HANDBOOK ON

PROMOTING A POSITIVE
LEARNING
ENVIRONMENT
Daniel Markey
Introduction
The purpose of this handbook is to provide a number of strategies
that can be utilized by teachers in the classroom. The strategies
are based on Charles (2002) ideas of preventative, supportive and
corrective methods of promoting a positive learning environment.
Significant theories from experts in the field are introduced and
utilized to discuss the efficiency and education basis of these
strategies. TV clips from a variety of sources are utilized to
demonstrate the practical use of these strategies.

While it is useful to understand how and when these strategies

should be implemented, it is also key to understand that there is
no single, perfectly effective strategy presented that is suited for
all situations. The aim of this handbook is to recognize the
strategies available and identify those that would best suit
particular lessons and teaching styles.
 Preventative Strategies
Behaviour management begins well before students enter the classroom. As noted by Charles
(2002):

Misbehavior can be prevented by treating students sensitively, providing an interest in their

learning and curriculum and using a helpful teaching style

This section discusses a number of strategies that take aim at promoting constructive behaviour
while preventing the conditions of misbehavior.

Knowing your students

Developing student-teacher relationships built on mutual respect is an important factor in

winning students over in the classroom, ultimately allowing them to see you as an approachable
authority. According to Eriksons theory of Psychosocial Development (Appendix A), the
personalities of developing children and adolescents proceeds through stages. Consideration of
these stages, their hallmarks and physical representations are all imperative when establishing
these kinds of relationships. This level of respect is demonstrated by Phil Beadle in The
Unteachables, who develops relationships with his students through respect and mutual
understanding. This can be seen through the positive response given by the students when
discussing the role Phil had in the classroom.

Making lessons meaningful and enjoyable

When planning lessons, the applicability of the material to students life/interest and the level of
enjoyment they may find in it must be considered. Lesson structure
and activities must consider Howard Gardners multiple intelligences
(Appendix B), aiming to provide learning in a
way that appeases all students. Due to his
overwhelming knowledge of students
interests and learning styles, Phil Beadle in
Inspirations A lesson from the best
designs a lesson that completely alters the
nature of the classroom to setup a debate-
like environment. Altering lessons to what some students may consider unconventional, while
promoting collaborative learning, friendly competition and discussion, allows for engaging and
enjoyable learning to take place.
 Student Centered Classrooms

Integrating students in the development of classroom practice and prosocial behavioural

expectations allows students to perceive that their teachers both care for and are committed to
them. Furthermore, it assists in the development of mutually respectful classrooms relationships
not only between students and teachers but also between students by giving them the
opportunity to take ownership of their social and learning goals (McInerney & McInerney, 2002,
pp. 248). This builds on some of Bill Rogers Positive Behaviour Leadership ideas that discipline is
best managed by maximizing student self-responsibility, something that can be achieved
through their input in the formulation of classroom expectations (Rogers, 2015).

Higher Order Thinking Activities (Blooms)

Building on the idea of designing meaningful and enjoyable lessons, activities and assessments
must be implemented that cater to, develop and reinforce higher order thinking skills. These
skills are invaluable aspects of students learning that allow for higher levels of engagement,
while providing an indication of the current level of comprehension/understanding. Blooms
Taxonomy (Appendix C) can be utilized to systematically generate learning exercises that
increase in complexity- building on knowledge, comprehension and application while
encouraging a higher level of thought.

Understanding of Students Needs (Maslow)

Within the classroom, students have a variety of different needs that must be recognized and
considered in order to prevent interruptions to student learning. It is important for teachers to
have an understanding of Maslows Hierarchy of Needs (Appendix D), how it can be applied to
assess the individual requirements/needs of the students and the ways in which these can be
satisfied. In particular, this can be applied to understanding the difference in needs between
introverts and extroverts at particular levels.

Withitness

As noted by Jacob Kounin (Appendix F), effective teachers are aware of student behaviors and
activities within their classroom and are able to implement strategies that can maintain the flow
of activity, transition smoothly between learning tasks or recognize when changes to activities
are required in order to maintain flow, engagement and behaviour. This skill is known as
withitness, and by providing the platform from which supportive behaviour management can be
implemented allows for the maximization of on-task time (Lyons, Ford & Arthur-Kelly, 2003, pp.
26).

Understanding different approaches to behaviour (Operant Conditioning)

Building off Skinners idea of Operant Conditioning and utilizing the behavioural approach flow
chart (Appendix E), control of students behaviour can be gained by understanding the use of
reinforcements, depending on whether the behaviour should increase or decrease. This increases
awareness in students and allows them to recognize and build associations between their
voluntary actions and the associated consequences. For teachers, recognizing what these
positive and negative reinforcements are, how to effectively use them and how they relate to the
desired behaviour is key in taking control of student behaviour (McAllister et al, 1969, pp. 277-
285).

Praise

Building off the ideas of Operant Conditioning, positive

reinforcement acts as an effective method of
incentivizing students towards appropriate behaviour,
task involvement and engagement. One highly effective
form of positive reinforcement is that of giving praise. As
seen by science teacher Amy Alexander in Praise and Preparation,
praise and encouragement was given for appropriate acts in the
form of gold stars, which resulted in positive responses from the students. It also acted to reduce
tension in the classroom and promote a positive learning environment. Praise is such an effective
form of reinforcement as it allows students to recognize when they have contributed, succeeded
or engaged appropriately in learning, building self-confidence.

Encouraging Small Successes

Some students, due to their experiences throughout life and education, may be in a state of
mind where they believe that they are unable to achieve to the best of their capabilities. Some of
these students may refuse to complete work or avoid any effort when undertaking activities due
to the belief that they will not achieve either way. It is important to ensure that these students
receive regular encouragement when they achieve even small tasks, to build up their personal
confidence and promote active involvement in classroom learning.

ABC management

Antecedent-Behaviour-Consequence is a method of recognizing the classroom contexts that lead

to bad behaviour, how these contexts may be managed or the consequences that may follow
continued bad behaviour. It is important for teachers to be able to understand the interplay
between physical environment, activities and relationships (which form the antecedents), their
influence on behaviour and be able to respond appropriately. Building on the ideas of Skinners
Operant Conditioning (Appendix E) consequences for behaviour, whether they be positive or
negative, must be logical and explicitly linked for student understanding and act to promote
future appropriate behaviour. This logical flow from cause-consequence better prepares starting
teachers for recognizing stimuli and responding appropriately (DECS, 1996).

Supportive Strategies
Despite the teachers best efforts to prevent misbehavior, students can very easily become
restless or distracted and revert to disruptive behaviour. Reading into these behaviours and
responding to these deviations from learning tasks form the basis for the following supportive
strategies.

Showing an interest

Respectful relationships can be developed by

showing interest in a variety of aspects of students
life, such as work, achievement or personal interests.
This interest can be integrated in lesson and activity design,
such as setting personal challenges, to build a positive
rapport with the student based on pedagogical trust.
This is demonstrated by Phil Beadle in Inspirations
A lesson from the best, through giving informative and
positive feedback. His constructive feedback challenges students in their achievements,
providing targets after each piece of work to inform students of ways they have achieved and
what areas they need to work on. A level of Maslows hierarchy is built upon the need to achieve
and gain approval/recognition, so deficiencies in this level can be addressed through this positive
feedback.

Name Dropping
Addressing a student through verbal use of their name in the form of question or relating it to
learning material is a subtle but effective method of
redirecting students to appropriate behaviour. As
demonstrated by Jon In Too much Talk, asking
disruptive students questions provides a non-
disruptive method of ensuring that attention is based
on the teacher without embarrassment of the
student. However, particularly with circumstances such as
attention seekers, it is important to ensure that the
use of a students name does not give him recognition that promotes negative behaviour (Levin
& Nolan, 2005, pp. 36).

Non-Verbal cues and the use of body language

Inappropriate or disturbing behaviour can often be addressed without the possibility of disturbing
other students. These forms of signal interference can include postures and gestures that
reaffirm with the student that they are responsible for the behaviour and that the teacher is fully
aware of the situation (Levin & Nolan, 2005, pp. 36). A particularly effective non-verbal cue is
direct, prolonged eye-contact designed to minimize classroom learning intrusion (Zeki, 2009, pp.
1443-1449).

Proximity

As explained by John Bayley in Attention Seekers, distance

can be utilized by teachers in a variety of different ways to
regain student attention while discouraging off-task
behaviour. He specifically addresses three distances, two of
which acting as effective supportive strategies: at the front
of the class where instructions are given, middle range
where these instructions can be reinforced and finally close-
distance proximity, which can be utilized in tandem with signal
proximity in forms such as the whisper technique to alert the student and realign focus.

Waiting

Separating instructions with extended periods of silence can be an effective form of behaviour
management without the need to utilize physical cues or interference. The slight break from
normal classroom flow can be picked up by students, who are alerted to their current actions
with attention then diverted back to the teacher. Jenny in Manage that class, demonstrates how
wait-time can be effectively used to not only bring the perpetrating students attention to their
behaviour, but to also reassert that she is in control of the flow of the class.

Providing Challenge to Refocus

Challenge in the form of asking students questions, particularly about their current
understanding, is a useful method of segmenting activities and allows focus to be regained.
These questions are demonstrated by Amy in Praise and Preparation, such as where do I find
the glossary or who can remember what we covered last time. These styles of questions,
promote active engagement in learning and on-task thinking while simultaneously encouraging
students to seek approval and recognition (Maslows Hierarchy Esteem level). These together
help to quell off-task behaviour before it progresses.

Altering the ZPD/Scaffolding

The Zone of Proximal Development (ZPD) proposed by Vygotsky (Appendix H) represents the
difference between what a learner is able to understand and do with assistance and without it.
Scaffolding describes the ways in which support is provided to learners to increase the
metaphorical size of the ZPD for inclusion (Verenikina, 2003, pp. 2-3). When presented with work,
if students are unable to complete it or are finding that their current level of understanding and
application to be above, teachers must scaffold and alter the ZPD accordingly. This also includes
preparing lessons that cater to all students, no matter their level of understanding. This helps to
maintain student concentration and prevents misbehavior stimulated by disengagement.

Humour

The ability to utilise humour in a situationally appropriate manner has a number of positive
benefits for both the student and teacher in the classroom. Humour acts as a mentally arousing,
attention grabbing method of student-teacher
interaction that has the ability to shift the focus of
students back to the teacher or task (Wanzer,
2005, pp. 178-196). It also works to establish
positive relationships with students by letting
them know that the teacher is happy and
approachable, rather than stern and
uninterested. Galeet describes in The Role of
Humour in the Classroom how humour acts as an essential method of diffusing situations, while
simultaneously reasserting control.

Acknowledgement of good behaviour

Attention seeking behaviour is commonly associated with off-task behaviour in the classroom. As
noted by Bill Rogers in Tactical ignoring:
Addressing the issue acknowledging good
behaviour while simultaneously engaging in
planned ignoring of bad behaviour is
effective in deterring attention seeking
misbehavior. In Attention Seekers jane
addresses and praises on task behaviour
while ignoring off-task behaviours such as
calling out by making eye-contact and
raising a hand. Behaviour in the classroom shifts to behaving students in order to regain
attention. While this can be useful for control of behaviours that have little interference to
teaching, there is a risk that there will be an increase in off-task behaviour, so teachers should be
prepared to implement other methods in tandem (Martin, 2011, pp. 8-11).

Corrective Strategies
Even with the best preventative and supportive systems in place, some students will inevitably
break the rules. Applying direct disciplines in a sensitive, non-intimidating and understanding
way gives the student an opportunity to respond to and change to more appropriate behaviours.
This section details some of the strategies used for when substantial violations or disruptions are
made within the class. The management interventions presented are based on Levin and Nolans
Hierarchy for management intervention theory (Appendix I).

Repetition- Canters Broken Record

Quite often when behaviour is specifically addressed, students may attempt to argue or defend
their actions. In cases like these, repetition, particularly in the form of Canters Broken Record,
acts an effective method of reasserting your position as the teacher in a respectful and non-
antagonizing fashion (Levin & Nolan, 2005, pp. 41). It also prevents unnecessary negotiation with
the student that may undermine discipline strategies. This Repetition may be used in situations
such as students leaving their chairs, repeated calling out without being addressed or even
failure to comply with minor tasks such as getting books out.

Positive Phrasing

When addressing student behaviour, it is common for teachers to emphasize the negative
outcomes of bad behaviour instead of addressing the positive outcomes of good behaviour (Levin
& Nolan, 2005, pp. 39). Instead of drawing students focus towards some form of recognition or
praise by being well-behaved, which builds on the ideas of operant conditioning, emphasizing the
negative outcomes places attention on those negative behaviors. This may take the form of a
statement that contradicts negative behaviour: If you do this- stating the good behaviour,
then this can happen- emphasizing the positive outcome.

Warning of Consequences

When rules have been established, or bad behaviour addressed previously, warning students of
the consequences associated with actions can be a relatively simple, albeit situational, method
of prompting student behaviour change. The key to using this strategy is to use it in sequences,
not immediately implementing the mentioned consequence but giving students the opportunity
to consider it and align their behaviour accordingly. This may be done by giving students 2-3
warnings, expressly stating the consequence, then making a final statement that directly places
responsibility onto the student: Ive warned you several times, if you do it again you will have to
spend time after class.

I messages

I messages take the form of direct statements made towards misbehaving students that
highlight the impact of their behaviour on those around them, drawing particular attention to its
effect on the teacher. Coined by Thomas Gordon, it acts as a non-blaming and non-judgmental
description of what a teachers considers to be unacceptable (Taylor, 2004, pp. 85-86). This can
be effectively used when a positive relationship exists between the Student and Teacher, as it
motivates students to minimize the negative impact of their behaviour on others.

Glassers Triplets

In classrooms, misbehavior can often be redirected back to appropriate behaviour by drawing the
students attention to their actions. Glassers Triplets refers to three simple questions that place
recognition of ones actions onto the students, with realization and adaptation to follow (Hue & Li,
2008, pp. 76):

1. What are you doing?

2. Is it against the rules?

3. What should you be doing?

This is especially useful in classrooms where rules have been set and can be reflected upon. As
noted, the questions rely on students answering honestly and not taking advantage of the
situation to attention-seek (Levin & Nolan, 2005, pp. 40). This strategy can be particularly
effective when respectful relationships have been developed with the students.

Relocation

Quite often, behaviour is not individualized, but rather involves a number of students. For
example, seating two disruptive students together can lead to misbehavior that may spread to
nearby students. In such cases relocation of students to other areas of the classroom can quite
often halt the misbehavior. Depriving said students of distraction and attention can prompt on-
task work, but may for some particularly distractive students stimulate off-task behaviour in
others. Therefore there needs to be a tender understanding of when and where the students
should be moved.

Presenting Choice

Choice Theory is based on the notion that an individuals behaviour stems from the need to
satisfy present or future needs (Lyons, Ford & Arthur-Kelly, 2003, pp. 8). Teachers can utilize the
basic ideas behind this theory by simply presenting students with a choice: follow the required
behaviour, detailing the associated benefits, or experience the consequences for non-adherence
to classroom rules. This effectively places the situation into the students hands, allowing
students to make a decision and recognize how these consequences (whether they be positive or
negative) align with their needs (Cowley, 2006, pp. 41-42).

Physical Proximity

As previously mentioned under Supportive Strategies, proximity acts as an effective method of

bringing off-task students back on track. For particularly disruptive students, one such form of
close physical proximity is the Whisper Technique. This involves low volume instructions
directed towards singular students. This was demonstrated effectively by Amy in Praise and
Preparation, who used a low non-aggressive/intimidating tone to gently quench misbehavior
without disrupting the lesson flow. A challenge with this strategy may be students finding such
close proximity to be intimidating or personal space invading. For this reason, an appropriate
tone coupled with respectful relationships would assist with this.

Questioning Awareness
In some situations, students who misbehave are genuinely not aware of the effect that their
behaviour has. For such students, linking their actions and the effects that they have in a non-
aggressive question or statement can act as an effective strategy. The student is not only made
aware of their behaviour but also addresses to the classroom that the teacher is protecting their
right to learn. This can assist in the development of appropriate behaviour peer support (Levin &
Nolan, 2005, pp. 37). This builds on Bill Rogers Positive Behaviour leadership model that
disciplinary actions should empower students to feel responsible for their own behaviour choices
(APPENDIX G).

Breaking the Cycle of Discouragement

Students who have chronic behaviour issues commonly exist in a cycle where they find
classroom involvement difficult and as such have low success rates. In order to fulfil their need
for adequacy and attention they may act out and misbehave, leading to the cyclic nature of
discouragement. Rather than giving the negative attention commonly associated with bad
behaviours, it is important to give them positive attention in a supportive way which reiterates
the rewarding nature of task completion (Levin & Nolan, 2005, pp. 32).

Classroom Ejection

As a severe, last resort method of correcting behaviour,

the ejection method isolates the student away from the
class after the behaviour has been addressed many
times. Quite often, this action is followed by the teacher
conversing with them outside of the classroom,
addressing their behaviour and the teachers
expectations. This method was demonstrated by Jane in
Attention Seekers, who ejected one such student after
constant disruption during class time to increase the
attention of the other students. While somewhat effective at managing some misbehavior it
should only be considered as an extreme method. It is also important to emphasize positive
reinforcements rather than using ejection as a negative reinforcement.

Word Count:
3055
 Appendices- Theories
Appendix A- Eriksons theory of psychosocial development

Eriksons theory details how psychosocial growth occurs from infancy through to old age, and as
such instructional implications for different levels of education can be drawn out. He explains
how people play an important role in their own development through understanding, organizing
and integrating experiences. As such, personality forms as the ego progresses through a series
of stages. For high-school students the stage of psychosocial development experienced is
Identity versus role confusion, whereby roles and skills are developed that prepare them for
integration into adult society. As they proceed into young adulthood they may also feel the need
to establish close relationships with other people.

Appendix B- Gardners Multiple Intelligence

Howard Gardner outlines in his theory that human potential in learning is tied to their
preferences for learning. These preferred methods of learning have come to be known as the
Multiple Intelligences and range from verbal to existential. Quizzes can be taken, identifying
particular areas of preference in students everyday life, then methods of learning most suited to
those students identified. Teaching is most effectively undertaken when lessons are planned and
activities designated that take into account the many different intelligences of the students.

Appendix C- Blooms Taxonomy

Blooms Taxonomy is a model used to classify thinking as belonging to a level of cognitive
complexity. Ranging from knowledge and comprehension at the lower end up to synthesis and
evaluation at the higher end, it can be effectively used to map student understanding and
learning. The revised version of the taxonomy scales activities from remembering up to
evaluation and creating, showing the increase in higher-order thinking skills associated with
complex thinking. This taxonomy can be effectively utilized to structure learning sequences to
develop understanding.

Appendix D- Maslows Hierarchy

Maslows research into human motivation led him to led him to develop the hierarchy of needs,
based on deficiency and growth needs. Deficiency needs notes how lower, basic needs must be
fulfilled before progressing to the higher levels. Growth needs can then be met once deficiency
needs are met. This can be applied to classrooms in that students motivation for learning is
driven by their needs. Engagement and productivity can be achieved by addressing the basic
needs of students within any class.
Appendix E- Jacob Kounin

Kounins model of classroom management focuses on the behaviour of the teacher and how their
connection to the classroom is linked to positive behavioral outcomes. Namely, three teacher
behaviours were identified:

- With-It-ness, an innate ability to recognize classroom behaviours

- Ripple effect, how behavioral interventions can be influential on other students
- Group management, a teachers ability to capture and maintain class engagement

Appendix F- Skinner Operant Conditioning

Operant conditioning is built upon the idea that reinforcers can be used to strengthen certain
responses to actions. Skinner posed the idea that positive and negative reinforcements can be
given or taken away to promote certain behaviours, leading to a programmed response. For
operant conditioning to be effectively utilized by teachers in the classroom, appropriate
reinforcers must be used, with particular emphasis on promoting positive behaviour over
punishing negative. The flow chart shown below highlights how different stimuli can be utilized in
certain situations to promote certain behaviours.
Appendix G- Bill Rogers PBL

In his problem based learning model, Bill Rogers notes how all disciplinary practices should:

- Empower student accountability

- Respect students right to learn and be safe
- Build positive relationships

Within his model Rogers highlights the importance of preventative strategies to maximize
appropriate behaviours while informing students and guiding them towards appropriate
classroom conduct. This entails establishing behaviour agreements with associated
consequences, positive classrooms tones and implementing situationally appropriately and
effective teaching styles.

Appendix H- Vygotsky- Zone of Proximal Development

The Zone of proximal Development is a representation of the current level of understanding of a

student. It represents the distance between actual and potential development. As shown by the
diagram below, when a student are on the verge of the ZPD they are almost able to solve
problems independently, but require little help. Students that are further away from the ZPD
require scaffolding to bring them to the point of independent understanding and application.

Appendix I- Hierarchy for behaviour management

Levin and Nolans Hierarchy for behaviour management intervention provides a guideline for how
corrective techniques should be in place, based around the severity of the disruption. It also
represents the interventions according to the level of disruption and confrontation they involve.
Bibliography

Charles, C. M. (2002) Building Classroom Discipline, New Jersey: Pearson, 7th Edn.

Cowley, S. (2006) Getting the buggers to behave. Continuum: New York.

DECS. (1996) A-B-C Model: Antecedents, Behaviour, Consequences, School Discipline, Policy
Implementation Kit

Hue, M. & Li, W. (2008) Classroom Management: Creating a positive Learning Environment, Hong
Kong University press, pp. 76-77

Levin, J. & Nolan, J.F. (2005) Managing common misbehaviours: What Every Teacher Should Know
about Classroom Management, Pearson Education, pp. 29-72.

Lyons, G., Ford, M. and Arthur-Kelly, M. (2003) Classroom Management: creating positive learning
environments. Cengage Learning: South Melbourne, 2003.

Martin, B. (2011) Pairing Positive Reinforcement with Planned Ignoring, University of Pittsburgh,
pp. 8-11

McAllister, L. W., Stachowiak, J. G., Baer, D. M. & Conderman, L. (1969) The application of
operant conditioning techniques in a secondary school classroom, Journal of Applied Behaviour
Analysis, 2nd Edn. Pp. 277-285
McInerney, D.M. and McInerney, V. (2002) Educational Psychology: Constructing Learning. Third
edition. Prentice Hall: French Forest

Rogers, B. (2015) Classroom Behaviour. 4th Edn. SAGE

SchoolsWorld (2017) Teaching with Bayley: Praise and Preparation. <

http://www.schoolsworld.tv/node/273 >. Viewed on 14 March.

SchoolsWorld (2017) Inspirations: A lesson from the best. < http://www.schoolsworld.tv/node/263

>. Viewed on 16 March.

SchoolsWorld (2017) Teaching with Bayley: Attention Seekers. <

http://www.schoolsworld.tv/node/1044 >. Viewed on 14 March.

SchoolsWorld (2017) Improving GCSE Results: Manage That Class - Year 8 - Friday.
<http://www.schoolsworld.tv/node/1752>. Viewed on 16 March.

Taylor, G. R. (2004) Practical Application of Classroom Management Theories into Strategies,

University Press of America, pp. 85-86

TeachingChannel (2017) Dont Smile Til December? Humour in the Classroom .

<https://www.teachingchannel.org/videos/humor-in-the-classroom> . Viewed on 13 March

The Unteachables. (2005) Channel 4 Television Corporation, United Kingdom.

Verenikina, I. (2003) Understanding Scaffolding and the ZPD in Educational Research, University
of Woolongong, Australia

Wanzer, M. (2006) Appropriate and Inappropriate uses of Humour by Teachers, Communication

Education, 2nd Edn., pp. 178-196

Zeki, C. P., (2009) The importance of non-verbal communication in classroom management,

Procedia Social and Behavioural Sciences, 1 st Edn., pp. 1443-1449)