Emma DeBoer

Managing Learning Environments:

Methods for prevention and intervention.

Introduction

As a teacher, managing your learning environment is the most

important skill to learn, as there are many consequences which
can occur if done poorly. Effectively managing a learning
environment has been directly associated with high student
achievement and engagement (Sullivan et. al 2014, p. 43). The
literature states that there are many approaches to prevent
unproductive behaviours, as well as ways to manage or diffuse
the environment when needed. The teacher needs to establish
structured processes so that they can achieve a productive
learning environment (Williams 2013, p. 4). Some examples of
these techniques and processes will be discussed in greater detail
later in this essay.

Throughout this essay I will discuss two guiding principles, which

have been carefully selected, and a rationale behind their
importance. After this I will discuss approaches relating to
promoting productive behaviour, such as routines in the
classroom, followed by favoured approaches to manage
unproductive behaviours. In an ideal situation the prevention
methods will be successful and the learning environment will be
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functioning in an effective and engaging way. Although there will

always be situations where it is necessary to intervene, the
difference between being an authoritarian and an effective
manager, is how the intervention occurs.

Guiding Principles and Rationale

The guiding principles described in the course represent

important ideas and teaching strategies. I have chosen two which
I believe are the most important. These principles are; Effective
teaching practice should respect childrens human dignity and
Students are most likely to behave pro-socially in learning
environments that involve and engage them through quality
curricula.
Although these are the two which resonate with me the most, it is
important to take all of the principles into consideration when
managing any learning environment.

The first principle I chose speaks about treating students with

dignity. This is a strong idea which was discussed in Curwin and
Mendlers Discipline with dignity. The main point which they
discuss is that treating students with dignity will ultimately boost
their self-esteem and give them hope in the classroom. It is said
that using short-term solutions in the classroom can do more
harm than good, and will create long-term problems with the
student in question. This can often lead to the student acting out
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in the future as a form of revenge (Charles 1999, p. 200). It is

important to adopt certain teaching styles as a way to ensure
students will do the right thing. Giving them the responsibility to
want to do the right thing is going to create a more promising
future for the students, rather than making them act good out of
fear (McDonald 2013, p. 122-123).
It is important to consider this principle in teaching, as it is
important to give each student the opportunity to succeed.
Building a relationship and treating students with dignity will give
students the confidence and drive needed to succeed in their
schooling (Charles 1999, p. 200).

The second principle I believe effects the culture and productivity

of the classroom, is the pedagogical approach in which the
curriculum is taught to the students. It is important to teach
content in a way which engages the students, and it can be said
that when students are engaged in the content it is more likely to
provoke positive and productive behaviours, as opposed to
unproductive behaviours. (Sullivan et. al 2014, p. 53).
The importance of the curriculum and pedagogical approaches is
outlined in Williams 4S Conceptual Framework of Classroom
Management (Williams 2012, p. 11). Williams discusses the four
domains; setting, systems, self and student. Each of these
domains influence the other, and without one there would be no
balance. Teaching the curriculum in an engaging way is important
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to maintain the Systems in the classroom, as well as focus on the

Student and how they learn (Williams 2012, p. 11).

As I have outlined briefly in the rationale, both of the

aforementioned principles are very important to maintaining an
effectively managed classroom. Treating students with dignity
shows that you are supportive and are there to assist in their
learning, it also creates a trusting environment where students
are less likely to act out. Lastly, the discussion of pedagogical
approaches in representing the curriculum. It is important to
teach in a way which is engaging for the students, to prevent any
unproductive behaviours.

Approach to promoting productive behaviours

The first step to managing an effective learning environment is to

prevent the unproductive behaviours before they begin, and to
promote productive behaviours in the classroom. The literature
has provided tools and strategies to maintain this effective
classroom environment and culture, and I will discuss several
which I plan on utilising in my own teaching practice.

Using rules, or a contract with the students, as a prevention

technique has proved to be quite effective in the classroom
(Charles 1999, p. 206). If the rules are discussed with the
students from the beginning, so that each student is responsible
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for their own learning, it is possible to have a productive

classroom environment. As it was expressed by a student in the
literature, teachers should be laying down the rules from day
one as a way to show the students what is expected of them
(Cothran 2003, P. 437). Creating an environment where students
know what is expected of them is setting them up for life after
school, because what is expected of them in the classroom is
most likely how they are expected to act in a workplace or
professional environment (Jones 2011, P. 104).

An important skill to have as a teacher is a sense of Withitness.

This is a term which refers to a teachers ability to know what is
happening in the classroom at all times, scanning the room
constantly as a way to diffuse situations or identify a student who
needs assistance (Good 2008, p. 81). If a teacher has withitness
then it will hopefully act as a preventative method in the
classroom and conflicts or unproductive behavior will be
essentially non-existent.

As teachers it is important to be prepared for lessons. Not only to

maximise the short amount of time allowed in secondary school
lesson, but to provide momentum. This means that the lesson
occurs as it was planned, and there is no backtracking or time
wasting during the lesson, which can be an invitation for students
to demonstrate unproductive behaviours (Good 2008, p. 81).
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The final approach to preventing unproductive behaviours is

providing work and assessments which challenge the students
creativity and knowledge, but in a safe and encouraging way
(Good 2008, p. 81). It is important to assist students in reaching
their potential while keeping them challenged, and this is a way to
prevent unproductive behaviours through engagement.

The first step to managing an effective learning environment is to

prevent the unproductive behaviours before they begin. As
mentioned in the course principles section of this essay, treating
students with dignity will assist with students self-esteem, and
using effective pedagogical methods to engage students will
encourage students to be on task. It is important to keep these
principles in mind when using different preventative techniques,
including the ones I have outlined. If a teacher lets the students
know what is expected of them on the first day, it should be done
so in a dignified way, not expecting the worst in the students.

Approach to managing unproductive behaviours

It has been an issue amongst many early career teachers that
managing a learning environment in an effective way is
somewhat of a challenge, and has been described as being
overwhelming (Johnson et. al 2016, p. 42). Managing
unproductive behaviours can mean that the aforementioned
prevention strategies have failed, however there are still ways in
which to maintain a safe and engaging classroom culture. In the
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past, most teachers have taken to the authoritarian approach and

attempted to control the students to ensure their obedience
(Sullivan et. al 2014, p. 45). This approach does not follow the
principle previously outlined, treating the students with dignity.
Instead, quick fixes are made and this results in long-term issues
with the students (Charles 1999, p. 200). These are the sorts of
situations where the teachers do not treat their students with
dignity, and the results are catastrophic (Charles 1999, p. 200).
This section of the essay will discuss some strategies and
approaches to managing unproductive behavior. These are
approaches that I will most likely use in my own teaching practice.

A student does not necessarily have to be disrupting a lesson to

demonstrate unproductive behaviours. These behaviours can
come in the form of; avoiding schoolwork, disengagement from
classroom activities or the misuse of a mobile phone (Sullivan et.
al 2014, p. 51). These are the types of students that can go
undetected from teachers, and when teachers are required to
have withitness so that they can notice students who need extra
attention or assistance.

There are several ways teachers can manage their learning

environment, once there are issues with an unproductive student.
As previously mentioned, a lot of teachers have taken the
authoritarian route which in most cases does not treat the
student with dignity. Some ways which are best used to diffuse
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situations are to be low-key, non-disruptive, avoid escalating the

situations and try to maintain positivity (Williams 2013, p. 16).
These are strategies which will maintain the students dignity, and
let them know that they are misbehaving at the same time. These
sorts of strategies work best when they are expected from the
student from the first lesson, along with rules which will give the
responsibility to the student to make the right decisions (Charles
1999, p. 200).

Although it is ideal to use preventative methods to maintain an

effective learning environment, there will be situations when
intervention is necessary. When these situations arise, it is useful
to use the strategies outlined above, while attempting to keep the
students dignity intact. For example, calling out students on their
behaviour in front of their peers is only going to induce anger and
retaliation (Charles 1999, p. 200). It is a much better and more
prosperous approach to intervene using humor, positivity and
non-disruptive methods.

Conclusion 200 words

Learning to manage an effective learning environment has proven
to be the area of most concern in early career teachers, so it
should be an area of importance while training as a pre-service
teacher (Johnson et. al 2016, p. 42). This essay has reiterated the
importance of the principles initially outlined; treating students
with dignity, and teaching the curriculum in an engaging way to
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promote pro-social behaviour. When using the strategies

discussed in the prevention and intervention section of this essay,
the two principles should also be considered. Teaching a lesson
which is engaging the students, whilst teaching important
content, will minimise the risk of unproductive behaviours. If there
are situations where discipline or intervention is needed, it is
important to act with dignity and positivity (Charles 1999, p. 200).

Word Count: 1820

Reference List

Charles, C. M. (1999). Richard Curwin and Allen Mendler's

discipline with dignity. Building classroom discipline. New York:
Longman.

Cothran, D. J., Hodges Kulinna, P., & Garrahy, D. A. (2003). This is

kind of giving a secret away...: students' perspectives on effective
class management. Teaching and Teacher Education, 19(4), 435-
444

Good, T. L., & Brophy, J. E. (2008). Chapter 3 Management 1:

Preventing problems. Looking in classrooms (10th ed.). Boston,
MA: Pearson/Allyn and Bacon.
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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.

Jones, V. (2011). Developing standards for classroom behaviour.

Practical classroom management (pp. 91-128).

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.

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

South Australia.
Emma DeBoer