Promoting a Positive

Learning Environment

Source: Andertoons, 2015

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Student Teacher Interaction
University of Adelaide

Table of contents

Introduction
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Preventative
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Actions

Maslows Hierarchy
Knowing students background
Students names
Praise
Management & Preparation
Reward
Negotiation
Enthusiasm

Supportive
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Actions

Silence & Patience

Repetition
Whisper technique
Open communication & choices
Body language & proximity
Feedback

Corrective
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Actions

1,2,3 Steps
Assertiveness
Non-punishment
I-messages
Punishment
Behaviour contracts

Summary
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Appendices
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References
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Introduction
I believe teacher are to encourage children to be life long learners; in doing so
we must give each student that enters our classroom an equal opportunity to
learn. Therefore the role of a teacher is to provide a safe and positive
environment that encourages learning.
This handbook aims to guide teachers toward best practices for promoting
positive classroom management. The handbook is broken into three main
sections:

Preventative actions

Supportive actions

Corrective actions

Each of these sections outline the methods and practices for each actions, used
together they can help encourage a well structure-learning environment.
Churchill et al. (2011, p 129) explains that no method has a one-size-fits-all
solution, using components such as; scaffolding, timely and informative
feedback, low risk challenges, safe and supportive environments to create
opportunities.

It should be strongly emphasised at the outset that no classroom management

strategy will prevent discipline problems if effective teaching is not taking place
(McInerey & McInerney, 2002, p. 25)

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Preventative Actions - Maintaining motivation & attention

You can prevent most misbehaviour if you treat students sensitively, provide
an interesting curriculum, and use a helpful teaching style (Charles, 2002, p.
236).

Maslows hierarchy of needs

Its the age old saying prevention is better that cure. Developing preventative
actions within the classroom is the first step to promoting a positive learning
environment. The following table: Maslows Hierarchy of Needs (figure 1)
displays the basic human needs. To understand this would mean understanding
the needs of students and construction a lesson plan to suit.

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Figure 1: Maslows Hierarchy of Needs

(Source: Learning Theories, 2015)

We must never assume the basic needs are being met outside the classroom,
for this is the first step in preventative actions.

Knowing student backgrounds and building relationships

Praise & Preparation (Teacher TV, 2006) demonstrates the use of Maslows
Hierarchy in Amys classroom. Using positive strategies to make the children
feel invited and safe within the classroom, knowing few students have far from
ideal situations outside school hours. She then goes on to promote their selfesteem in the form of praise.
Recording students movement during the lesson can support a growing
relationship, having a diary of students names, academic progress,
emotional/physical difficulties and social interactions. Watching for growing
trends in behaviour and acting upon them accordingly. Developing a positive
relationship with a student with a chronic behaviour problem is one of the most
effective strategies for helping that student (Levin & Nolan, 2004 p. 197).

Knowing students names

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Knowing students names is an important technique for identifying them for

various reasons. When handing out praise its important to use the students
name to identify them as the achiever, giving them direct feedback. Equally it
can be used as quick, sharp identifier of off-task behaviour. During the video
Attention Seeker (Teacher TV, 2006 2:45) Jenny uses students names to identify
them when their behaviour slips, these students react by acknowledging their
behaviour has be noticed and return attention.

Praise

Positive reinforcement is a much more powerful motivation than punishment

(Thomson, 2006, p. 251). I believe praise to be the strongest technique teachers
can use, it motivates students to achieve, supporting the connections between
their learning and results. Praise needs to be used in a way that is effective but
not overpraising as this may induce complacency and insincere doubts.

Classroom management & preparation

Great lessons involve successful classroom management and preparation.

Having a structured environment will make students feel both safe and
expectant. This strategy needs to be developed over time with routine and
repetition. Setting rules and boundaries for the class allows students to be clear
of expectations and promotes respect. Teachers who successfully prevent
misbehaviour and foster learning have an effective management system, which
consist of 3 phases: planning, developing and maintaining (McInerney &
McInerney, 2002, p 252) shown in appendix 1.

Class rewards for correct behaviour

Rewards can be satisfying for the student, giving them an incentive to work
toward. Thomson (2007, p. 253) explains that the reward should encourage
intrinsic satisfaction of performing work rather than just working for reward.
Rewards should be effective and enjoyable, for example: extra computer time,
working on puzzles, library time, positive note to take home or name displayed
on the board. Amy displays this technique in Praise & Preparation (Teacher TV,
2006 5:30) sending postcards home when students have achieved and
maintained correct behaviour. Notes home can be positive motivation for the
child that normally gets the bad notes.

Negotiations of rules

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McInerney and McInerney (2002, p. 256) express the need for rules as a
preventative strategy keeping them to a minimum of 5 - 8, expressed positively
such as walking in corridors instead of dont run and unambiguous. Using
student input and cooperation will create empathy for the rules. Chances are a
child is more likely to respect and follow a rule they have created themselves as
they value the reason behind it. Figure 2 shows an example of classroom rules
made by children.

Figure 2: Example of classroom rules

Source: Dreamtime, 2005

Enthusiasm

Enthusiasm is expressed in observable ways such as varied tone of voice, lively

eyes that make frequent eye contact with students, use of gesture and
enthusiastic manner while moving around the room (McInerney & McInerney,
2002, p 22). If teachers show true enthusiasm toward their lesson, it can
promote motivation within students, encouraging the deeper learning from
genuine interest.

Humour

Providing this is used correctly and appropriately, humour can be a hugely

powerful tool. Laughter in the classroom has the power to create motivation,
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enthusiasm and bring the students together on common ground. I would aim to
use humour in a classroom to create feel of a teacher that cares about them and
enjoys their company, compared to the boring old teacher, relating back to
relationship building.

Supportive Actions - Minimising management problems

Despite your best efforts, students will at times become restive and can easily
slip into misbehaviour. This is the time for you to make use of supportive
techniques, which are pleasant yet effective in keeping students engaged in
their work. You should practice a number of these techniques so you can use
them naturally when needed (Charles, 2002, p. 236).

Silences and patience

When dealing with a noise disruption in class waiting patiently and silently can
put ownership of actions back on students. Encouraging them to make the right
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decision and build respect, avoiding the use of a raised voice. Cowley (2006, p.
37-38) describes this as one of the most important control techniques used,
waiting for complete silence and refocus. Manage that Class (Teacher TV, 2006
2.15) shows Jenny effectively using this method, placing the responsibility of
behaviour on the students, silently waiting for them to return to peace, while
remaining still and patient.

Repetition

When giving instructions during a class, there may be many reasons why they
were not heard first time. Cowley, (2006, p 44-45) suggest times when
repetition is useful; to get a students attention, by using their name, repeating
instruction because they may not have heard them, to clarify any
misunderstandings and to reinforce the instruction. The use of Canters Broken
Record* may be used to enforce the instruction, this can work as a disciplinary
action if using a childs name to get their attention back. But equally used as a
positive method to learn, such as learning a new word by repeating it over.

Private communication/ whispering technique

Early intervention and acknowledgement of behavioural issues can suppress

further development. Using the whispering techniques can alert them to their
behaviour without disturbing others, doing this by quietly having a word with
the offending student. In Girl Talk (Teacher TV, 2006 2:30) Nicola demonstrates
an effective use of private communication with attention seeking girls, initially
using the whispering technique to warn them of their behaviour. Afterwards she
uses the technique again while the class is working, but in a rewarding manner
by having a girly chat to the students about her married life. This short amount
of attention from Nicola encourages the girls back to class work, meanwhile
continuing the positive relationship between teacher and student.

*Canters Broken Record insistent repetition of instructions i.e. sounding like a

broken record

Open communication and options

The communication may evolve to an open conversation with the student,

giving them responsibility for their actions and creating self-awareness of their
behaviour. Asking questions about their choice of actions helps them reflect on
what they did. It puts the ownership on the student, avoiding the teachers
criticism. Referring to figure 3, Cowley (2006 p. 42), details the use of open
communication and options for an off-task student. Teachers must also be
careful not to talk over the student when communicating, as displayed in Too
Much Talk (Teacher TV, 2006, 5:12), the teacher doesnt allow students time to
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communicate, making them feel devalued, resulting in disinterest and off-task,

leaving the problem unsolved.

Example
Teacher: Put that Gameboy away right now, please Peter, so that you can get
on with your work
Peter: Let me finish the game, please Miss
Teacher: Peter, you have a choice. I want you to put the game boy away right
now, or you will force me to confiscate it. Its up to you to decide. Ill come
back to check on you in a moment.
Teacher bends down to help student next to Peter. Peter sheepishly put the
Gameboy away
Figure 3: Example of open communication (Cowley, 2006, p. 42)

Body language and proximity

Using non-verbal and body language to communicate can be used with little
disruption to the class. Jones positive discipline approach (1987, p. 265)
explains that non-verbal actions make up a large proportion of teacher
communication. By using body posture, presence and eye contact (direct eye
contact, icy glare or head nodding) to warn the students of their behaviour.
Practice and confidence is required to carry out this technique with success.
Similarly using proximity by circling the classroom during the lesson, moving
toward students to check their work will keep them alert. This displays authority,
confidence and leadership among the class. I have witnessed just walking
toward an offending student to be enough to bring them back to task. Levin &
Nolan (2005) go on to say this technique combined with signal gestures makes
for a very effective non-verbal technique.

Feedback

Feedback provides the student acknowledgement of their behaviour, and

indication of their progress. Feedback can have a multiple of effects, it needs to
be positive to bolster students confidence, facilitating motivation and interest
(Brady & Scully, 2005, p. 62). Feedback may come in forms of:
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Praise
Written comments
Verbal

Directed both individually and as a whole class. It needs to be expressed in

ways that let the students know how they are achieving and how to improve. In
the video Love Em or Loathe Em, (Teacher TV, 2006, 15:40) the teacher shows
lack of positive reinforcements or feedback, as a result the students express
their disinterest in the subject and begin off-task behaviours. Highlighting the
importance of positive feedback to maintain behaviour.

Time Frames

Setting smaller tasks can break the lesson down and make it feel less daunting.
A student that has aroused the teacher to use supportive methods may be offtask due to boredom or lack of understanding, using small time frames will
break the lesson time up and promote them to see the end of small task, rather
than counting down 50 minutes. It also allows the student to receive regular
praise for small tasks rather than one long lesson plan.

Corrective Actions - Responding to problems

We have to accept that while good discipline systems can prevent most
misbehaviour, your students will nevertheless break rules at times and you
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must deal with the transgressions. If you approach misbehaving students in a

sensitive manner, you can help them return to proper behaviour with no ill
feelings (Charles, 2002, p. 237).

Hierarchy for management

A hierarchy for management is explained in appendix 3. Levin & Nolan (2005)

list the levels of intervention and suggested strategies to use.. Misbehaving
students should have been exposed to the less confrontational strategies before
requiring these corrective methods.

1,2,3 warnings

By creating clear steps a student can be aware of their increasing actions and
know the consequences. The teacher will use steps to assess the students
behaviour and plan the consequences for following or neglecting to follow them.
These should be logical, that is they relate as closely to the behaviour as
possible so that student can see a connection between them (Dreikur et al,
1982 p. 256).

1. Use Glassers triplets in figure 4 to assess and encourage student to selfreflect on their behaviour.
2. Repetition of expectation and further acknowledgement that if behaviour
continues step three will be enforced
3. Appropriate consequence ie. time-out, principals office

Glassers Triplets
1. What are you doing?
2. Is it against the rules?
3. What should you be doing?
Figure 4

Assertiveness

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Canters assertive discipline model has developed a program for corrective

classroom control (Canter, 1990). Canter (1990) explains assertive discipline
protects and restores order in the classroom. When looking to be assertive I
would be directing questions to the student and warning them of the offending
action and the following consequence, using a combination of 1,2,3 Steps and
Glassers Triplet to promote self awareness to the student.

Non punishing methods

Non-punishing methods can be used to deter a student from their ongoing

actions, asking as student to run an errand such as: gather up question sheet or
offer them to get a drink. This provides a timeout and may help refresh them
before continuing. During the video Under Achieving Boys (Teacher TV, 2006,
7:30) the teacher asks a distracted student to hand out the question sheets,
giving them and alternative task that avoids disturbing the class to correct his
behaviour. This should be used as a strategy for the child that is encountering
frustration with the work or showing signs of fatigue. Avoiding assumption the
behaviour has come from a bad attitude and being open minded would help
understand why the student is off-task.

I message

The I-message allows the teacher to own the problem, using statements such
as: I find it very hard to teach when you talk over the top if me, this frustrates
me. Eby et al. (2006) explains that the I-message has three components;
description of students behaviour, the negative effect it has on a teacher and
how the teacher feels about it. I think the I-message sends a strong, direct
warning without negativity. This puts the responsibility on the student and
promotes a greater chance of correction over the you/accusing-message.

Punishment

Punishment should be a final reaction to the issue, using actions such as: time
out rooms, principals office and removing privileges (ie, sports practice).
Detentions and time out rooms should be used effectively, getting the student
to evaluate their behaviour. If a child reaches the stages of punishment, I would
be seeking extra help and evaluation of the motivations as to why the behaviour
keeps occurring.

Behavioural contracts

If unacceptable behaviour continues following all other interventions a

behaviour contract can be drawn up to encourage positive attitudes with selfdiscipline and rewarded with privileges. This involves consistent monitoring from
teachers and head of faculty. Contracts are effective in clarifying the problems
and working toward solutions (Thomson, 2007, p. 365). If a student reaches this
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stage there should be a team of staff working with parents and student to
achieve improved results. Refer to appendix 4 for example.

Summary
Managing behaviour in a classroom is key to allowing student the freedom and
choice to learn, giving them freedom to the opportunities schools provide.
Strategies can work in combinations to compliment each other, remembering to
move through each gradually.
The keys to promoting positive behaviour in a classroom

1. Preventative
Know the students
Create positive relationships
Organisation & preparation
Classroom management
Praise & reward
Have an open line of communication

Supportive
Silence & Patience
Use body language and proximity
Private & open conversations
Feedback & choices
2.

3. Corrective
1,2,3 warnings
Non punishing
Source: Andertoons, 2015
I Statements
Punishing as a last resort
Behavioural contracts

Deciding which discipline approach to use is an extremely important task for

teachers. You should carefully weight the various choices against your own
educational philosophy and personal values (Edwards, 2000, p. 39).
Remembering all strategy need to be carried out with confidence and clarity for
it to be effective. Making experience in teaching the most valuable tool you can
gain.

Word Count: 2668

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Appendix 1
Planning for good class room Management

1. Planning before the school year starts. What will their room
arrangement be like in order to facilitate the types of
instruction and learning activities that they will be using, as
well as the necessary rules and procedures (guidelines for
behaviour) to maintain effective learning.

2. Developing during the first few weeks of school the

students understanding of these guidelines for behaviour and
reinforcing their adherence.

3. Maintaining the momentum of the first few weeks

throughout the year by preventive measures with regards to
lesson managements and facilitating the development of
students self-regulation of their learning and behaviour.

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Appendix 2 Teacher TV Video list

Case Study 1 Praise and preparation (Amy)

Pre class preparation
Routine and repetition
Consistent praise
Colour code key words (green key words, red homework, black copy the
board)
Case study 2 Attention seekers (Jane)
Holding silence
Naming students
Praise
Proximity & whispering technique
Case Study 3 Manage That Class (Jenny)
Clear and instant instruction with lesson outcomes
Praise
Time frames
Holding silence
Impress me, encourage student to want to answer the
question

Case study 4 Girl Talk (Nicola)

Clear Instructions
Private Communication
Praise
Proximity

Case Study 5 Too Much Talk

Body language
Naming students
Invite students to talk and discuss

Case Study 6 Under Achieving Boys

Holding silence
Hands Up before answering
Praise
Confidence and leadership by teacher
Case Study 7 Love Em or Loathe Em
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Immediate instruction
Time setting
Praise
Proximity
Positive reinforcement

Appendix 3 Hierarchy of Management

Source: Levin, J. & Nolan, J. F. 2004 (p. 43)

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Appendix 4 - Behaviour Contract

Source: Thomson, 2007 (p. 376)

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References
Andertoons, 2015, Cartoon images [online access: 29th March, 2015]
URL: https://www.andertoons.com/search-cartoons/teacher
Brady, L. & Scully, A. (2005) Engagement: Inclusive Classroom Management,
Pearson
Charles, C. M. (2002) Buliding Classroom Disciplin, 7th Edn, Pearson, New Jersey
Churchill, R., Ferguson, P.. godinho, S., Johnson, F.F., Keddie, A., Letts, W.,
Mackay, J., McGill., Moss, J., Nagel, M.C., Nocholson, P., Vick, M. (2011) Teaching:
Making a Difference, John Wiley & Sons Australia, Milton
Cowley, S. (2006) Getting the Buggers to Behave, Continuum
Dreamtime (2015) Classroom Rules [online access 20 April 2015]
URL: http://www.dreamstime.com/stock-illustration-classroom-rules-kidsteacher-image47775943
Eby, J., Herrell, A. & Jordan, M. (2006) Teaching k-12 Schools: A reflective
Actions Approach, Pearson
Learning Theories, (2015) Hierarchy of Needs [Online, accessed 6th April, 2015]
URL: http://www.learning-theories.com/maslows-hierarchy-of-needs.html
Levin, J., & Nolan, J. F. (2004), section IV, Chapter 9, in Principals of Classroom
Management: A professional Decision-Making Model, Pearson Education 194-222
Levin, J., & Nolan, J. F. (2005) What Every Teacher Should Know About Classroom
Management, Pearson Education Inc.
McInerney, D. M., & McInerney, V. (2002) Education Psychology: Constructing
Learning, 3rd Edn, Prentice Hall.
Teacher TV (2006) Attention Seeker [online access 20 April, 2015)
URL: http://www.schoolsworld.tv/node/1044
Teacher TV (2006) Praise and Preparation [online access 29 March , 2015)
URL: http://www.schoolsworld.tv/node/273
Teacher TV (2006) Manage that Class [online access 19 April, 2015)
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URL: http://www.schoolsworld.tv/node/1752
Teacher TV (2006) Too Much Talk [online access 19 April, 2015)
URL: http://www.schoolsworld.tv/node/271

References Cont
Teacher TV (2006) Underachieving Boys: Gender Debate [online access 19 April,
2015)
URL: http://www.schoolsworld.tv/node/898
Teacher TV (2006) Love Em or Loathe Em [online access 21 April, 2015)
URL: http://www.schoolsworld.tv/node/1265
Teacher TV (2006) Girl Talk [online access 21 April, 2015)
URL: http://www.schoolsworld.tv/node/126
Thomson, J. G. (2007) The First Year Teachers Survival Guide, 2nd Edn, JosseyBass, San Fransico

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