EDUC 5182 Managing Learning Environments M Assessment 2 - Essay Man Jin 110158709

cooperative and accepting with open communication (Sapon-shevin 2010, p. 22). In this
case, students may be more active and responsible in participating and contributing in
classroom activities and productive student behaviours may be encouraged.

Approach to managing unproductive behaviours

As the nature of learning environments are dynamic and complex, unproductive behaviours
seems inevitable and may be consistent. According to the review of the research, many
teachers claim that there were minor persistent unproductive student behaviours in their
classroom on a regular basis (Johnson et al., cited in Sullivan et al. 2014, p. 44). Therefore,
it is important that the teacher is aware of what is happening in the classroom and
considers the actions. Experts suggest some strategies helping teachers identify
unproductive behaviours, such as using effective seat arrangement and scan the class
frequently (Williams 2012, p. 17; Jones & Jones 2010, p. 303). When unproductive student
behaviours are noticed, firstly, the teacher should be calm (Jones & Jones 2010, p. 305)
and respond thoughtfully. If the unproductive behaviours are minor, it is better to use
non-verbal techniques such as eye contact, facial and body gestures and proximity as they
have least disruptive effect on classroom teaching and learning (Williams 2012, p. 17;
Jones & Jones 2010, p.306). If the unproductive behaviours are persistent, I would use
some low disruption level intervention techniques (Williams 2012, p. 18) such as change in
volume, pause, offer assistance and provide options (Jones & Jones 2010, p. 312). These
responses may help students refocus on task, indicate the teacher's expectation while
maintaining the student's dignity and avoiding interruption to other students. McDonald
(2013, p. 123) states that if a teacher takes a democratic and guidance view of students,
treats them fair with respect and dignity, students are more likely to respond responsibly
and appropriately. This implies that fair and thoughtful responses to unproductive
behaviours may help maintain positive classroom relationships and manage learning
environments.

However, when there is an aggressive student behaviour, even a conflict, more factors
need to be considered to respond to it effectively. The conflicts may occur between the
teacher and the student, among students or even in more complex situation. According to
Larrivee (2009, p.323), to some extent, the conflict is settled when the immediate problem
is solved and the relationship is enhanced so that people who are involved in the conflict
may continue working together. To take this step by step, there are some strategies can be

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EDUC 5182 Managing Learning Environments M Assessment 2 - Essay Man Jin 110158709

used to solve the immediate problem. For example, it is better for a teacher to remain calm,
lower the voice and slow the rate of speech, arrange the physical environment and provide
choices to deal with aggressive behaviour (Johns & Carr, cited in Jones & Jones 2010, p.
315). Other strategies such as sending I-messages, giving blame-free explanation and
making requests clearly, politely and firmly to help achieve negotiation, compromise and
agreement (Larrivee 2009, p. 321). After solving the immediate problem, it is more critical
and challenging to enhance the interpersonal relationship. In this process, as a teacher, it is
significant to respect and respond to individual needs of everyone who are involved in the
conflict. I would use and teach students the strategies of active listening (Larrivee 2009, p.
322) as well as collaborate with colleagues and parents when necessary to know the
student better and examine outside factors behind students' behaviour (Sullivan et al. 2014,
p. 47). As it is showed in Bronfenbrenner's bioecological model of human development, the
context in terms of family, friends, school activities and teachers etc. and the interactions
among those elements has impact on individual development directly or indirectly, vice
versa. (Woolfolk & Margetts 2013, p. 25). In this case, responding to individual needs and
emotions in managing conflict may help develop not only a sense of identity of being 'self'
but also the understanding of relationships with others. This implies that a well-managed
conflict may facilitate interpersonal relationship and individual development.

In conclusion, using the MLEM course principles as guidelines, this essay discuss
approaches to managing learning environments, which reflect enhancing predictable
classroom setting and manage systems, building positive relationships and responding to
individual needs to encourage fair treatment. Approaches such as setting expectations and
classroom routines early, building safe, communicative and collaborative learning
communities may promote students productive behaviours and enhance learning
environment. Some non-verbal and low disruptive intervention techniques can be used to
respond to minor unproductive behaviours while the consideration of individual needs and
collaboration with parents and other colleagues may help to solve the conflict, enhance
interpersonal relationship. In managing learning environments, teachers should focus on
engagement rather than punishment. There are many ways to promote productive
behaviours and encourage positive learning environments. And I believe that a
well-managed unproductive behaviour can be an opportunity to enhance students
development and facilitate positive learning environments.

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EDUC 5182 Managing Learning Environments M Assessment 2 - Essay Man Jin 110158709

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