Managing Learning Environments Chloe Flavell 110174119

Assignment 2: Preventative Strategies

Introduction
Student behaviours within the classroom are dependent on many variables, some of which are
caused by an underlying learning difficulty or simply the child’s personality. Understanding a
child’s behaviour is imperative as a teacher because it allows you to analyze students' needs
and wants. William (2012) explores how effective classroom management enhances a student’s
personal development when aided by the teacher. A student’s level of engagement determines
whether a child is having positive or negative impacts on their learning. Students who are highly
engaged and on task in the classroom, often show limited behaviour and educational issues.
However, when a student is disengaged, there is a high chance that they will present disruptive
behaviours which can potentially limit the teaching time in the classroom (McDonald, 2013).
Throughout this essay I will be focusing on three preventative strategies whilst addressing David
Williams 4s model that will encourage positive behaviours in the classroom. The three strategies
I will be focusing on are: Classroom organization, establishing expectations and building positive
relationships.

This essay aims to address the principles and framework that supports student engagement and
behaviour prevention strategies within the classroom. Throughout I will be focusing on the 4s
model (self, settings, systems and students) to address preventative strategies in the classroom.

 Self – organization, instructional cues, lesson planning and positioning

 Setting – classroom environment, classroom arrangements, seating and accessibility.
 System – routines, agreements, code of conduct, transitions between lessons.
 Students – special needs, capabilities and ethnicity. (UniSA 2019)

The aim for teachers is to create a managing learning environment that manage unproductive
behaviours by having prevention strategies in place. Evertson (2006) shares that a manageable
learning environment is something where the teacher actions create a safe and support
academic and learning environment, with the goal of all students are supported. As an effective
educator, students are the priority in the classroom, which means their interest, wellbeing and
achievement levels are a priority. 

Approach to Preventing Unproductive Behaviours

Preventative Strategy One: Classroom Organization

As an educator, it's important to create a safe and positive learning environment for all students.
Cothran (2001) explains how classroom management is such a challenge for teachers.  As a
teacher, classroom organization can potentially make or break the positive nature in the
classroom. Every classroom has a diverse range of students with different backgrounds and
behaviour needs. Research shows that positive classroom behaviour is more likely when a
teacher sets expectations and consequences early on in the year as it allows students to
develop respectful relationships and behaviours (Cothran 2001). Incorporating David Williams 4s
model allows educators to analyze their classroom organization. Firstly, ensuring that the
classroom setup is suitable for all students is important, by simply setting up the desks in a way

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where students can learn best; small groups, facing the whiteboard, space for floor work are
examples. 

Bohn (2004) discusses how managing learning environments, can come down the wants and
needs of students. Students are avid learners, therefor means they require encouragement and
praise when acceptable. Students are more likely to attempt more challenging tasks in the
classroom when they feel respected and supported. Before the school year starts, many
effective teachers create an atmosphere that is welcoming and peaceful. By decorating the
classroom in a way that expresses the students, using a structured colour palette, theme and
artwork and tasks, students will feel more accomplished and proud of their achievements when
they are on display. 

David William (2013) explores why classroom management is so imperative to each and every
child in the classroom; it’s shown to increase student’s engagement levels, it enhances the
overall wellbeing of teachers and basically it’s the core component of any teacher. As individuals
everyone has particular views on different scenarios, the same goes in the classroom,
sometimes students may not see the teachers reasoning behind a decision which can alter
changes in behaviour by how things are perceived. 
 
Preventative Strategy Two: Establishing Expectations 

As an effective educator, establishing strong and respectful expectations within the classroom
allows for higher student engagement. Bohn (2004) shares that higher student engagement
often leads to high student achievement. Expectations in the classrooms allow students to know
what’s expected of them, which allows them to build confidence in their actions. Students are
able to take responsibility for their actions, behaviour and learning which leads to enhances in a
positive schooling environment. Establishing expectations at the start of the year allows students
to develop the routine. As an educator, it’s important to model the expectations set and allow the
students to have some input into the expectations as it gives students a sense of credibility
when it comes to consequences. Obvious expectations include; be respectful, polite, complete
expected work task and come to class prepared to learn. (Bogner 2002) 

Bohn (2004) explains how observations show that effective primary teachers spend more time in
the classroom teaching effectively, rather than controlling behaviour management because
expectations and consequences were set early on in the school year, and students had formed
a level of respect for the teacher and their classmates. By using instructional techniques,
educators are able to tune in on the needs of students and their educational engagement.
Successful educators spend a considerable amount of time scaffolding their students to
emphasize responsibility and respect to ensure they can make a positive learning environment
and ensure that learning becomes more enjoyable to all students. 

‘For many students, the desired behavioral expectations within a school environment are
different to what’s expected of them in their daily lives’ (Jones (2015). This means, as an
effective educator is important to remind students that what’s expected of them and their
standards match the agreed agreement. When developing behaviour management strategies
like classroom expectations, Jones (2015) discusses the importance of creating steps. E.g.:
discuss why it’s important to have certain expectations, differentiate the difference between rules
and procedures, have students sign off to hold responsibility, monitors and review each
agreement and determine a reward/consequence system to match. 

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Preventative Strategy Three: Building Positive Relationships

 Building positive relationships with students can make or break a child’s learning experience. As
an educator it’s your responsibility to provide the best level of education to your students to
ensure they have the best chance at developmental success. Creating a classroom that is
welcoming allows students to feel safe and supported when they come to school. McDonald
(2013) states that as an effective educator there will be times you need to manage unwanted
and unproductive behaviour. Strategies to plan for these disruptions is to put specific prevention
strategies in place for students who are likely to become disengaged. Every student is different,
and by planning a successful lesson to cater for the needs of all students will allow for limited
negative behaviour. Setting up the classroom in particular ways and seating students next to
someone who allows them to succeed is an early prevention strategy that students are oblivious
to. Bohn (2004) shares that effective teacher’s use effective motivation, which leads to effective
engagement and success. When a teacher recognizes students for their achievements and
praises them for their effort, student’s confidence increases. This gives students a sense of
belonging within the educational environment. Even when students are struggling, positive
encourage is effective as it show students you want them to learn and you want them to have a
positive outcome to the task. 

In relation to the 4s model and the above comments about how every student learn differently,
it’s important for teacher to take into consideration a child’s behaviour by considering their
background. A student diagnosed with a learning difficulty will deal with situations a lot differently
to a student who doesn’t. Within the classroom there is bound to be a students with English as a
second language (EASL) which requires sensitivity depending on their current situations. Many
things influence a student’s personality and schooling experience, but being an effective
educator means you can cater for a diverse range of needs and capabilities. (Lyons, 2014)

Conclusion
Quoting Linda Albert “students won’t always remember what we teacher them, but they will
never forget how we treat them” we can see the importance of building positive student-teacher
relationships (Albert 1996). Addressing behaviour management in the classroom is imperative to
student and teacher success. Placing strategies in place by using early intervention will increase
positive behaviours and reduce the chance of negative disengagement. Effective educators
build and develop their students in all aspects of learning. By managing the learning
environments throughout the year, you are able to introduce strategies and expectations for all
students which insures an inclusive structure. Students come to school to learn, not to be
distracted by negative bahaviours, which primarily means as an educator you need to scaffold
and ensure preventative strategies are discussed for any future disruptions. The above
paragraphs addressed the importance of focusing on the David Williams 4s model by igniting a
thought process linked between the classroom and settings, self, system and students.

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Reference List

 Albert, L 1996, Cooperative Discipline, AGS, Circle Pines, Minnesota

 Bogner, K 2002, How grade-1 teachers motivate literate activity by their students, pp
135-160, Scientific Studies of Reading
 Bohn, C 2004, The first days of school in the classrooms of two more effective and
four less effective primary-grades teachers, The Elementary School Journal, pp 269-
287.
 Cothran, D 2003, this is kind of giving the secret away, students’ perspectives on
effective class management, Teaching and Teacher Education, pp 435-444.
 Evertson, C 2006, Effective classroom management at the beginning of the school
year in junior classes, pp 485, Journal of Educational Psychology
 Kohn, A 2006, The nature of children, Beyond discipline: From compliance to
community, pp 1-11, Association for Supervision and Curriculum
Development, Alexandria
 Jones, V 2015, Developing standards for classroom behaviour and methods for
maximizing on-task student behaviour, pp 103-144, 2nd edn, Pearson, Boston

 Lyons, G 2014, Classroom management: Creating positive learning environments,

Chapter 3: Relationships and communication, 4th Edn, Cengage Learning, South
Melbourne, Vic

 McDonald, T 2013, Proactive Teacher Behaviours, Classroom management: Engaging

students in learning, pp. 106-154, Oxford University Press, South Melbourne, VIC
 Sapon-Shevin, M 2010, Schools as communities, Because we can change the world:
A practical guide to building cooperative, inclusive classroom communities, Ch. 2, 2nd
edn, Corwin Press, Thousand Oaks, Calif

 Sullivan, A 2014, Punish Them or Engage Them? Teachers’ Views of Unproductive

Student Behaviours in the Classroom, pp 43-56,  Australian Journal of Teacher
Education, Australia
 University of South Australia (UniSA) 2019, Managing Learning Environments
EDUC3007, Week 2, University of South Australia, viewed 22 September 2019,
<https://lo.unisa.edu.au/course/view.php?id=17721#section-2>.
 Williams, D 2013, Background Basics, Adelaide, University of South Australia.