EDUC 5182: Managing Learning Environments Assignment 2

Managing Learning Environments M EDUC 5182

Assignment 2
Plan for preventing unproductive student behaviours
Title:
A preventive approach to managing learning environments with a focus on
engagement to promote productive student behaviour

Jonathan Fritsch 100082230

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EDUC 5182: Managing Learning Environments Assignment 2

Introduction

‘In Australia, many students are consistently disengaged in class: as many as 40 per cent are
unproductive in a given year’ (Gross & Sonneman 2017, p. 3). In a latest study, unproductive student
behaviour was typically found associated with students being disengaged in classroom activities
(Sullivan et al. 2014). Teachers commonly respond to such unproductive student behaviour with a
behaviourist approach that includes policies (Suvillan et al. 2014, p. 166). According to Woolfolk and
Margetts (2016), this approach does little tackle these matters. A more ideal approach of managing
unproductive behaviour is to prevent them in the first place (Clunies-Ross et al., 2008). Maguire et
al., (2010) believes that effective teachers, maintain their classroom management by preventing
unproductive behaviour through keeping students engaged. Engagement is a key construct in
managing learning environments and directly influences the promotion of productive student
behaviour, of student attention, effort, cognitive investment, and participation (Evertson &
Weinstein 2006, p. 4). In the classroom, engagement is developed through student’s cumulative
experience with the classroom learning environment. Therefore when encouraging engagement it is
important to consider all its interrelated aspects, from the curriculum, to teacher actions and the
student (Suvillan et al. 2014). Williams (2013) 4S framework (appendix 1) is an approach which
considers these aspects, in the interplay of; systems, students, self and setting. The 4S framework is
a dynamic representation of the classroom ecology, and provides a guide to selecting appropriate
principles to developing an approach to classroom management. The fundamental principle
underlying this approach to classroom management is engagement to prevent unproductive student
behaviour and is informed by the MLEM course principles (University of South Australia 2017, p. 2)
(appendix 2):

- Principle 9: Students are most likely to behave pro-socially in learning environments that
involve and engage them through quality curricula.
- Principle 8: Learning environments in which power is shared legitimately are those most
supportive of student learning of pro-social behaviour.
- Principle 6: Learning environments that are predictable, in which expectations are clear
and scaffolding is employed best support students' pro social behaviour.
- Principle 10: Fair treatment of students results from responding to their individual needs,
not equal treatment.

These principles guide good practice and lay the foundation, ‘to establish and sustain an orderly
environment so students can engage in meaningful academic learning…[and] to enhance students’
social and moral growth’ (Evertson & Weinstein 2006, p.4, citied in UniSA 2017, p. 2). This paper

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EDUC 5182: Managing Learning Environments Assignment 2

aims to explore the interplay of systems, students, self and setting of the 4S framework, to guide the
MLEM course principles to develop an approach founded on theory and research, to maximise
student engagement and prevent unproductive behaviour.

Approach To Preventing Unproductive Behaviours (Engagement)

Principle 9: Students are most likely to behave pro-socially in learning environments that involve and
engage them through quality curricula (UniSA 2017, p. 2).

This principle asserts to the planning and implementing programs of curriculum to maximise
engagement and learning and minimise unproductive behaviour in the classroom. Curriculum is a
complete system that includes knowledge and content, delivery and teaching, assessment and
parent reporting; in which students engage in under the guidance of the classroom teacher. For this
purpose, curriculum will refer to the intended learning and planning proposed by the classroom
teacher. One view of quality curriculum is that it should be developmentally appropriate and
responsive to the student’s physical, cognitive, social and emotional needs. According to Powell and
Powell (2011), classroom teachers should consider planning units and tasks with knowledge of their
students and their needs in mind, particularly the ways in which they learn and the ways that they
communicate. An approach, through designing differentiated learning programs, which considers,
the criteria’s of integration, sequence, variety and relevance, of the curriculum, so it may be
accessible to a great diversity of students, minimising the effects of social, emotional, behavioural,
cognitive and academic barriers and to maximise productive and pro-social behaviours (Bohn et al.
2016a). Variety and relevance, is intrinsically important criteria when formulating the intended
learning and planning, when engaging students in quality curriculum. Drake (2007) suggests, of
‘increasing relevance of students’ learning while maintaining rigor and accountability is to adopt an
integrated approach across the curriculum’ (p. 4), to arouse curiosity and optimise student
engagement, through, ‘hands-on learning that focuses on design thinking and student interaction
(Kwek 2011). In Bass et al. (2011, p. 14) hands-on learning promoted a bias toward action,
encouraged ideation and fostered active problem-solving – skills and competencies, and is
associated with greater student enthusiasm and on-task behaviour.

Principle 8: Learning environments in which power is shared legitimately are those most supportive
of student learning of pro-social behaviour (UniSA 2017, p. 2).

This principle like the other, advocates developmental responsiveness by deeming the needs and
interest of the students, with an emphasis on a student-centred philosophy that places the student
at the centre of the learning process and focuses on the whole student (personal, social, cultural and

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EDUC 5182: Managing Learning Environments Assignment 2

academic) background, to maximise student engagement and learning and minimise unproductive
behaviour. Conversely, ‘challenging the traditional view of education, diminishing the divide
between the teacher and student in the classroom, a paradigm shift, that hopes to empower
students’ (Freire 1970, citied in Fritsch 2017, p. 4). McDonald (2013) believes ‘students develop
responsibility and autonomy when given the power to learn and in turn allows the teacher to
interact in a more personal and affirming way with the student’ (p. 139). These notions of student-
centred learning are bounded by collaboration between the teacher and student. Allen and
Rossatto (2009) suggest, for teachers and students to collaborate, as it moves towards social
change, eliminating the power differential between the teacher and student, which can lessen
the imbalance of power between status and position in the classroom. In Watkins (2005, p. 43)
this positions learning as a process of negotiation among the individuals in a learning community,
and sees learning rooted in the individual students (personal, social, cultural and academic)
background. In the classroom, a teacher who embarks on a relevant student-teaching philosophy
welcomes students to explore a lot more enquiry tasks that are student initiated, connect to
students’ lives, their interests and collaborative in nature. Such tasks have been reported, with
much higher level of engagement from students in the classroom (McDonald 2013). In Watkins
(2005, p. 53) students who experience a well developed classroom community were reported to
have better alibis to self-regulate, become responsible for their own behaviour, to make effective
choices and in turn preventing situations of students unproductive behaviour.

Principle 6: Learning environments that are predictable, in which expectations are clear and
scaffolding is employed best support students' pro social behaviour (UniSA 2017, p. 2).

To this point, this paper has considered keeping student engaged by stimulating curiosity, relating
lessons to student interest, productive and authentic hands-on learning tasks, and empowering
students to involve themself in the learning and planning of the curriculum. As noted, the
opportunity for the teacher and student to collectively develop meaningful content, builds a
foundation for meaningful academic learning. However, ‘not only what is taught is important, but
also how it is taught’ (Corder 1999, citied in Woolfolk & Margetts 2013 p. 410). The format of the
lesson affects student’s active engagement and productivity in the learning tasks. A significant
amount of unproductive student behaviour stems from student confusion about how to precede the
task or what they are to do when once they have required assistance about the tasks (Woolfolk &
Margetts 2013). This principle focuses on intentional communication in providing predictability,
structure and routine to the introduction, conducting and concluding of lessons, to maximise
student engagement with the content. A key step in introducing a lesson is gaining the whole class

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EDUC 5182: Managing Learning Environments Assignment 2

attention (C2S), by providing clear intentional instructions and expectations for the activities in
which students will be engaged. Tasks with clear steps are likely to be more absorbing, because one
steps leads naturally to the next, keeping students in a state of ‘flow’ is an ideal way to prevent
unproductive student behaviour (Lyons et al., 2011). Humphrey (2009) further emphasised to
maintain engagement and involvement, when conducting and concluding the lesson, to provide
continuous cues and sending correct, up-to-date messages for the student about what to do next,
when transitioning into new tasks (Woolfolk & Margetts 2013, p. 410). Intentional or not, a
communicative classroom needs to be positive, responsive and embracing, to maximise an engaging
learning environment. Lyons et al. (2011), highlights the importance of positive interpersonal
relationships on clear communication in the classroom (p. 86). According to (Myers at al., 2012 p.
389), communication is a form of interpersonal interaction, and thus to communicate effectively,
teachers should communicate with their students in a supportive manner, to establish a classroom
climate in which communication is efficient and characterised by few distortions, effective listening
behaviours, and clear message transmission.

Principle 10: Fair treatment of students results from responding to their individual needs, not equal
treatment (UniSA 2017, p. 2).

This principle asserts to a more equitable learning situation in which diverse needs and individual
students can be met. The needs of the students must be considered when planning the physical
arrangement of the classroom and where intentional instructional areas will be located. Research on
the ‘classroom environment has shown that the physical space of the classroom can affect the
behaviour of students’ (Savage 1999), and that a ‘well-structured classroom tends to improve
student engagement, academic and behavioural outcomes’ (MacAulay 1990). Cleveland (2009)
promotes the notion of equitable pedagogical spaces-learning environments ‘in which students have
the opportunity to pursue learning through a range of learning modalities that will best fulfil their
education needs’ (p. 65). These interconnect environments support a diverse a range of pedagogical
practices to include an emphasis on an integrated and student-centred learning approach that
involves collaboration, hand-on learning and self-regulation. More so a flexible learning
environment, in which ensures students have access to resources and not-restorative systems for
movement, so students and participate in large-group, small group and individual activities.

Conclusion

As this paper has highlighted, a preventive approach of engagement, used to prevent instances of
potential unproductive student behaviour have been associated with increased student productivity
(Clunies-Ross et al., 2008). What I have learned though, is that unproductive student behaviour,

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EDUC 5182: Managing Learning Environments Assignment 2

have more to do with factors within a teacher’s control than with those located within the student.
When encouraging and maximising levels of student engagement; it’s important as a teacher to
know the significance of the 4S framework and to be aware of everything that is happening in the
classroom, as learning and behaviour does not exist in isolation, but with interaction, between the
systems, students, self and setting. The principles that guide this preventive approach, to classroom
management, support a common theme, being developmentally responsive and pro-active towards
student engagement. An engaging classroom involves students in curriculum development, which
gives students the opportunity to contribute to the design of their own topics and explore topics of
interest to them. This relies very much on the teacher being critically conscious of the students
(personal, social, cultural and academic) background, to empower students to become responsible
for their own learning. As noted also, the format and teacher’s actions, enhanced by interpersonal
relationships and the physical environment, are critical for preventing unproductive student
behaviour and crucial in establishing a classroom where behaviours are more productive.

Word Count: 1,874

References

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EDUC 5182: Managing Learning Environments Assignment 2

- Cleveland, B. 2009, Equitable pedagogical spaces: teaching and learning environments that
support personalization of the learning experience. Critical and Creative Thinking, 17(2), 59-76.
- Clunies‐Ross, P, Little, E & Kienhuis, M 2008, Self‐reported and actual use of proactive and
reactive classroom management strategies and their relationship with teacher stress and
student behaviour, Educational Psychology, vol. 28, no. 6, pp. 693-710.
- Bass, K.M., Danielle Y, and Julia H, 2011, The Effect of Raft Hands-on Activities on Student
Learning, Engagement, and 21st Century Skills, RAFT Student Impact Study.
- Bohn, CM, Roehrig, AD & Pressley, M 2004, 'The first days of school in the classrooms of two
more effective and four less effective primary-grades teachers', Elementary school journal, vol.
104, no. 4, pp. 269-287.
- Conway, R. N. F. 2009, Behaviour support and management. In A. Ashman & J. Elkins
(Eds.), Education for inclusion and diversity. Frenchs Forest, NSW: Pearson Education Australia.
- Evertson, C. M., & Weinstein, C. S. 2006, Field of inquiry. In C. Evertson & C. Weinstein (Eds.),
Handbook of classroom management research, practice, and contemporary issues, pp. 3-51.
- Humphrey, N 2009, ‘Including Students with Attention-Deficit/Hyperactivity Disorder in
mainstream schools’, British Journal of Special Education, vol 36, no. 1, pp. 19-25.
- Gross, P, & Sonnemann J, & Griffiths, S, 2017, Engaging students: creating classrooms that
improve learning, Grattan Institute.
- Hulac, AM. 2017, Evidence-Based Strategies for Effective Classroom Management, Guilford
Press, New York.
- Kwek, S.H. 2011, Innovation in the Classroom: Design Thinking for 21st Century Learning.
(Master’s thesis) <http://www.stanford.edu/group/redlab/cgibin/publications_resources.php>.
- MacAulay, D. J. 1990, Classroom environment: A literature review. Educational Psychology,
10(3), 239-253.
- McDonald, T. 2013, Proactive Teacher Behaviours. Classroom management: Engaging students in
learning, pp. 106-154. South Melbourne, VIC: Oxford University Press.
- Myers, S. A., & Claus, C. J. 2012, The Relationship Between Students’ Motives to Communicate
With Their Instructors and Classroom Environment. Communication Quarterly, vol 60, no. 33, pp.
386-402.
- Pendergast, D & Bahr, N, 2010, Teaching Middle Years, rethinking curriculum, pedagogy and
assessment, 2nd edn, Allen and Unwin, Sydney.
- Powell, W & Kusuma-Powell, O 2011, How to Teach Now: Five Keys to Personalized Learning in
the Global Classroom, ASCD.
- Savage, T. V. 1999, Teaching self-control through management and discipline. Boston: Allyn and
Bacon
- Shernoff, DJ 2013, Optimal learning environments to promote student engagement, Springer,
New York, NY.
- Sullivan, A, Johnson, B & Lucas, B 2016, Challenging dominant views on student behaviour at
school : answering back, Springer, Singapore.
- Sullivan, A. M., Johnson, B., Owens, L. D., & Conway, R. N. F. 2014, Punish Them or Engage
Them? Teachers’ Views of Unproductive Student Behaviours in the Classroom. Australian Journal
of Teacher Education, 39(6), 43-56. http://ro.ecu.edu.au/ajte/vol39/iss6/4/
- Williams, D. 2013, Background Basics. Adelaide: University of South Australia.

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- Woolfolk A, & Margetts K, 2016, ‘Educational psychology’, 4th Ed Australasian edition, Pearson
Education, Frenchs Forest, NSW.
- University of South Australia, 2017, Managing Learning Environments M, Course Outline, p. 2.

Appendix 1

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EDUC 5182: Managing Learning Environments Assignment 2

4S Framework

(Managing Learning Environments M, 2017)

Appendix 2

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EDUC 5182: Managing Learning Environments Assignment 2

Managing Learning Environments M Principles

1. Effective teaching practice should respect children's human dignity.
2. Self-regulation is preferable to external control as it builds learner capacity.
3. Children's learning is best supported when their teachers use authoritative approaches involving
care and guidance.
4. An educational approach supports the development of pro-social behaviour.
5. Human relationships and the effects of those relationships are the building blocks of early
development.
6. Learning environments that are predictable, in which expectations are clear and scaffolding is
employed best support students' pro social behaviour.
7. Learning environments that have high expectations are those most likely to support students to
realise their potential.
8. Learning environments in which power is shared legitimately are those most supportive of
student learning of pro-social behaviour.
9. Students are most likely to behave pro-socially in learning environments that involve and engage
them through quality curricula.
10. Fair treatment of students results from responding to their individual needs, not equal
treatment.

(Managing Learning Environments M, 2017)

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EDUC 5182: Managing Learning Environments Assignment 2

EDUC 5182 Managing Learning Environments M

Essay #2 Preventative Planning - Feedback Form

High
Distinction Credit P1 P2 F1 F2
Distinction

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learning
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understanding of understanding understanding understanding understanding understanding understanding
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and & MLEM MLEM course MLEM course readings & MLEM course MLEM course principles.
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EDUC 5182: Managing Learning Environments Assignment 2

Name of Student:

Name of Tutor:

The Graduate qualities being assessed by this assignment are indicated by an X:

GQ1: operate effectively with GQ5: are committed to ethical action and social
x
and upon a body of knowledge responsibility

X GQ2: are prepared for lifelong

GQ6: communicate effectively
learning

GQ3: are effective problem

GQ7: demonstrate an international perspective
solvers

GQ4:can work both

X autonomously and
collaboratively

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