DOMAIN E: LITERATURE REVIEW

Domain E: Literature Review Artifact 3

Sara Smith
National University
December 14, 2016

In partial fulfillment of the requirements for

TED 690 Capstone Course
Dr. Clifton Johnson

DOMAIN E: LITERATURE REVIEW

2
Abstract

This paper reviews and reflects on the article Seven Strategies for Building Positive Classrooms
by Carol Gerber Allred found on the Association for Supervision and Curriculum (ASCD)
website. Ms. Allred explains seven strategies for building a positive classroom that promote
academic achievement and build students character. The author will discuss these seven
strategies and their benefits in helping children achieve success with both behavior as well as
academics.

DOMAIN E: LITERATURE REVIEW

Artifact 3 - Literature Review

In the article Seven Strategies for Building Positive Classrooms by Carol Gerber Allred
found on the ASCD website, she discusses how implementing the Positive Action Program in
classrooms can, support the whole child with the need for accountability and improved
academic performance. As the title suggests, she outlines seven strategies that can be utilized in
the classroom to create a positive learning-filled environment.
The first strategy is to make learning relevant. We have discussed the importance of
relevance in so many different areas. Students tend to care more about the information if they
feel that it is something that is useful or that they can relate to and it significantly increases
retention. By discovering students talents, learning styles, and interests, teachers can adjust
teaching methods and strategies. By giving students a say in how the classroom operates,
teachers increase students sense of ownership in the education process, according to Ms.
Allred. This applies to every area in teaching: setting up class rules, seating arrangements,
assessments, etc. The more involvement students have in the process, the more aware they are of
the expectations, and the more likely it is that they will succeed.
Next, she says to create a classroom code of conduct. In essence, treat others the way that
you would like to be treated. I like the way that Ms. Allred encourages a conversation between
the teacher and the students establishing an understanding of what they find respectful, fair, kind,
and empathetic. This sets a common ground and leaves little question as to what is negative or
positive behavior.
Third, it is best to teach positive actions. Ms. Allred feels that it is important to cover the
following concepts: the importance of doing positive actions to feel good about yourself;

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positive actions for a healthy body (such as nutrition, exercise, and sleep); positive actions for
the intellect (such as thinking, decision-making, and problem-solving skills); positive actions for
self-management (managing time, energy, emotions, and other personal resources); positive
actions for getting along with others (treating others fairly, kindly, and respectfully); positive
actions for being honest with yourself and others (taking responsibility, admitting mistakes and
blaming others); and positive actions for improving yourself continually (setting and achieving
goals). Quite honestly, I feel that if we ALL lived by these standards, the world would be a
better place. I am not unrealistic in that bad things cant happen, but the way we respond to these
things makes a huge difference.
Ms. Allred also feels that instilling intrinsic motivation is beneficial. Students need to
understand that people are likely to feel good about themselves when they engage in positive
actions rather than negative ones.
Fifth, she says that, teachers can strengthen intrinsic motivation by recognizing and
positively reinforcing positive actions when they see them. As I mentioned previously in my
PDQP for Domain E, students are too often told what they are doing wrong or what NOT to do.
By using positive phrasing and noticing good behavior, it will reinforce that good behavior and
build students self-esteem. This will also let them know that you believe in them and their
ability to succeed and do well.
Engaging positive role models is her next strategy. Some families and community
members want to be engaged in their childrens education and have resources that they can offer
or time that they can donate. Educators can integrate them into many classroom and school
activities, such as curriculum activities, assemblies, committees, after-school events, and
homework, according to Ms. Allred. This shows students how much their parents/guardians

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care and gives the adults a glimpse into their childrens lives outside of the home. It is just a
positive experience all around.
Lastly, and it is very consistent with the theme of the article, Ms. Allred feels that
teachers should ALWAYS be positive. Not every situation will be positive, but how we react to
them can be. We can use positive phrasing which will help students not feel attacked and try to
come to a solution calmly.
By modeling positive behavior and responses in class, students will emulate that inside
and outside the classroom. Allowing them to be a part of the creation of the classroom and its
rules, etc. makes them feel included and like they have some ownership in the classroom. This is
important and will show students that you truly care about and respect them.

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Resources:

Allred, C. G. (n.d.). Seven Strategies for Building Positive Classrooms. Retrieved December 12,
2016, from http://www.ascd.org/publications/educational-leadership/sept08/vol66/num01/SevenStrategies-for-Building-Positive-Classrooms.aspx