BUSINESS ACADEMIC STYLE

A well-managed classroom that is free from disruptions, where students behave in an orderly manner and are involved
enthusiastically in learning, exist where teachers have a clear idea of the type of classroom conditions, students behavior
and instructional activities they wish to produce. This business-academic approach to classroom management was
developed by Evertson and Emmer. The emphasis was on the organization and management of students as they engage
in academic work.
Evertson and Emmer divide organizing, and managing student work into three major categories - establishments and
communication of work assignments; standards and procedures, monitoring of student work; and feedback to students.

Clear Communication of Assignments and Work Requirements

The teacher must define, establish and explain clearly to the learners work assignments, features of work, procedures,
and prescribed standards to be met.

Instruction for assignments: As much as possible the explanation should be made in both oral and written
forms. Aside from instructing the pupils/students verbally about their assignments, teachers should post the
assigned task on the board. Pupils/Students should copy their assignment in their notebook.

Standard for forms, neatness, and due dates: It is important that before students/pupils start the learning task,
they should be given the guidelines for all assignments to be observed such as type of paper and writing material
to be used, pagination, form for headings, and due dates. Pupils/Students will know what is expected of them
without having to be told every time.

Procedures of absent pupils/students: There should be some provisions for make-up work for absent
pupils/students.

These must include meeting briefly with pupils/students at a set time and a designated place before or after classes to
help them about the assignment.

Monitoring Pupil/Student Work

Monitoring pupil/student work will certainly help the teacher detect them who are having difficulty and related problems
and to encourage them to keep on working.

Monitoring group work: Before assisting a particular pupil/student with his learning task, the teacher must be
sure that all learners start the work and are able to do the assignment; otherwise, some pupils/students will not
even start the assignment and in some cases, others may start incorrectly.

Monitoring individual work: Work can be monitored in various ways through circulating around the room and
giving feedback when needed, having the learners show their work to the teacher.

Monitoring completion of work: Procedures for turning in work of the learners must be established and
enforced to save time.

Maintaining records of pupils/students accomplishments: The teacher should keep a record of learners'
accomplishments and to incorporate them as part of their grades. The record indicates several headings such as
work assignments, projects, daily homework, quizzes and long tests.

Feedback to Learners
Feedback as a tool for an effective classroom management is important for enhancing academic monitoring and
managerial procedures. Work in progress, homework, completed assignments and projects, quizzes, long tests, and other
work should be corrected within a reasonable period.
Attention to problem is very important for teachers to pay careful attention at the beginning of the school year up to
completion of prescribed assignment without justifiable reason should be advised to work harder.
Attention to good work should be properly recognized by giving or providing polite words and praises. Displaying the work
learners in a bulletin board that are worthy of recognition can be effective to motivate them to work harder.
One idea of the business-academic approach is that when pupils/students are busy working on their learning tasks, it may
be inferred that there is little opportunity for discipline problems to arise. The teacher organizes the learners' work, keeps
them on a task, monitors their work, gives the feedback, and holds them accountable by providing rewards and penalties.
In effect, everybody is busy and therefore, academic productivity level is high.

BEHAVIORAL MODIFICATION STYLE

Behavior modification techniques include a series of teacher-implemented activities and actions aimed at improving classroom
behavior. Encouraged behaviors might include staying seated, requesting permission to talk, remaining on task, proper care of
classroom books and tools, and treating other students with respect. Discouraged behaviors might include loud or disruptive behavior,
wandering around the classroom and not completing assignments. Melissa Standridge from the University of Georgia reminds
teachers that behavioral modification works because students work for positive response and for approval from individuals they
admire.

Preventative Strategies
Consider seating an easily distracted child closer to the teacher to help her stay on track. Give a child with attention deficit
hyperactivity disorder opportunities before class starts to move books or re-arrange desks in order to help expend excess energy.
Standridge calls this, Development of a positive, nurturing environment (by removing negative stimuli from the learning
environment).

Teaching Strategies
Provide students with guidance and information to teach them the correct behavior required. Use stories and role-playing to teach
actions such as asking permission to leave a seat, forming a line, walking to the lunchroom, sitting quietly and keeping hands to one's
self. Both regular students and those with disabilities might need more than oral directions in order to understand how you expect
them to behave in your classroom. An article in LD Online, a website dedicated to learning disabilities, titled Behavior Modification in
the Classroom, includes values clarification activities, active listening, and communication training for students and teachers, as part
of the formula for teaching behavior modification techniques.

Positive Reinforcement Strategies

When you catch students following directions and doing things correctly, compliment them. Examples of positive
reinforcement, as suggested in "Behavior Modification in the Classroom" by N. Mather and Sam Goldstein, include a hug
or extra playtime for kindergartners, help with handing out papers or early departure for lunch for middle school students
or extra computer time or self-creation of a class quiz for senior high students. Mather and Goldstein say more than one

form of positive reinforcement might be required for a single child. For example, a child might need one compliment to
remain seated in his chair and another to encourage working while seated.

Negative Reinforcement Strategies

When a student acts the same after deploying preventative, teaching and positive reinforcement strategies, negative
reinforcement strategies might be required. Examples of negative reinforcement strategies include a time out, seating
away from the rest of the class, removal of playtime privileges, referral to the principal, a note home to parents or an oral
reprimand.

B.F.Skinner- High teacher intervention

1. This approach focuses on the manifestations of behavior, not the causes of behavior and is based on Skinner's clinical
research with laboratory animals that were conditioned to behave in certain ways according to the presence or absence of
consequences, both positive nad negative. The teacher believes that students' behavior can be conditioned and she tries to
modifiy student misbehavior through rewards and punishments, what behaviorists refer to as positive and negative
reinforcers. Reinforcement is constantly applied so as to habituate the student to desirable behaviors and extinguish
undesirable behaviors.
2. Modeling is one way of reinforcing or modifying behavior and there are several bases on which to build one's
effectiveness as a model.

Transformative Education
Definition
The implementation of the collectively developed responsive outreach with strategic partners.

Purpose
To enhance academic scholarship (discovery, teaching, application, and integration) in order to impact
student learning.

Process
This involves the co-creation, co-delivery, co-evaluation for professional learning opportunities.

Products
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Production of new and/or enhancement of professional learning opportunities that are

practice relevant for practitioners.
Increased capacity in the research and practice communities.
Improvement in student achievement.

The aims and goals of transformative education provide an appropriate educational framework within which to
situate the teaching and learning processes enacted in Indigenous Australian studies courses across Australia.
Transformative education holds that learning is understood as a process of using a prior interpretation to construe a
new or revised interpretation of the meaning of ones experience in order to guide future action (Mezirow, 1996, p.
162). Drawing upon the work of OSullivan, Morrell and OConnor (2002), transformative education can further be
defined as teaching and learning which involves:

A deep structural shift in the basic premises of thought, feelings and actions

A shift of consciousness that alters our way of being in the world

Understanding ourselves, our self-locations, and our relationships with others in the world

Understanding relations of power in interlocking structures of race, class and gender

Envisioning alternative approaches and possibilities for social justice (p. xvii). In other words, transformative
education is teaching and learning which effects a change in perspective and frame reference (Mezirow, 1996).

Further, transformative education and learning as it is practised today places increasing emphasis on shifts taking
place ontologically as well as epistemologically, so learners become actively engaged in new avenues for social
justice (Garde-Hansen & Calvert, 2004). This kind of shift is explicitly stated as one of the learning objectives for
students enrolled Indigenous Australian studies courses that is, to critically engage with and understand the types
of discourses which frame, locate and determine what it means to be an Indigenous person historically and today,
and to further consider students own positioning in relation to these discourses. Like transformative learning itself,
critical reflection is therefore essential to this proposed research project, and it is our conviction
that PEARL pedagogy creates a space where this can happen. For more information about transformative
education and learning