Investigation of a

Learning Environment
Positive Behaviour Approaches
Brendan Allen
Table of Contents
1.0 INTRODUCTION............................................................2
2.0 REVIEW OF THE LITERATURE.........................................2
2.1 Cognitive-Behaviourism.........................................................................2
2.2 Social learning theor............................................................................!
2.! Creating a Learning Environment..........................................................!
3.0 COLLECTION OF DATA...................................................5
Figure 1: Map of Environment.................................................................5
!.1 Photographs of Environment................................................................."
Figure 2: Floor Seating Arrangements.....................................................6
Figure 3: Table Arrangement...................................................................6
Figure 4: !ill out " #la$ Area..................................................................%
Figure 5: S!op " &ress 'ps Area..............................................................%
!.2 Photographs of Artifacts........................................................................#
Figure 6: (#a))le #op Sti*+, lassroom -e!aviour Management S$stem
................................................................................................................ .
Figure %: /!ole S*!ool -e!aviour Management S$stem..........................
Figure .: lassroom 0ules.......................................................................1
!.! $esources............................................................................................ 1%
Figure 1 2 /is!art State S*!ool 0esponsible -e!aviour #lan for Stu)ents
............................................................................................................... 1%
!.& 'eacher Intervie( )uestions and Ans(ers..........................................1%
!.* Classroom +,servations......................................................................1%
.0 DI!CU!!ION OF DATA.................................................11
&.1 Photographs of the Environment.........................................................11
&.2 Photographs of Artifacts- 'eacher Intervie( and +,servations...........12
5.0 Con"l#s$on................................................................13
%.0 Refe&en"e L$st...........................................................1
2
1.0 INTRODUCTION
This is a case study looking at how a Prep classroom in a rural state school
maintains an effective environment. The report investigates the stated learning
environment, and discusses how it supports positive interactions between children and
children, and children and teachers. The report, will firstly review relevant literature
relating to the learning environment, and then provide a collection of data from the
environment. Finally this data will then be interpreted and discussed through analysis
of the relevant literature.
2.0 REVIEW OF THE LITERATURE
This section will look into relevant behaviour and learning theories, which are
related to the learning environment of a rural prep classroom. Additionally, it will
discuss various approaches to creating an effective learning environment
2.1 Cognitive-Behaviourism
According to Porter (2!", #cognitive$behavioursm, represents a continuum
which starts with the purely behaviourist approach that believes that the environment
controls actions but that you can teach students to alter their environment by changing
their own behaviour.% &ooking at the cognitive end of the spectrum represents a
coming together of behaviourist theory, social learning theory and cognitive
psychology (Porter, 2!".
'ithin this theory, classroom discipline has both a managerial function of
creating order so that learning can occur, and two educational functions of promoting
student self$discipline in the form of internali(ed compliance, and encouraging
emotional regulation (Porter, 2!". These educational functions both look towards
the student adopting e)ternal standards as their own, and handling themselves
ade*uately to handle the situation they are e)periencing ('oolfolk + ,argetts, 2-".
The teacher$student relationship within the cognitive$behaviourism theory is
likely to have authoritarian overtones. .n saying this students should have an active
role in setting of goals and leading discussions of appropriate behviour and the steps
to achieve them within the classroom. (Porter, 2!". Therefore, cognitive$
behaviourism is placed between the authoritarian and authoritative positions on the
continuum of theories (Porter, 2!".
!
/y working through cognitive principles, the aim would be to encourage
students to decide for themselves that it in their interests to satisfy your e)pectations
about their behaviour. 0tudents would try to make sense of e)perience by focusing on
their knowledge (about suitable behaviour", their problem$solving skills, and their
awareness of the effects of their actions, so that in future they change how they
choose to behave (Porter, 2!".
Additionally, cognitive$behaviourism agrees that behaviour is controlled by its
conse*uence, but also by student1s2 emotional state, self esteem, motivation, social
setting, and developmental level. Therefore, intervention is directed at conse*uences
where there are rewards or punishments of behaviour, as well as students1 thinking
and feeling (Porter, 2!".
2.2 Social learning theory
As state earlier, cognitive$behaviourist theory represents a coming together of
behaviourist theory, social learning theory and cognitive psychology.
/andura1s work on social behaviours was labeled 3social learning theory1 and
was considered a neo$behavioural approach. The Theory that emphasi(es learning
through observation of others. Through this observational learning, students learn not
only how to perform a behaviour but also what will happen to them in specific
situations if they do perform it. 4bservation can be a very efficient learning process
('oolfolk + ,argetts, 2-".
2.3 Creating a Learning Environment
The physical environment affect everyone1s behaviour, from the students to
staff members. The environment acts as a 3third teacher1 and comes from recogni(ing
that there are many ways that the physical environment can either enhance or interfere
with children1s learning and independence. The way the environment is set up and
maintained contributes to the overall atmosphere of the setting, which affects children,
families and educators (0tonehouse, 2--".
'hen creating a learning environment, there are many considerations a
teacher must take into deliberation before positioning e*uipment and materials around
the classroom. #Positioning is the process of placing ob5ects in relation to each other
or in relation to people. As a teaching techni*ue, positioning involves placing learning
materials to safely and ethically support and enhance children1s learning%
(,c6aughton + 'illiams, 27".
&
0taff should seek to create and maintain a safe, secure interesting and
pleasurable learning environment for children and adults. To do this staff need to8
Place people to ensure safe supervision of all children and safe work
conditions for all
Place e*uipment to meet children1s and their own health and safety needs.
Place e*uipment to enhance the aesthetic appeal of the environment, thus
ma)imising children1s, parents1 and staff1s en5oyment of it.
Place e*uipment and materials to stimulate children1s curiosity and interest by
providing elements of novelty and surprise
Place e*uipment and adults to support e*uity of access to and participation in
the program by all children
Place e*uipment to stimulate brain development. (,c6aughton + 'illiams,
27".
*
3.0 COLLECTION OF DATA
F$'#&e 1( )a* of En+$&on,ent
"
3.1 Photographs of Environment
F$'#&e 2( Floo& !eat$n' A&&an'e,ents
F$'#&e 3( Table A&&an'e,ent
#
F$'#&e ( C-$ll o#t . /la0 A&ea
F$'#&e 5( !-o* . D&ess U*s A&ea

.
3.2 Photographs of Artifacts
F$'#&e %( 1/a22le /o* !t$"34 Class&oo, 5e-a+$o#&
)ana'e,ent !0ste,
/
F$'#&e 6( W-ole !"-ool 5e-a+$o#& )ana'e,ent !0ste,
F$'#&e 7( Class&oo, R#les
1%
3.3 esources
'ishart 0tate 0chool 9 /ehaviour ,anagement $
https8::wishartss.e*.edu.au:0upportandresources:/ehaviourmanagement:Pages:/ehavi
ourmanagement.asp) .
11
F$'#&e 8 9 W$s-a&t !tate !"-ool Res*ons$ble 5e-a+$o#&
/lan fo& !t#2ents
3.! "eacher #ntervie$ %uestions an& Ans$ers
;efer to Appendi) -
3.' Classroom ()servations
;efer to Appendi) 2
12
.0 DI!CU!!ION OF DATA
The data collected, supports a number of theories and theorists, with regards to
discipline, learning and creating an effective learning environment. This section will
now analyse the collection of data, and relate it to the relevant literature previously
discussed.
!.1 Photographs of the Environment
After discussion with the teacher, and analysis of the environment, there are
many points, which can be referenced back to the literature.
Firstly, Figure - is a rough map of the classroom investigated. Through
analysis it can be seen that the facilitator has purposefully designed elements in
accordance with ensuring safe supervision of the children as stated by ,c6aughton +
'illiams (2--". This has been done by making it so there are no areas in which the
teacher will not be able to see children at any given time, by making room dividers, in
this case shelves, below adult waist heights (,c6aughton + 'illiams, 2--".
Additionally, by placing the arts e*uipment and all other resources in easily
accessible areas for the students, the teacher has ensured the sense of security and
competence (,c6aughton + 'illiams, 2--".
,oving on, Figure 2 and < are images of the seating arrangement when
children sit on the floor and when doing group activities. Tape has been placed on the
carpet, and students have their names written on the tape to indicate their specified
seating area when there are class activities occurring in this area. The tables however
have no specified seat for any child, however they are used for rotations. All formal
teaching is performed on the carpeted area.
/y having the students arranged like this on the carpet has the advantages of
independent thinking and encourages students to focus on the teacher or on the
whiteboards ('oolfolk + ,argetts, 2-".
=ooperatively, after the main content has been taught on the carpet, students
are then able to work in groups at the tables within their rotation groups. This way is
best for students1 interaction. They permit students to talk, help one another, share
materials, and work on group tasks ('oolfolk + ,argetts, 2-".
,oving on, figures > and ? are stimulating brain development. /y placing
e*uipment to encourage choice and play and to stimulate children1s *uestions can
1!
benefit young children neurologically by fostering new brain growth, and novelty in
the environment stimulates brain functioning (,c6aughton + 'illiams, 2--". This
has been done by introducing the novelties of an in class shop2 dress up costumes and
various toys within both of these areas.
!.2 Photographs of Artifacts* "eacher #ntervie$ an&
()servations
@ere analysis can be made of the various behaviour management systems that
have been put into place, as well as the various learning theories e)perienced through
observations.
As stated in section 2, cognitive$behaviourism agrees that behaviour is
controlled by its conse*uence. Therefore, intervention is directed at conse*uences
where there are rewards or punishments of behaviour, as well as students1 thinking
and feeling (Porter, 2!". Figure A is an e)ample of these conse*uences where
children receive paddle pop sticks for a reward, or have them taking away as
punishment. 'hen students have a total of ten paddle pop sticks in their pouch, they
receive some sort of pri(e.
This reward system is the main type of behaviour management system placed
within the classroom, however there is also a more cognitivist approach placed
throughout the whole school, which is also used in the classroom. Figures ! and 7, is
the whole school behaviour management response. The plan is a more authoritative
approach, allowing students the chance to resolve the situation without the need for
any teacher intervention.
'hilst on visit to the school, an observation was made regarding this
behaviour management system.
A student was waiting in line, when another student pushed in front of him. The
student started to get really upset with the student who had just pushed in. He tried to
argue with the student who pushed in, but to no avail. The student then became
increasingly frustrated and decided to remove himself from the situation and went and
sat in the chill out part of the room, where he played with some lego. The teacher then
noticed this and the student was rewarded with a Resilience adge!" Appendi# $.
1&
This was an ama(ing observation, considering the child was only in prep. @e
was able to adopt e)ternal standards as his own, and handle himself ade*uately to the
situation he was e)periencing ('oolfolk + ,argetts, 2-".
,oving on, Figure B is a picture of classroom rules in which the students and
the teacher helped to write together as the start of the year (Appendi) 2". This is
linked to how the teacher$student relationship within the cognitive$behaviourism
theory is likely to have authoritarian overtones, but the students still have an active
role in the setting of goals and listing appropriate behaviours within a classroom.
(Porter, 2!".
Finally, a further observation was made during the students Perceptual ,otor
Program. 4ne of the activities was dribbling a ball. 4ne student was struggling to
perform this task, and it was not until the girl watched another student perform the
task she was trying to do. The girl then changed her style of dribbling, to the way the
other student was successfully completing the activity (Appendi) 2".
This was an e)ample of /andura1s 0ocial &earning theory, where a student
learnt how to perform behaviour through observation. Another e)ample of this theory
was when a student was praised whilst working on an activity. Two of the students
observed this student being praised, and then the two children copied the behaviour of
the praised child, hoping also to receive some sort of praise (Appendi) 2".

5.0 Con"l#s$on
To conclude, the chosen learning environment has successfully integrated the
theories of cognitive$behaviorism, social learning theory and various other approaches
to creating an effective learning environment. 'ith the use of the classroom behaviour
management system, and the whole school behaviour response system, the classroom
has set up an efficient learning environment. .t allows for both authoritarian and
authoritative approaches to allow students to be accountable for their own behaviour.
Additionally, the teacher has successfully integrated certain design aspects,
which work towards enhancing the learning for the students and creating a safe and
secure environment.
1*
%.0 Refe&en"e L$st
/oghossian, P. (2A" /ehaviorism, =onstructivism, and 0ocratic Pedagogy,
Cducational Philosophy and Theory, <B8A, !-<$!22, D4.8 -.----:5.->A7$
?B-2.2A.22A.)
,c6aughton, E., + 'illiams. E. (27". Techni*ues for teaching young children (<rd
edition". Pearson8 Frenchs Forest, 60'.
Porter, &. (2!". 0tudent /ehaviour 8 Theory and Practice for Teachers. =rows 6est,
60'8 Allen + Fnwin.
0tonhouse, A. (2--". The 3third teacher1 9 creating child friendly learning spaces,
%utting &hildren 'irst, ()*+, ,$-,.
'oolfolk, A. ,argetts G. (2-". /ducational %sychology ($
nd
/dition+. 60',
Australia8 Pearson
1"