The HandbookPromoting a Positive Learning Environment

Kate Leadbeater

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Contents

i. Introduction……………………………………………………………………….. 3

ii. Preventative Actions…………………………………………………………… 4- Maslow’s Hierarchy of Needs, 1968……….…………………….. 4- C.M Charles, 2002………………………………………………………… 5- Other strategies……………………………………………………………. 7

iii. Supportive Actions…………………………………………………………….. 8- Jacob Kounin ‘Ripple Effect’, 1958………………………….…….. 8- Sue Cowley, 2006…………………………………………………………. 10- Lev Vygotsky ‘Zone of Proximal Developemt’……………….. 12- Other strategies……………………………………………………………. 12

iv. Corrective Actions……………………………………………………………… 13- Levin and Nolan, 2005………………………………………………….. 13- Rudolf Dreikurs ‘Four Behaviours’………………………………… 14- Other strategies……………………………………………………………. 17

v. Conclusion………………………………………………………………………….. 18

vi. Bibliography……………………………………………………………………….. 19-20

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i. Introduction

It is the responsibility of every teacher to give each student in their class the opportunity to

succeed and reach their full potential. By promoting a positive learning environment and

implementing inclusive curriculum, students are more likely to engage with the work and

become responsible for their own behaviour and learning. At the heart of any positive

learning environment is the strategies the teacher has put in place to manage their class and

get on top of any off-task/unruly behaviour.

This handbook will outline a number of Preventative, Supportive and Corrective strategies, as

noted by C.M Charles, that can be put in place by teachers to effectively manage student

behaviour. There are a number of key theorists referred to throughout who suggest different

discipline or learning management techniques to keep students on-task and engaged in the

work set for them. The work of these theorists “still influences much contemporary thinking”

(Wilkinson et al., 2008), and it is important now more than ever for teachers to have a range

of different strategies in place to promote a positive learning environment and ensure that all

of their students are working to the best of their ability.

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ii. Preventative Actions

The preventative aspect of discipline is one that all teachers should be practicing in their

classrooms. Most misbehaviour can be prevented “if you treat students sensitively, provide an

interesting curriculum, and use a helpful teaching style” (C.M Charles, 2002). A number of

preventative strategies used by teachers occur before the students even walk in the room. An

organised, well prepared teacher can have their preventative measures in place without the

students even realising that the teacher is using some behaviour management strategies.

Maslow’s Hierarchy of Needs Theory (1968)

Abraham Maslow was interested in human potential and how we fill that potential over the

course of our lives. His theory states that people are motivated to achieve certain needs, with

humans working to satisfy lower level basic needs before progressing on to meet higher level

needs (McLeod, 2007). These needs are represented in the pyramid diagram below:

Figure 1: Maslow’s Hierarchy of Needs

Maslow’s theory has a direct application in education, and importantly behaviour

management. Maslow has adopted a “holistic approach” to education and learning (McLeod,

2007). By taking into account the physical, emotional, social and intellectual qualities of

students or individuals and how these qualities then impact on learning. According to

Maslow, “students need to feel emotionally and physically safe and accepted within the

classroom to progress and reach their full potential” (McLeod, 2007). If students feel valued

and respected they are less likely to misbehave and more likely to stay on task.

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Case Study 1: Praise and Preparation

Amy is a science teacher at Pimlico School in central London. Her strategies align strongly

with Maslow as she places a large emphasis on praising students and making them feel

clever, valued and respected throughout the lesson.

Key strategies used by Amy:

The work is prepared on the board prior to the lesson and there is a clear structure of

what students need to do when they enter the room (C.M Charles theory on

Preventative Discipline)

Used reinforcement and encouragement

Praised students when they followed instructions, even for the simplest of things

(Maslow, 1968)

Constant reward system -> star chart, postcard home, day book of positive students

Made up an ‘all about me’ sheet for each student -> find out background, interests,

how they like to learn, etc. (C.M Charles, 2002)

Case Study 2 – Phillip Beadle: A Lesson from the Best

Similar to Amy in the case study above, Phillip Beadle also uses a range of teaching

strategies that can be considered ‘preventative’. He takes into account the physical,

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emotional, social and intellectual qualities of his students in his activity development

(Maslow, 1968) which has increased the engagement and success of his students.

Lesson objectives on the board prior to lesson commencing

Lessons tailored to the specific needs of his class (Maslow, 1968 and Gardner’s

Multiple Intelligences)

Asking thought provoking questions to keep students interested and engaged

Careful marking of student work to allow for development in later assignments -> he

sees this as a bedrock for success

Shows interest in the students and their abilities (Maslow, 1968 and C.M Charles,

2002)

C.M Charles Approaches to Behaviour Management:

According to Charles, “teachers have begun to relinquish authoritarian dominance in favour

of human approaches that emphasise student involvement, collaboration, and responsibility”

(2002). He has two approaches to classroom management as follows:

A plan that emphasises rules and consequences

Firm but sensitive and fair control

Assist students in making good behavioural choices

Rules, consequences and procedure

A plan that emphasises prevention and human relationships

Meeting student needs and building personal relationships

Teachers can relate with students, aiding cooperation

Case Study 3 – Girl Talk

Nicola Lamb is a Year 10 maths teacher who embodies Charles’ approach to behaviour

management that emphasises prevention and human relationships. She discourages some

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chatty girls through some preventative measures that allow her to then build a positive

relationship with the students and keep them on task in future lessons. Some of the

preventative strategies used by Nicola include:

Showing confidence when greeting students by name

Relaxed, moving around to students while they work

Tasks set are within the ability level of the students

Rewarding good behaviour and on-task students (Charles, 2002 & Glasser, 1985) ->

building positive relationships

Other preventative strategies:

- Be prepared and organised before students walk through the door

- Firm and directive straight away -> students know where they stand

- Meaningful and enjoyable lesson activities

- Mindful of students’ needs

- Foster respectful relationships

- Discussing classroom practices with students

- Explicit teaching -> clear instructions

- Negotiation of the curriculum

- Small tasks that allow lots of opportunities for success

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iii. Supportive Actions

Despite the use of preventative techniques, sometimes students will still choose to misbehave

and become disruptive in the classroom. It is when this occurs that some supportive

techniques need to be implemented by teachers. This assists students in re-engaging with the

activity and getting back on-task. Most supportive strategies used by teachers are student-

centred and involve the student identifying their own misbehaviour and rectifying it. There

are usually only small interventions by the teacher.

Jacob Kounin – ‘Ripple Effect’, 1958

Jacob Kounin’s theory on classroom management focuses on the ability of the teacher to

affect student behaviour through instructional management. His observations over a number

of years allowed him to develop “theories about classroom management that were based

around a teacher’s ability to organise and plan their classrooms while using proactive

behaviour and high student involvement” (Classroom Management Theorists, 2015).

Kounin’s ‘Ripple Effect’ theory came out of these observations and has many applications in

the classroom for promoting on-task behaviour. It is a supportive strategy that can be used by

teachers to discourage attention-seeking behaviour and promote positive learning in the

classroom. The theory is outlined as follows: (Kounin and Gump, 1958)

Ripple Effect:

Provide positive incentive to on-task behaviour thus creating ‘ripple out’ effect on

other students

Other students should join in the on-task behaviour seeking the praise from the

teacher

However, if attention is given to negative behaviour, it can also be picked up by

other students

Focus needs to be placed on on-task behaviour only

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Case Study 4 – Attention Seeking

Jane Wright is a French Teacher of a Year 7 class who is having trouble with keeping

students on-task during lesson. Prior to John Bayley providing assistance, she was

unintentionally using Kounin’s Ripple Effect against her. By paying attention to off-task

behaviour, this spread throughout the rest of the classroom, leaving her frustrated and unable

to get through all of the content. After discussion with Bayley, she was able to change up her

style and directly applied Kounin’s theory by reinforcing and praising students who were on-

task and actively engaged in the activity. This ‘rippled-out’ to the other students and she was

able to cut out most of the misbehaviour in the classroom. Her other strategies in the

classroom are as follows:

Using names

Verbal and non-verbal cues such as a ‘quiet signal’ with her hand (Sue Cowley, 2006)

Wait time -> waiting for silence before continuing (Sue Cowley, 2006)

Don’t give attention to the bad behaviour (Kounin’s ‘Ripple Effect’)

Relaxed and vibrant in the classroom

Upbeat teaching style and praise -> keeping students engaged by showing excitement

in what she is teaching

Using praise of on-task behaviour has had an effect on the other students and they are

all engaged in the activity (Kounin’s ‘Ripple Effect’) – the attention seeking

behaviour from the girls in the front row has ceased and they are now actively

contributing to class discussion

Sue Cowley – Getting the Buggers to Behave (2006)

Sue Cowley has developed ten key strategies for behaviour management in the classroom,

mainly focusing on supportive discipline. Each of the strategies focus on what you, the

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teacher, can do to encourage student engagement and participation, as well as what can be

done to put a lid on any disruption. Each of the ten strategies are as follows:

1. Read the class – be flexible and adapt lesson activities to suit your class (this relates to

Kounin’s ‘withitness’)

2. Wait for silence – you should have the full attention of all of your students before

continuing with instruction. Use body language such as standing with arms folded,

pausing, visual cues, etc.

3. Verbal and non-verbal cues – hands up to speak, clear instructions, non-verbal

‘silence’ command, phrases

4. Giving students the choice – they can either do as they’ve been asked or accept the

consequences of refusing to comply (this strategy would mostly be used in the

corrective stage of discipline)

5. Being reasonable

6. Using statements, not questions

7. Repetition

8. Set targets and time limits

9. Humour – builds positive relationships

10. Putting yourself in their shoes – by doing this you can view what is happening in the

classroom from their point of view. This coincides with the first strategy and also

relates to Kounin’s theory on ‘withitness’

Case Study 5 – Manage that Class

Jenny Campbell is a Year 8 Science Teacher who uses a variety of strategies to keep students

on-task and to discourage misbehaviour. Whilst there are some preventative strategies already

in place such as knowing the students’ names and having all lesson materials organised prior

to the students walking in, as the video continues a number of supportive strategies are being

put in place as some students become disruptive.

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Strategies used by Jenny:

Stopping what she is saying and starting again when misbehaviour occurs (Sue

Cowley ‘Wait time’, 2006)

Stillness and silence -> used as a trigger for students to be paying attention to her

again

Repetition of instructions -> “pens down, eyes to me!” (Sue Cowley, 2006)

Reinforcing classroom rules such as hands up to speak (Sue Cowley, 2006)

Using proximity when students are misbehaving

Changes position in the classroom and uses body language to show that she is not

happy with the behaviour that is going on

Lev Vygotsky – Zone of Proximal Development

Lev Vygotsky’s Zone of Proximal Development is a learning theory that underlines the

distance between actual development and potential development. As highlighted in figure 2,

the zone is the difference between what a student can do on their own, and what they can do

with help.

Figure 2: Lev Vygotsky’s Zone of Proximal Development

(http://www.innovativelearning.com/educational_psychology/development/zone-of-proximal-development.html)

Vygotsky believed that it is the role of teachers and the education system to “provide children

with experiences which are in their ZPD, thereby encouraging and advancing their individual

learning” (Richard Culatta, 2011). This means structuring learning activities and scaffolding

to suit the needs of individual learners, thereby increasing engagement and interest in the

classroom.

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Case Study 6 – Underachieving Boys: The Play’s the Thing

This case study highlights the importance of Vygotsky’s ZPD theory and how it has been

applied in Bexleyheath School to assist underachieving boys. Abigail Mack has decided to

use drama in her English lessons to keep the students on the D/E grade borderline engaged

and to help them succeed in her classroom. She has provided her students with learning

experiences that are within their ZPD and has structured and scaffolded the activities to meet

the needs of individual learners. As a result students have become more engaged in her

lessons and are staying on-task, thus reducing the misbehaviour.

Other supportive strategies:

- Questioning

- Warnings

- Small interventions

- Responding when students become restive or agitated or otherwise deviate

from the learning task

- Using body language, eye contact, etc.

- Using physical proximity

- Provide challenge to refocus

- Acknowledge others good behaviour

- Using suggestions and hints

- Behaviour contracts

- Changing the pace of classroom activities

- Drop the students’ name into an open question

- Providing cues for expected behaviour

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iv. Corrective Actions

According to Charles, “we have to accept that while good discipline systems can prevent

most misbehaviour… students will nevertheless break rules at times and [we] must deal with

the transgressions” (2002). It is when this occurs that teachers turn to corrective discipline

methods. Corrective discipline is mostly applied when there has been a substantial violation

of rules, major classroom disruption, or a failure to return to on-task work.

Levin and Nolan Hierarchy for Management Intervention (Choice Theory, 2005)

Levin and Nolan have developed three levels of management intervention of misbehaviour

with each level moving from student-centred approaches towards teacher-centred approaches

(see Figure 3). According to Levin and Nolan, “when nonverbal and verbal interventions

have not led to appropriate behaviour, the teacher must take control of the situation and use

logical consequences to manage student behaviour” (J. Levin & J.F Nolan, 2005). The third

level, use of logical consequence, focuses around Choice Theory and corrective discipline

techniques.

Figure 3: Levin and Nolan’s Hierarchy of Management Intervention, 2005

Choice Theory:

Students are given the choice to comply with the teacher’s request or else face the

consequences

Using phrases that make students realise they are responsible for the positive as well

as the negative consequences of their behaviour

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The choice is theirs

Consequences to be consistently applied however may vary according to the

behaviour of the student

Case Study 7 – Manage that Class

This case study video also contains a number of corrective strategies used by Jenny to

manage the behaviour of some troublesome students sitting in the front row. Her strategies

are outlined below:

Giving misbehaving students a choice – “You can listen to me and follow my

instructions or you can sit and watch the other students do the activity” (Levin and

Nolan ‘Choice Theory’, 2005)

Not placing full attention on the misbehaviour and thereby interrupting the lesson

(Jacob Kounin) -> “I’m going to come and speak to you two in a moment”

Talking to students after class

Raising volume of voice to show authority and firmness

Rudolf Dreikurs – Four Behaviours

Rudolf Dreikurs has identified a hierarchy of misbehaviours that students can potentially go

through in a classroom setting. Malmgren et. al. have analysed this theory and believe that

Dreikurs is implying that “students’ misbehaviour is an outgrowth of their unmet needs”

(Malmgren et. al., 2005). Students desire and need social recognition, and when this does not

happen, students will generally turn to attention-seeking behaviour. It is from here that

Dreikurs has underlined four behaviours students go through in order to gain recognition.

These four behaviours are:

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1. Attention seeking – actions such as asking irrelevant questions or refusing to complete

normal student tasks

2. Power – arguing, rebels, defiant, contradicts the teacher, bullies

3. Revenge – steals, vicious, cruel, destructive, passive hatred

4. Escape by withdrawal – the student has given up on being, or wanting to be, part of

the group. This usually occurs after they have gone through the other three behaviours

and will involve them feeling as if “the world has given up on them so they’re going

to fulfil that particular prophecy” (Matthews, 2015)

Strategies to respond to the behaviour:

1. Attention seeking – ignoring the behaviour, asking direct questions, rewarding

appropriate behaviour of another student

2. Power – don’t involve yourself in their power struggle, withdraw from teaching

until the student stops

3. Revenge – do not retaliate, be empathetic to the students’ needs, assure the student

that you will help them whenever possible

4. Escape by withdrawal – help the student find something they can be successful at,

encouragement

Dreikurs’ theory focuses on logical consequences and the importance of having consequences

that have a clear “connection to the misbehaviour and have been discussed and agreed upon

with the student before applied” (Malmgren et. al., 2005). Logical consequences require

active planning and conscious application, and by planning it out with students, a great deal

of misbehaviour can be prevented.

Case Study 8 – The Unteachables

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This case study video follows 16 students who have been identified as some of the worst for

their behaviour in some inner London schools. Throughout the video they display the four

behaviours outlined in Dreikurs’ theory, and teachers constantly have to apply corrective

discipline strategies, sometimes to no avail. Teachers Phillip Beadle and William Atkinson

each apply their own strategies to re-engage students in their learning and prevent further

misbehaviour occurring when they return to mainstream schooling.

Strategies used by Beadle:

Building rapport

Getting to know the particularly troublesome students and finding out their learning

needs (Dreikurs’ Four Behaviours – giving students recognition)

Non-confrontational language

Establishing classroom rules straight away (William Glasser, 1985 – negotiating

classroom rules and consequences with students)

Meeting the needs of individual learners and making lessons relevant (Gardner’s

Multiple Intelligences)

Strategies used by Atkinson:

Authoritarian teaching style

Giving students a choice of continuing the behaviour or complying with the

instruction (Sue Cowley, 2006)

Logical consequences for student misbehaviour (Dreikurs’ Four Behaviours)

Establishing a Peer Advisory Group – students inform a misbehaving peer of what

they don’t like about their behaviour (Glasser, 1985)

Other corrective strategies:

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- Major/repetitive off-task behaviour does need attention

- Applying corrective discipline when there is a substantial violation of rules or

disruption

- Apply sanctions

- Arrange to talk privately to the student about their misbehaviour

- Be ready to invoke an insubordination rule for students who fail to stop

misbehaviour

- Send to time-out room

- Desk set up outside

- Detention

- Sent to Principal/Deputy

- Restorative justice / Restorative practices

- Individual behaviour contracts

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v. Conclusion

This handbook has outlined a number of strategies that teachers can use in their behaviour

management in the classroom. Each of the strategies have been placed under the preventative,

supportive or corrective headings to show those who may view this document what actions

should be applied, when they are appropriate to be used, and why there needs to be different

levels of behaviour management. The key theorists referred to have all undertaken extensive

research and observation of classroom management which has enabled them to come up with

the strategies they believe are most effective to use with troublesome students. By applying

the strategies noted above in a seamless and effective manner, it is possible to have the

positive learning environment all teachers wish to achieve.

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vi. Bibliography

Charles, C.M, 2002, Building Classroom Discipline, Pearson: New Jersey.

Classroom Management Theorists and Theories/ Jacob Kounin, 2015. Available from: <http://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Jacob_Kounin>. [June, 2015].

Cowley, S., 2006, Getting the Buggers to Behave, Continuum Books: London.

Culatta, R., 2011, Zone of Proximal Development. Available from: <http://www.innovativelearning.com/educational_psychology/development/zone-of-proximal-development.html>. [June, 2015].

Figure 1: McLeod, S., 2007, Maslow’s Hierarchy of Needs. Available from: < http://www.simplypsychology.org/maslow.html>. [June, 2015].

Figure 2: Culatta, R., 2011, Zone of Proximal Development. Available from: <http://www.innovativelearning.com/educational_psychology/development/zone-of-proximal-development.html>. [June, 2015].

Figure 3: Levin, J., and Nolan, J.F., 2005, What every teacher should know about Classroom Management, Pearson: London.

Kounin, J. and Gump, P., 1958, ‘The Ripple Effect in Discipline’, The Elementary School Journal, vol.59, no.3, pp.158-162.

Krause, K., Bochner, S., Duchesne, S., 2003, “Vygotsky’s Sociocultural Theory” in Educational Psychology for Learning and Teaching, Thomson: Sydney.

Levin, J., and Nolan, J.F., 2005, What every teacher should know about Classroom Management, Pearson: London.

Lewis, R. 2008, The Developmental Management Approach to Classroom Behaviour: Responding to individual needs, ACER Press: Victoria.

Malmgren, K.W., Trezek, B., Paul, P. 2005, ‘Models of Classroom Management as Applied to the Secondary Classroom’, The Clearing House, vol.79, no.1, pp.36-39.

Matthews, R. 2015, Student Teaching and Interaction: Rudolf Dreikur, lecture slides distributed in EDUC 4502: Student Teacher Interaction at The University of Adelaide, Adelaide on 8 April 2015.

McLeod, S., 2007, Maslow’s Hierarchy of Needs. Available from: < http://www.simplypsychology.org/maslow.html>. [June, 2015].

Phillips, H., 2010, ‘Multiple Intelligences: Theory and Application’, Perspectives in Learning: A Journal of the College of Education and Health Professions, vol. 11, no.1, pp.4-11.

Wilkinson, J., Meiers, M. & Knight, P. 2008, ‘Behaviour Management’, Research Digest, vol.1, pp. 1-14. Available from: The Australian Council for Educational Research.

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Case Study 1: Schools World, 2015, ‘Praise and Preparation’, <http://www.schoolsworld.tv/node/273>. [June, 2015].

Case Study 2: Schools World, 2015, ‘Phillip Beadle: A Lesson from the Best’, <http://www.schoolsworld.tv/node/263>. [June, 2015].

Case Study 3: Schools World, 2015, ‘Girl Talk’, <http://www.schoolsworld.tv/node/126>. [June, 2015].

Case Study 4: Schools World, 2015, ‘Attention Seekers’, <http://www.schoolsworld.tv/node/1044>. [June, 2015].

Case Study 5: Schools World, 2015, ‘Manage that Class’, <http://www.schoolsworld.tv/node/1752>. [June, 2015].

Case Study 6: Schools World, 2015, ‘Underachieving Boys: The Play’s the Thing’, <http://www.schoolsworld.tv/node/900>. [June, 2015].

Case Study 7: Schools World, 2015, ‘Manage that Class’, <http://www.schoolsworld.tv/node/1752>. [June, 2015].

Case Study 8: Channel 4, 2005, ‘The Unteachables’, < http://www.channel4.com/programmes/the-unteachables>. [June, 2015].

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