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Preventative Planning

Preventative Planning
and Behaviour
Management

EDU 5182
Managing Learning Environments M

Colin Ross Morgan Campbell

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Preventative Planning

There is a certain reality that must be considered when becoming a primary educator, and that

is the classroom environment. Like most professions, teaching has unavoidable aspects, and

while it is expected that teachers know the curriculum and how to teach it, it is equally

important for teachers to know how to manage the classroom. Referred to as behaviour

management, or managing the learning environment, this is not a novel concept, however,

recent changes to how we approach education and classroom pedagogies has led to discussions

concerning the validity and effectiveness of “traditional” behaviour management strategies

(Johnson & Sullivan 2016). Most teachers during their career will encounter some degree of

disruptive or unproductive behaviour most commonly in the form of low-level disruptive (talking

out of turn) or disengaged behaviour (disengaging from classroom activities) (Sullivan et al

2014). Therefore, it is important to consider how these can be addressed, and while there exists

a range of methods, most are generally categorised as either preventative, reactive or a

combination of the two. Throughout this paper we will explore some of the aspects of

preventative planning, however it is important to note that these strategies are just as relevant

in responding to behaviour as they are in preventing it.

The “4-S Conceptual Framework” and MLE Course Principles

As identified in much of the literature, the classroom is a complex and dynamic environment

(Johnson & Sullivan 2016); therefore, it is understandable that managing such an environment

presents a challenge. A classroom will often place high demands on teachers requiring them to

organise multiple structures, systems and resources, whilst simultaneously manage the

educational needs, emotional needs, and activities of whole groups or individuals (Williams

2012). To do this effectively, teachers will often refer to strategies that assist them in regulating

space, time and resources (Johnson & Sullivan 2016). An example one strategy is Williams’ 4S

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conceptual framework of classroom management (Figure 1), which divides aspects of the

classroom into four distinct and organised domains; the setting, systems, student and self

(Williams 2012). Williams (2012) suggests that behaviour management strategies exist as part of

these domains, however the domains are dynamic and will often overlap, intersect and change.

Therefore, for the sake of brevity, rather than define each domain and its numerous elements,

this paper will take a different approach and focus on a few specific classroom management

strategies that broadly fit into the Williams’ 4S conceptual framework. Working in conjunction

with this framework are also the core principles promoted through Managing Learning

Environments EDU 5182 (MLE). Again, rather than satisfy each of the principles individually, this

paper will approach preventative planning using what it believes underpins them, which is to

always model pro-social behaviour and establish a self-regulated learner using preventative

methods framed by dignity and respect.

Figure 1: The 4S Conceptual Framework of Classroom Management (Williams, 2012)

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Rules and Guidelines – A focus on ‘Systems’

Before delving into the specific strategies related to a classroom, we can first investigate how

behaviour management is approached more broadly. The classroom itself is a social

environment that is part of a larger community, and thus often reflects and is affected by both

macro and micro-level influences (Johnson and Sullivan 2016). Although this potentially opens a

wide range of topics, the purpose here is to recognise a prevalent behaviour management

strategy that used more broadly, specifically the establishment of laws, which in classrooms are

better referred to as ‘rules’ or ‘guidelines’.

As stated earlier, recent developments have led to distinct shifts in how we approach

behaviour management. On one side we find a more ‘traditional’ approach, which we associate

with ‘rules, while on the other side is a more ‘constructivist’ approach which we associate with

‘guidelines’. ‘Rules’ are often considered quite strict, stemming from a specific ideology; namely,

the ‘traditionalist’ or ‘neo-conservative’ approach. Conversely, ‘guidelines’ are often more

flexible and align with more ‘liberal progressive’ ideologies (Johnson and Sullivan 2016). Where

these ideologies differ is in their approach to school discipline, which is greatly influenced by

their assumptions and preconceived notions about student behaviour. ‘Traditionalist’ thinking

can often hold a deficit view of students and assume that all children misbehave if they are not

controlled or restrained by external forces (Johnson and Sullivan 2016, Kohn 2006, Dudley-

Marling 2015). As a result, school discipline and preventative planning is approached from an

angle where there is a need to have ‘power over’ (Glasser 1998) or an authority over students.

This can lead to rules that are created by the teacher with no student involvement. As

highlighted by McDonald (2013) and Woolfolk Hoy & Weinstein (2006), rules are often autocratic

or controlling and tend to force students to conform, comply and be obedient. ‘Liberal-

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progressive’ thinkers, however, have a contrasting view and believe that students are inherently

good, rational human beings. Consequently, this is reflected through classroom guidelines, which

prefer to empower students and get them involved in the creation process, thus creating a sense

of ownership in the classroom (Bohn et al 2004, McDonald 2013, Johnson & Sullivan 2016,

Barbetta et al 2005). The premise behind this method is that students should learn to develop a

sense between right and wrong and aim to self-regulate rather than respond out of fear

(McDonald 2013).

If we relate this to preventative planning, it’s clear that teachers should be striving to

establish guidelines rather than rules. As studies highlight, not only are they more effective in

the prevention of inappropriate behaviour, they also contribute to a positive school climate

(Johnson & Sullivan 2016). Further reasoning to support the use of guidelines in classroom

preventative planning is that they also align with the MLE course principles. While ‘rules’ may

certainly deter behaviour, they are short term, reactive and punitive and arguably do not reflect,

or model, dignity and respect (Johnson and Sullivan 2016). Classroom guidelines, however, is

only one aspect in preventative planning.

Positive Student-Teacher Relationships – A focus on ‘Students’ and ‘Self’

For classroom guidelines to be effective it is important that teachers establish a positive

classroom ethos, of which a positive student-teacher relationship is a major component

(Williams 2012). This is not only an important preventative planning tool, but a crucial element

in overall behaviour management and a characteristic of a “good” teacher (Woolfolk Hoy &

Weinstein 2006). Incorporating both the ‘student’ and ‘self’, a positive student-teacher

relationship is more than just “being there” for students. It is a willingness to show concern, for

both students’ personal lives and academic matters. Relationships are vital in preventing

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planning as there exists a clear connection between interpersonal relationships and classroom

behaviour; students not only appreciate and prefer teachers who care but more importantly will

often reciprocate that care through attentiveness, engagement and conscientiousness in the

classroom (Woolfolk Hoy & Weinstein 2006). In other words, the amount of care shown towards

a student is reflected through their behaviour, ergo a positive student-teacher relationship will

help reinforce classroom guidelines and reduce disruptive behaviour. However, this is not a

simple task. Knowing that positive relationships can contribute to preventative planning and

behaviour management, what strategies can be adopted to help develop them?

A large determining factor in how teachers relate to students is through communication.

Although this may be as simple as knowing student’s names or greeting them as they enter the

classroom (Bohn 2004), it also involves understanding how to relay messages and how messages

are being perceived by students. It would be simple to suggest that teachers refrain from raising

their voice at students; or from using derogatory comments that publicly humiliate, however, it

is hoped that most teachers realise that these methods are not conducive in promoting positive

behaviour. Effective communication is recognised as a fundamental component in developing

positive student-teacher relationships and promoting positive behaviour in the classroom. It is,

however, multifaceted in involves many aspects such as positive language (Good & Brophy

2008); non-verbal communication (McDonald 2013); active listening; open questioning, and the

use of ‘i-messages’ (Lyons et al 2011). For the sake of brevity, these will not be explored in detail,

however, there is an abundance of literature available on the subject. The important thing is to

understand that effective communication is crucial in preventative planning and behaviour

management as it helps establish and re-enforce both classroom guidelines and positive

student-teacher relationships already discussed (Lyons et al 2011).

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Building a classroom - A focus on ‘Settings’

While the interpersonal and procedural aspects of the classroom are important, teachers

must not forget that the classroom is a physical space, and therefore its setup also plays a role in

preventative planning. Amongst Williams’ (2012) numerous acronyms relating to classroom

management is TRIMS, which refers to the topography, resources, interactions, movement and

space in the classroom. Although this may sound complex, Williams (2012) highlights that it

important to pre-plan physical elements of the classroom whether that be the location of

resources, pathways (or ‘lanes’), and even just the seating. This is not only to increase safety, but

also to promote a positive working space and improve overall time-management. As observed in

study by Bohn (2004), environment matters. Students in classrooms that were spacious, bright,

and colourful classrooms were observed to be much more engaged and therefore less inclined

to exhibit disruptive or disengaging behaviour. Although there is more to consider regarding the

classroom setting, it is important that in preventative planning teachers ensure that a classroom

is not crowded (where possible), be visually stimulating and support your overall learning

activities (Williams 2012, Bohn 2004). Whether this entails the use of workstations to promote

group activities, a ‘time-out’ space, or a dedicated activity zones will all depend on the context.

This paper has only skimmed the surface of the many factors that can be considered in

preventative planning and effective classroom management. Teachers have many tools at their

disposal like establishing flexible guidelines; empowering students by including them processes;

using effective communication; establishing positive student-teacher relationships; or, even just

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changing how the classroom is arranged. However, there is much more that can be considered.

The role of consequences, positive re-enforcement, teacher-parent or teacher-carer

relationships, or even simple routines are just a few of the other aspects that have not been

discussed. What is abundantly clear is that a classroom is complex and involves many factors

that all affect behaviour management. Although this at first may appear overwhelming, there is

one consistent core principle that aids in preventative planning. No matter what approach is

applied, it must always treat students the same way you would like to be treated yourself – with

human dignity and respect. That should always be the first step towards a positive classroom

environment and effective preventative planning.

Word Count - 1790

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References

Barbetta, P.M., Norona K.L, & Bicard D.F. (2005). Classroom Behaviour Management: A
Dozen Common Mistakes and What to do instead. Preventing School Failure: Alternative
Education for Children and Youth, 49 (3), 11-19

Bohn, C. M., Roehrig, A. D., & Pressley, M. (2004). The first days of school in the classrooms
of two more effective and four less effective primary-grades teachers. The Elementary
School Journal, 104(4), 269-287.

Dudley-Marling, C. (2015). The Resilience of Deficit Thinking. Journal of Teaching and


Learning, 10 (1)

Good, T. L., & Brophy, J. E. (2008). Chapter 3 Management 1: Preventing problems. Looking
in classrooms (10th ed.). Boston, MA: Pearson/Allyn and Bacon.

Glasser, W. (1998). Choice Theory: A new psychology of personal freedom. New York: Harper
Collins

Johnson, B., & Sullivan, A. M. (2016). Understanding and challenging dominant discourses
about student behaviour at school. In A. M. Sullivan, B. Johnson, & B. Lucas (Eds.),
Challenging dominant views on student behaviour at school: Answering back (pp. 27-44).
Singapore: Springer.

Kohn, A. (2006). The nature of children. Beyond discipline: From compliance to


community (pp. 1-11). Alexandria, VA: Association for Supervision and Curriculum
Development.

Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Chapter 3 Relationships and
communication. Classroom management: creating positive learning environments (3rd ed.).
South Melbourne, Vic: Cengage Learning.

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McDonald, T. (2013). Proactive Teacher Behaviours. Classroom management: Engaging


students in learning (pp. 106-154). South Melbourne, VIC: Oxford University Press.

Sullivan, A. M., Johnson, B., Owens, L. D., & Conway, R. N. F. (2014). Punish Them or Engage
Them? Teachers’ Views of Unproductive Student Behaviours in the Classroom. Australian
Journal of Teacher Education, 39(6), 43-56. http://ro.ecu.edu.au/ajte/vol39/iss6/4/

Woolfolk Hoy, A., & Weinstein, C. (2006). Student and teacher perspectives on classroom
management. In C. M. Evertson & C. Weinstein (Eds.), Handbook of classroom management:
Research, practice and contemporary issues (pp. 181-219). Mahwah, NJ: Lawrence Erlbaum
Associates.

Williams, D. (2012). Background Basics. Adelaide: University of South Australia.

Williams, D (2012), The 4S Conceptual Framework of Classroom Management, digital image,


University of South Australia, viewed 15 February 2018
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