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Researching Teaching and Learning.

Behave.
By Doreen Rifaie.

Within the education system diversity is an ever-present issue for academic

professionals. Teachers in particular are challenged with accommodating to the
diverse needs of their class. This educational concern can be traced to the current
issue of what good teaching practice is and how to build a positive relationship with
students. The article, Establishing positive relationships with secondary gifted
students and students with emotional/behavioral disorders: giving these Diverse
learners what they need (Capern and Hammond, 2014), explores this issue by
obtaining data from both gifted students and students with emotional/behavioral
issues. The data is focused on determining what behaviors students want a teacher to
have in order to establish a positive relationship. By understanding what makes a
positive relationship academic professionals are then able to focus on improving
underperforming students, to increase academic outcomes of all students. This
research is significant for the development of lesson plan activities. The article in
question can benefit teachers as it highlights what changes can be made to
accommodate the diverse learning needs. This data was collected through mixedmethod approaches, i.e. quantitative and qualitative research (Ullamn, 2015). This
article employs the use of mixed-method research to triangulate the findings, giving
rise to the research of studying the results of each group to determine if different

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cohorts require teachers to have certain behavioral traits (Capern and Hammond,
2014; Ullamn, 2015). Also, the comparison of data was important in determining if
the results obtained were an accurate reflection of what the students had thought
(Capern and Hammond, 2014). Furthermore the article uses various literature searches
to support their findings and to educate the audience in the importance in establishing
a positive student teacher relationship, through the behavior of teachers.

The main objective of the article was to determine what behavioral traits
students of diverse learning levels value when establishing a positive student-teacher
relationship and how these relationships can impact on their learning (Capern and
Hammond, 2014). The article also explores student-teacher perspectives, looking at
what the students want from their teachers in terms of behavior to assist them in their
learning experience. Capern and Hammonds (2014) research is part of an
international research project that spans over 18 months, involving both Canada and
Australia. However, the focus of the research data is centered around selected
secondary schools in Western Australia that have programs for gifted students (GS)
and for students with emotional behavioral disorders (EBD) (Capern and Hammond,
2014). The research focuses on diversity as a whole. As a whole child rather than
focus on individual capabilities of the student. Similar students require similar teacher
behavior to establish a positive learning environment (Capern and Hammond, 2014;
Glass, 2009). Capern and Hammonds researched issues that surround each group;
they found that GS often face depression due to being unable to fit in with their peers,
which leads to suicidal tendencies (2014; Walker, 2015). Walker (2015) provides a
solution to this conundrum there are three major influences in a students life; their
peers, their family and their teachers. Students who are facing depression can be

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detached from suicidal thoughts by simply having one adult out side of their family
that displays a caring nature to wards them (Walker, 2015). Students who are EBD
have a higher risk of engaging in criminal activity, being absent from school and often
do not complete secondary education (Mattison and Blader, 2013). A solution to both
these problems is teacher interaction with students, particularly by having positive
relationships with students (Capern and Hammond, 2014; Walker, 2015).

The method of data collection used in the research article is composed of both
qualitative and quantitative methods that have been used to triangulate the findings in
order to assess its accuracy (Ullamn, 2015). The research was conducted in three
phases. Phase one was to collect statistical data and quantitative data through a survey
to determine what behaviors the students had rated as most important. This phase was
conducted once for both GS and EBD groups, in order to separate the findings and
determine if both the groups prefer different teacher behaviors (Capern and
Hammond, 2014). The second phase consisted of four focus groups in order to obtain
qualitative research; the GS and EBD groups each consisted of 6 students (Capern and
Hammond, 2014). However, during this phase one group of GS were unable to
participate the ratio of GS to EBD students is 1:2. (Capern and Hammond, 2014).
The third phase is to triangulate the data and compare the findings, to determine if the
quantitative results were supported by the qualitative findings (Capern and Hammond,
2014). The article also compares the final findings of the GS and EBD students to see
if there are any behaviors that they both agree to be important. In addition, Capern
and Hammond (2014) use a large variety of literature sources to support their
research; they go into comparing the results and findings of eight independent
researches, and compare and contrast them to assist in highlighting their focus. The

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literature used comes from different studies across the world, and all research is
associated to diversity in learning and positive learning environments. Cefai and
Cooper (2010) researched teacher influences and how poor relationships had impacted
negatively on students academic results, especially for EBD cohorts.

This research can be used to improve teacher lesson plans, specifically the
activities. The data obtained can be implemented within classroom activities to
address the needs of a diverse class. Through analyzing the lesson plan made by the
Australian Curriculum Lessons (ACL) (2015) for a modern history class for year 9
students, it becomes apparent that modifications to the activity must be made. The
modifications need to be made to establish a positive relation and learning
environment in order to help improve academic outcomes. In the ACL lesson plan
students are required to complete two activities, both are independent tasks (ACL,
2015). However this essay will focus on the second independent activity. Students
were instructed to observe a four-minute video of Prime Minister Robert Menzies,
announcing Australias involvement in WWII (ACL, 2015). Upon completion of this
video the teacher is to instruct students to write a letter consisting of two paragraphs.
The letter is to be addressed to their family explaining why they are enlisting in the
Australian army; students are to complete this within ten minutes. After the
designated time ends the teacher is to select two to three students to read aloud (ACL,
2015). The data collected by Capern and Hammonds (2014) research highlights the
importance of teacher behavior and its impacts on learning. Furthermore, the article
highlights specific learning needs that can be implemented within the class setting.

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The activity can be customized to accommodate a diverse learning class; there
are changes that can be implemented to suit both GS and EBD students. From the
survey and the focus groups conducted it became apparent that there are similar
qualities that GS and EBD students prefer (Figure-1). However, the similarities are
very little, where they only agree on three behaviors. The results of the gifted
students survey shows ten behaviors they prefer their teachers to have (as seen in
Image-1).

Figure-1 (Capern and Hammond, 2014, p.60).

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Image- 1 (Capern and Hammond, 2014, p.52).

Image-2 (Capern and Hammond, 2014, p.55).

Gifted students identified three themes of positive teaching. They noted that a
teacher must be approachable, must promote academic success, and they must treat
their students equally (Capern and Hammond, 2014). Image-3 lists the behaviors GS
preferred. Gifted students prefer academic professionals to have academic supportive

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qualities; however, they recognize that there are certain emotion-based behaviors that
are crucial for student improvement. However, in comparison to EBD students they
were held in low regard. Gifted students acknowledge the importance of a
professional manner, and the link to creating a positive learning environment.

Image-3, (Capern and Hammond, 2014, p.54).

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This data is essential to the reforming of the lesson activity because it offers little in
terms of academic support; the teacher has little to no involvement in the class other
than to inform students of their next activity. In order to make this lesson effective the
teacher must engage with their students by offering assistance. The teacher must
conduct themselves in an approachable manner; rather than to stand behind desks or
sitting at the front of the class, the teacher must join in. Students view this interaction
as positive because the teacher is displaying their respect and care by stopping to
assist them equally. By actively participating and engaging with the students the
teacher shows their interest in the subject. This is important to GS in terms of
promoting academic success. Also, as part of the summarization of the activity the
teacher should not select students to read; instead, the teacher should use this time to
discuss and reflect on what the video had presented. By doing this reflection, the
students will be able to evaluate the importance of the announcement. This will allow
students to gain a clear understanding of the lessons aim, which was, to gain an
understanding of Australias involvement in WW2. An analysis of PM Menzies
announcement and declaration of War (ACL, 2015, p.1). This reflection will benefit
the students and cater to their need of academic support.

In comparison, the results collected from EBD students also have three main
themes of what a positive teaching environment is. The teachers must have a friendly
and warm disposition, they must support the learning of their students by interacting
and being active participants in their learning, and they must have patience with them
(Capern and Hammond, 2014). A detailed account is presented in image-4; this
highlights the most important behaviors in the three themes.

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Image-4, (Capern and Hammond, 2014, p.57).

Hence, students with EBD prefer a learning environment that promoted
personal relationships with their teachers and included listening, patience, and
understanding (Capern and Hammond, 2014, p.61). They value teachers who
attempt to know their students individually on a personal level, with respect to
privacy, because they see that the teacher is willing to spend time to assist the student
with their academics (Capern and Hammond, 2014). Alterations of the lessons activity
can include giving students more time to write their responses and during this activity
the teacher will need to be more involved with the students. This can be done by
actively interacting with students by engaging in one-on-one encounters. This helps
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struggling students to better understand what the task requires. Furthermore, it allows
students to interact with each other, making the task less independent, so that students
who are struggling can confide in their peers (Capern and Hammond, 2014). Another
change can be in the activities conclusion; rather than have the teacher chose students
to read aloud, it may be better to either: A) allow students to volunteer, or B) allow for
students to read their letters to each other. This prevents bias, where students are
either being favoured or victimised. It promotes equality amongst the learners and
addresses the learning needs of EBD students.
In conclusion, the mixed-method research conducted by Capern and
Hammond has successfully established what key behaviors teachers must obtain.
Teachers who implement these characteristics are better equipped to meet the need of
a diverse learning environment. The article also notes that there is a need for diverse
teaching methods as no one group of students is the same. Gifted students prefer an
academic and professional approach as opposed to students with emotional/behavioral
disorders that prefer empathetic and relaxed approaches from their teachers.
Furthermore, by understanding what behaviors students want teachers lessons
activities can be adapted to promote greater learning outcomes.

Reference:

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Australian Curriculum Lessons. (2015). Yr 9 History Lesson Robert Menzies
Announces Australias involvement in WW2. Retrieved from:
http://www.australiancurriculumlessons.com.au/2015/08/01/yr-9-historylesson-robert-menzies-announces-australias-involvement-in-ww2/
Capern, T. and Hammond, L. (2014). Establishing Positive Relationships with
Secondary Gifted Students and Students with Emotional/ Behavioural
Disorders: Giving These Diverse Learners What They Need. Australian
Journal of Teacher Education, 39(4), 46-67.
http://dx.doi.org/10.14221/ajte.2014v39n4.5
Cefai, C. and Cooper, P. (2010). Students without voices: the unheard accounts of
secondary school students with social, emotional and behaviour
difficulties. European Journal of Special Needs Education, 25(2), 183198. DOI: 10.1080/08856251003658702
Glass, K.T. (2009). Lesson designing for different instruction, grades 4-9. Thousand
Oaks: Sage.
Mattison, R. E. and Blader, J.C. (2013). What affects academic functioning in
secondary special education students with serious emotional and/ or
behavioral problems? Behavior Disorders, 38(8), 201-211. ISSN:
01987429
Ullman, J. (2015). Applying Education Research 2nd edition. Sydney: Pearson.
Walker, April. (2015). Suicide Among Gifted Children and Adolescents:
Understanding the Suicidal Mind. Cross, T. L. (2013), Roeper Review,
37(1), 53-54. DOI: 10.1080/02783193.2015.975774

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