Productive/Positive/Practical Learning in a

Diverse Classroom

ETL 121

Written By Jesse King

s193157

Productive/Positive/Practical Learning in a Diverse Classroom 1

ETL 121
Jesse King
s193157
Berk (2009) states “The field of child development is becoming increasingly aware
that children grow up in distinct contexts”. Anyone who has walked into a school in
the last ten years will agree that the 21st century classroom is a diverse place. The ease
and frequency of global migration has changed the face of education. Within a group
of thirty children, teachers will find there is a broad range of cultural, physical, social
and educational diversity. This has probably always been the case, but with
improvements in areas such as equal rights, human development, social justice and
educational learning strategies, diversity in the classroom is a relevant topic to both
new and experienced teachers alike. Teachers need to continuously adapt and modify
their classroom learning environments to support and develop
productive/positive/practical learning environments in line with the ever changing
diversity within Australian schools.

Productive learning has many different academic titles but is basically a variety of
strategies that increase the likelihood of a student achieving. There are a number of
models that can be utilised to attain a productive learning environment based on
individual teacher needs. One such model was developed by Arthur-Kelly,
Butterfield, Gordon and Lyons (2003) and is a continuous model based on planning,
implementation and review to help achieve and maintain what they call a “positive
learning environment”. This model will be discussed in further detail later in this
essay. Whether a teacher uses a model or not when planning, each classroom needs to
be inclusive of each student’s individual needs so that they may achieve as
individuals.

A productive learning environment is something that every competent teacher strives

for. Productive learning environments need to be inclusive of all needs for each
individual student. However, Stamopoulous (2006) argues that while inclusion is a
broadly accepted notion in modern classrooms, the practice of classroom inclusion
needs to be better understood to prevent inclusive practices that continue to
marginalise children. This highlights the importance of teachers to better understand
in theory and in practice classroom inclusion strategies.

A productive/positive/practical learning environment is created through a range of

different strategies. These include aesthetic properties of the classroom, conduct of
the teacher and individual needs of the students.

Aesthetic variables in the classroom include classroom layouts, seating plans and
decorations. The layout of desks in a classroom is important as it affects how a
student perceives their classroom. Individual seating plans are also used in classrooms
to create a more productive environment. When using a seating plan, teachers should
think about what parts of the room that child will be able to view. This may affect
what is placed on the walls in which location. Resources that a teacher puts on the
walls of their classroom can greatly increase the effectiveness of a child’s ability to
learn. Age appropriate educational resources that relate to topics or basic principles of
the subject can help students to form an autonomous understanding of the content.

While classes will be based in a traditional indoor setting, they do not need to always
have four walls. Some children flourish when in an outdoor environment. Teachers
need to be creative and aware of just how many lessons can be taught outdoors.
Productive/Positive/Practical Learning in a Diverse Classroom 2
ETL 121
Jesse King
s193157
A practical environment will help children retain knowledge through and beyond their
formal education years.

Individual needs in a classroom are a major factor when teaching in a diverse

classroom. Some students will require more one-on-one time while others may work
better within a group setting. An expert understanding of how children learn is
required by all teachers. One important learning theory is Multiple Intelligences.
While some teachers might think that this means planning eight or nine different
lessons for each topic, Gardner, Kornhaber and Moran (2007) state that “what you
really should be doing is designing rich learning experiences that nurture each
students combination of intelligences”. Gardner, Kornhaber and Moran (2007) also
argue that “Intelligences are not isolated; they can interact with one another in an
individual to yield a variety of outcomes”. This is also true when utilising key
learning theories and teachers should use a variety of approaches when planning and
delivering classes.

With the amount of study happening worldwide of teaching and learning, there is any
number of different models that have been developed to assist teachers in creating a
productive learning environment. One such model is The Integrated Model of
Classroom Management. Designed by Arthur-Kelly et al. (2003) “The Integrated
Model of Classroom Management provides a sound, theory-based and practical
scaffold for the development of a personal model of classroom management”. The
model uses a number of classroom elements including; an ecological perspective, key
theories, key preventative practices and key interventions. These elements are used
throughout the plan, implement and review process.

While these approaches and others theoretically create a productive learning

environment, in practice it will always differ. Individual behaviour of children is
something that teachers are required to learn quickly and adapt to. An example is
some children who may have a high inter-personal capacity may still have to sit
separate from groups as they are still unable to control this and can disrupt a class. A
teacher then needs to gauge other strengths for these students and adapt their strategy.
Teachers (especially in middle and senior school years) may change classrooms
constantly throughout a week. This complicates using subject specific aesthetics in the
classroom as other teachers will also be using the room. One thing teachers can
always rely on is their understanding of how a child learns. Having a solid grounding
in all areas of teaching and learning and constantly gaining new skills and techniques
allows teachers to be flexible and adapt approaches constantly.

Most new teachers will usually base their strategies on a model that suits their
classroom needs. Experienced teachers may use what has worked before and adapt to
the student’s needs. The most important part of any strategy is the review process. A
model will not make your classroom productive and engage every student, the teacher
will. By periodically reviewing classroom practice and strategies, teachers give their
students and themselves the best chance of success.

Productive/Positive/Practical Learning in a Diverse Classroom 3

ETL 121
Jesse King
s193157
Lillejord and Dysthe (2006) state “In a changing labour market with high expectations
for lifelong learning, students are expected to develop a variety of skills, critical
thinking and problem solving abilities”. Teachers can use models, seating plans,
decorations etc. to achieve this outcome but the most important strategy is to discover
and encourage each individual students learning style. Teachers need to be able to
nurture every student and the diverse ways these students think, learn, act and feel in
their classrooms. A productive classroom environment in our diverse culture is
attainable through understanding, communication, sensitivity and solid planning.

Productive/Positive/Practical Learning in a Diverse Classroom 4

ETL 121
Jesse King
s193157
References

Arthur-Kelly, M., Butterfield, N., Gordon, C. & Lyons, G. (2003) Classroom

Management: Creating positive learning environments (2nd ed.). South Melbourne,
Victoria, Australia: Cengage Learning Australia

Berk, L.E.(2009). Child Development. Boston, MA: Pearson Education.

Dysthe, O. & Lillejord, S. (2008). Productive learning practice – a theoretical

discussion based on two cases. Journal of Education and Work, 21(1), 75-89.
Retrieved from A+ Education Database.

Gardner, H., Kornhaber, M. & Moran, S. (2007). Multiple Intelligences: Building

Active Learners. Teacher: The National Education Magazine, 177, 26-30. Retrieved
from A+ Education Database.

Stamopoulos, E. (2006). Empowering preservice teachers to embrace diversity.

Australian Journal of Early Childhood, 31(4), 30-39. Retrieved from A+ Education
Database.

Productive/Positive/Practical Learning in a Diverse Classroom 5

ETL 121
Jesse King
s193157