Documente Academic
Documente Profesional
Documente Cultură
Preventative Planning
and Behaviour
Management
EDU 5182
Managing Learning Environments M
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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
(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
2014). Therefore, it is important to consider how these can be addressed, and while there exists
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
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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Preventative Planning
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
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Preventative Planning
Before delving into the specific strategies related to a classroom, we can first investigate how
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
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,
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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Preventative Planning
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
(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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Preventative Planning
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
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
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
management as it helps establish and re-enforce both classroom guidelines and positive
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Preventative Planning
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
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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Preventative Planning
changing how the classroom is arranged. However, there is much more that can be considered.
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
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Preventative Planning
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.
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.
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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Preventative Planning
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.
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