learning (Oxford University Press).

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Subjects: Title: Authors: Publication title: Volume: Issue: Pages: Number of pages: Publication year: Publication Date: Year: Publisher: Place of Publication: Country of publication: Journal Subjects: ISSN: CODEN: Source type: Language of Publication: Document Type: Document Features: ProQuest Document ID: Document URL: Copyright: Last Updated: Database: Teacher education, Classroom management, Learning, Behavior, Schools, Emotions, Child development Positive Learning Framework: Creating Learning Environments in Which All Children Thrive McDonald, Tim Reclaiming Children and Youth 19 2 16-20 5 2010 Summer 2010 2010 Reclaiming Children & Youth Bloomington United States Children And Youth - About, Psychology 10895701 RCYOFU Scholarly Journals English Feature Photographs, References 852770969 http://jerome.stjohns.edu:81/login?url=http:// search.proquest.com/docview/852770969?accountid=14068 Copyright Reclaiming Children & Youth Summer 2010 2011-05-24 4 databases - ProQuest Criminal Justice - ProQuest Education Journals - ProQuest Psychology Journals - ProQuest Research Library << Link to document in ProQuest
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