Introduction

Managing learning environments is essential for quality classroom teaching. Effective

management of classroom environments is not only beneficial for the teacher but also
essential for student wellbeing. As a teacher it is essential to implement approaches within
the classroom that foster safety, a sense of community and ultimately foster engagement in
learning.

Ensuring that as an educator you have principles that resonate with you is also of high
importance. This essay endeavors to outline a guiding principle that it is essential for
appropriate management of learning environments and approaches that should be used
within the classroom that assist with the prevention of unproductive behaviour and
approaches that assist with the intervention of unproductive behaviour and why these
approaches are essential.

Guiding principles and rationale

It is essential for educators to have guiding principles when teaching in the classroom
environment. One guiding principle which is of high importance is principle the following
principle; children's learning is best supported when their teachers uses authoritative
approaches involving care and guidance. This principle is one which is of high importance,
this principle ultimately entails effective classroom management which allows students to
feel supported while still using an authoritative approach. This approach is essential
because it creates an environment that feels safe for students and allows the teacher to be
firm without resorting to tactics of a threatening or humiliating nature (Hoy &
Weinstein,2006).

The ability to implement authority without being inflexible, threatening or punitive is

essential. This can be achieved through teachers being attentive and demonstrating
concern for students. In addition to this it can be further achieved by demonstrating interest
in students academic and person lives while still maintaining order in the classroom. This in
terms creates an environment that feels safe for students (Hoy & Weinstein, 2006).

The need for an authoritative yet supportive and caring relationship within the classroom will
ultimately be dependent on the teacher themselves and their beliefs about teaching,
students, behaviour and the role of the school. As pre-service or in-service teachers it is
essential that an awareness of our thinking and responses to student behaviour exists
(McDonald, 2013).

Prevention

There are several approaches to preventing behaviour of an unproductive or disruptive

nature. One of which includes creating agreed upon classroom norms. These classroom
norms must be agreed upon collaboratively by both students and teachers. This in terms
demonstrates to the students that authoritative approaches are being used in the
classroom, however students feel important and cared for as they are assisting with the
establishment of these norms. As stated by Hoy & Weinstein (2006) classroom norms assist
students in understanding what is expected of them and what behaviour is deemed
inappropriate. As a result classroom norms will facilitate a comfortable environment and
assist students in their learning and behaviour and will ultimately allow them to take
ownership of their classroom and behavioral expectations.

Establishing classroom norms can be modified for any year level, in junior primary year
levels the teacher may wish to use a Y chart and students can describe how appropriate
behaviour feels, sounds and looks. Classroom norms should always be a collaborative
effort (McDonald, 2013).

Expectations of any form are essential in the classroom, students need to know what is
expected of them in order to behave in the classroom appropriately. For example
organization and communication is vital. The classroom teacher needs to communicate
information clearly and break down complex tasks. There is a huge need for organization,
lessons need to be well organized and transitions need to be as seamless as possible to
allow for positive classroom outcomes (McDonald, 2013).

Classroom set up is essential in the prevention of behaviour that is unproductive or

disruptive. As stated by Jones (2010) arranging the classroom so that the teacher can
easily view all students is very important. In addition to this ensuring seating is allocating
somewhat randomly allows for students to collaborate with people they may not ordinarily
work with and this ultimately furthers classroom involvement.
To capitalize upon the above classroom involvement is linked to a sense of community and
when students feel they are a member of a community they in terms feel supported. Studies
have suggested that students who feel supported in the classroom are less likely to engage
in disruptive behaviour (Watkins, 2005). Therefore it is essential to create a sense of
community in the classroom. This can be achieved though creating an environment that is
equal and fosters collaboration, this may mean avoiding star charts, encouraging group
collaboration, providing students with rotating classroom jobs, ensuring all students are
provided with the opportunity to speak and so forth. This will ultimately assist with engaging
students (Obey-Jordan, 2007).

To capitalize upon the above ensuring all students have the opportunity to speak allows for
a community minded classroom and promotes inclusiveness. Randomly selecting students
to speak will allow students to feel important, cared for and will ultimately ensure their
engagement (Good & Brophy, 2008).

In addition to the above ensuring students are engaged in their learning is an essential
factor in the prevention of unproductive behaviour. Studies have demonstrated that
teachers encounter low level disruptive behaviour more frequently in comparison to
aggressive/anti-social behaviour (Sullivan et al, 2014). Therefore engagement is essential in
the prevention of this low level disruptive behaviour. This can be achieved through
differentiating the curriculum for students of varying abilities, through encouraging student
participation and group collaboration and through ensuring students are situated so they
can view the teacher and smart board, and through ensuring teaching instructions are clear.
In addition to this it is important for teachers to understand that engagement is multifaceted
(McDonald, 2013).

In addition to above it is important to note that there are factors to consider when engaging
students, for example students in junior primary have short attention spans. For upper
primary school teachers need to factor in students energy and physicality. Considering
these factors will assist with student engagement (McDonald, 2013). For example teachers
can use brain breaks and incorporate physical elements into the classroom.

Verbal Attention Signals or attention grabbers are an excellent means of engaging

students. For example the teacher will state hocus pocus and the students will respond
with everybody focus. When students hear or view the attention grabber they immediately
know they must engage with the teacher, this in terms avoids confusion, ensures the class
is focused and fosters a level of engagement (Good & Brophy, 2008).

It can therefore be seen that the above approaches use an authoritative approach that
supports care and guidance. These approaches will foster an environment based on
support, community and engagement. This will assist students with their engagement and
as a result decrease the likelihood of students engaging in unproductive behaviour and low
level disruptive behaviour.

Intervention

As previously outlined an authoritative approach that involves care and guidance is

essential. Teachers can sometimes be inclined to use a strictly authoritative approach when
behaviour requires intervention however this can be inappropriate.

In order to use an authoritative approach that involves care and guidance it is essential that
educators understand the consequences of rewards which promote compliant behaviour
and sanctions which are used in order to punish disruptive behaviour. This approach does
not support students and it not an appropriate approach to use due to the fact it can be
deemed as controlling and blame is put on the student for inappropriate behaviour.
Furthermore this approach could cause humiliation as students can feel targeted (Sullivan
et al, 2014) Therefore a range of other approaches can be used for maximum effect which
ultimately assist students to a higher extent. These approaches will be outlined below.

Proximity is an effective method of intervention, it does not humiliate or single out the
student, it does however inform the student that their behaviour is not acceptable. This can
be done through simply moving toward the student who is exhibiting unproductive
behaviour. This can be done while teaching and it does not disrupt the class. (Jones, 2010).

Signals when used effectively can be a form of appropriate intervention. Using a signal to
demonstrate to students you want their behaviour to stop can be highly effective. This can
be as simple as pointing to the list of classroom norms while making eye contact with the
student. It could be as simple as putting your hand to your mouth to indicate you want
silence. Furthermore if the student ignores the signal the teacher can simply walk over to
the student engaging in disruptive behaviour and ask them what classroom norm they are
not following. Ultimately the student should never feel victimized and should always feel
comfortable in the classroom (Jones, 2010).

It is essential in the classroom that the teacher is assertive. This can be accomplished
through several means. It is important to note that being assertive does not mean being
aggressive or resorting to tactics that could humiliate students such as yelling. One means
in which assertiveness can be used effectively is through the use of I statements. This
ultimately assists students in understanding how and why their behaviour is impacting upon
others. Studies have indicated some students have difficulty understanding other peoples
perspectives and I statements assist with this. For example simply stating I am worried
you werent listening to me is deemed effective (Jones, 2010).

Furthermore teachers can also be assertive through ensuring statements are used as
oppose to questions. For example I need everyone to sit on the carpet thank you provides
students with direct assertive instructions as oppose to an indirect approach associated with
questions (Obey-Jordan, 2007).

In addition to the above it is essential to ensure that the language used within the classroom
empowers students and gives them a sense of control or choice of their own actions. When
students need to be spoken to individually regarding their behaviour deliver the message in
a clam and respectful tone. Remaining calm is an important aspect of being assertive within
the classroom (Obey-Jordan, 2007).

It can therefore be seen that there are an array of approaches to use in place of sanctions
for low level disruptive behaviour. These approaches are superior to excluding the student
from the class as students are not humiliated, the teacher is able to communicate
adequately with the student and ultimately assist them with reengaging in learning.

Conclusion

Through delivering the above approaches in the classroom environment it will ultimately
allow for students to feel safe, feel a sense of community and thus assist in their learning
and engagement. Students will feel a sense of belonging and control but a sense of
authority will still be apparent on the teachers behalf. Ensuring unproductive behaviour is
with dealt with in a manner that is appropriate as outlined above will ensure for a positive
learning environment for all students and teachers. It is the above approaches discussed
that I ultimately aim to implement in my classroom to ensure maximum success.

Reference list

Good, TL & Brophy, JE 2008, Looking in classrooms, 10th edn, Pearson/Allyn and Bacon
Publishers, Boston.

Hoy, AW & Weinstein, CS 2006, 'Student and teacher perspectives on classroom

management, Handbook of classroom management: research, practice, and contemporary
issues, Routledge, London.

Jones, VF & Jones, LS 2010, Comprehensive classroom management: creating

communities of support and solving problems, 9th edn, Pearson/Merrill Publishers, Upper
Saddle River, NJ.

McDonald, T 2013, 'Proactive teacher behaviour: Classroom management: engaging

students in learning, Oxford university press, South Victoria.

Obey-Jordan, Kimkena 2007, "The Impact of Assertive Classroom Discipline on Social

Skills, Education and Human Development Master's Theses. Paper 416.

Sullivan, AM, Johnson, B, Owens, L & Conway, R 2014, 'Punish them or engage them?
Teachers views of unproductive student behaviour in the classroom', Australian journal of
teacher education, vol.39, no.6
Watkins, C 2005, 'Classrooms as learning communities: a review of research', Classrooms
as learning communities: What's in it for schools? Routledge, London.