Managing Learning Environments

Katie Gibbons

Assignment 2- Planning for prevention

Introduction
Prevention of unproductive behaviour is key to successful classroom management. Studies have
found links between classroom management and academic achievement (Jones 2011, p. 104),
therefore it is important that educators know and use a variety of strategies to avoid unproductive
behaviours. Williams (2013, p. 11) has established the ‘4S Framework’ to highlight the four different Commented [k1]: This shows my understanding of the link
between classroom management and the prevention of
domains that contribute to classroom management; self, systems, setting, and students. These unproductive behaviours.
domains will be explored further throughout this report as they each play a role in the prevention of
unproductive behaviours. Strategies for preventing such behaviours will also be proposed, relating
specifically to a primary school context.

Unproductive behaviour is defined as actions that are disruptive and do not allow the student or
their peers to actively participate in their learning. These unproductive behaviours can include
talking out of turn, avoiding doing work, and disengaging form activities (Sullivan 2014, p. 49). The Commented [k2]: Here I have defined and identified some
examples of unproductive behaviours.
phrase ‘(un)productive’ behaviour is preferred to ‘(in)appropriate’ behaviour as the intention is to
promote positive behaviours (Sullivan 2014, p. 46). Unproductive behaviours in the classroom limit
academic success as students are not engaged in their learning (Jones 2011, p. 104). It is therefore
important that productive behaviours are promoted within the classroom through the prevention of
unproductive behaviours.
 Managing Learning Environments
Katie Gibbons

Self Commented [k3]: ‘Self’ is one of Williams (2013) four

domains within the 4S framework. This refers to the morals
and beliefs that an educator holds that can affect the way
As educators are the directors of the classroom, they have a major influence on the functioning and they teach.
management of their learning environment. While Williams (2013, p. 11) believes that each of the
domains of the 4S Framework contribute to the atmosphere of the learning environment, it is
ultimately the morals and beliefs that educators hold which have the greatest effect.

How a teacher presents themselves and the morals they hold largely contribute to the management
of a learning environment (Williams 2013, p. 11). Every educator has their own pedagogy which
reflects their beliefs and values of classroom management. Successful educators are those who hold
positive attitudes and have high expectations of their students, thus promoting a productive learning
environment (Bohn, Roehrig & Pressley 2004, p. 284). In contrast, less successful educators who
have limited views on students’ potential, limit learning opportunities (McDonald 2013, pp. 134-
135). It is therefore important that positive perceptions about students and how they learn are
formed to maximize student potential. Kohn (2006, p. 10) suggests questioning, ‘what do students
need in order to learn?’, as this opens opportunity for them to grow. Open and positive perspectives
help promote productive behaviour as students feel more valued by their teacher. Consequently,
when educators are passionate and set high expectations, students are more willing to learn
(McDonald 2013, p. 135). Commented [k4]: This paragraph highlights that when
educators hold positive opinions about students and their
learning, students are more likely to engaging in their
Along with the values that educators hold, the way in which they present themselves in the
learning instead of participating in unproductive behaviours.
classroom is also reflected in their pedagogical beliefs. Good and Brophy (2008, p. 81) use the term
‘withitness’ to refer to the teacher’s awareness classroom experiences. An example of this is being Commented [k5]: ‘Withitness’ refers to an educator’s
awareness of the actions and behaviours within their
conscious of where they are positioned in the classroom to ensure they can see everything that is classroom. When an educator is alert of their surroundings,
students are less likely to participate in unproductive
happening (Good & Brophy 2008, p. 81). Likewise, continually scanning the room and pre-empting behaviours.
any unproductive behaviours are essential skills of a successful educator (McDonald 2013, p. 148).
Kounin (citied in Good & Brophy 2018, p. 81) also suggests that ‘withitness’ includes monitoring the
dynamics of the classroom to assess mood and productivity. As the ultimate goal of managing
learning environments is to create a space that is positive and productive (Woolfolk and Margetts
2016, p. 400), it is important for educators to make these assessments and determine whether the
students are engaged and learning.
 Managing Learning Environments
Katie Gibbons

Systems Commented [k6]: ‘Systems’ is another domain within

Williams (2013) 4S framework. This refers to the strategies
and organisation of the classroom that promotes a
Organisation of rules and routines are an important aspect of managing a learning environment. productive learning environment.
Williams (2013, p. 11) uses the term ‘systems’ to describe rules, routines and other procedures such
as transitions between lessons and accessing resources. Rules refer to the defined expectations
about students’ behaviour (Good & Brophy 2008, p. 77) and procedures provide direction for
completing tasks (Jones 2015, p. 105). Management of these systems hold students accountable for
their actions and allow them to become more independent and self-regulated in their behaviour
rather than relying on external control (Good & Brophy 2008, p. 91). When an educator is unable to
maintain the standards for rules and procedures that have been set, students begin to challenge
these rules and behave in unproductive ways (Sullivan et al. 2014, p. 44). Therefore, it is important Commented [k7]: Here I have identified that unproductive
behaviours can occur if these systems are not implemented
that educators can be consistent and manage these systems so that the focus can be on teaching effectively.
rather than monitoring behaviour.

There is a great amount of research to suggest that the standards for these systems should be
established within the first days of school (Good & Brophy 2008, p. 82; Jones 2015, p. 104; Cothran,
Kulinna & Garrahy 2003, p. 437). By establishing rules, routines and procedures early, students are
aware of their role within the classroom and can maintain this behaviour throughout the year.
Furthermore, it is recommended that these standards be developed with the students to help
inform them of their role and responsibilities in the classroom as well as promote prosocial
behaviours (Bohn, Roehrig & Pressley 2004, p. 281; McDonald 2013, p. 117). Depending on the Commented [k8]: This paragraph indicates that
establishing rules and procedures for classrooms can help
student’s year level, rules should be limited to approximately five to focus on (Good & Brophy 2008, prevent unproductive behaviours.
p. 77). Before doing so however, it is important that the value of these standards be discussed with
the students to help acknowledge their significance (Jones 2015, p. 107).

Upon forming these rules and procedures with the students, it is important for educators to
maintain consistency with the standards set. Particularly in primary classrooms, the rules and
procedures established at the beginning of the year should be addresses frequently to remind
students of the class expectations (Jones 2015, p. 111). In addition, if teachers expect students to
uphold these standards, it is essential that they model the same standards. By demonstrating the Commented [k9]: This sentence demonstrates that I
understand that I as an educator must model the standards
appropriate behaviours expected within the classroom, educators are developing credibility for their that I expect from my students.
actions and students will begin to follow (Good & Brophy 2018, p. 74). As a result, the systems in the
classroom are better managed, leading to a more productive learning environment.
 Managing Learning Environments
Katie Gibbons

Setting Commented [k10]: ‘Setting’ is the third domain within the

4S framework developed my Williams (2013). This refers to
how the classroom is set out including the locations of desks
Setting is another domain listed by Williams (2013, p. 11) as an important factor for classroom and other resources within the space.
management. The setting of a classroom can refer to the location of tables and resources as well as
seating allocations and displays. The layout of a classroom plays a major role in promoting
productive behaviour as placement of all elements within the classroom should minimize disruption
and encourage learning.

A major pedagogical belief among educators is the promotion of collaborative learning. This
originates from Vygotsky’s sociocultural theory of learning which suggests that students work better
when constructing knowledge together (Woolfolk & Margetts 2016, p. 94). Vygotsky believed that Commented [k11]: As I have identified in this paragraph,
collaborative learning can prevent unproductive behaviours
when students are able to work with one or more students in their learning, the students are able to from occurring as students work together to solve problems.
co-construct knowledge by building on each other’s ideas. This theory is reflected within many
classrooms today as educators aim to promote prosocial behaviour. An example of this is arranging
tables into groups. Typically, these groups range from four to six students as any more than this
amount can become unmanageable. Arrangement of table groups allows for students to
communicate with each other and work collaboratively (Woolfolk & Margetts 2016, p. 94), thus
supporting Vygotsky’s theory. This strategy prevents unproductive behaviour as students are able to
work together on tasks. It is common in classrooms for students to display unproductive behaviours
from not understanding the task they are required to complete (Sullivan et al. 2014, p. 46). By
arranging the learning environment to support collaborative learning, the students can work
together the achieve success.

Linking with the ‘systems’ domain of the 4S Framework (Williams 2013, p. 11), the layout of the
classroom can also affect routines and procedures. Students should have easy access to necessary
resources that support their learning, along with procedures for collecting them to avoid
unproductive behaviours. Good and Brophy (2018, p. 79) suggest that resources should be stored Commented [k12]: Here I have identified another strategy
to prevent unproductive behaviours.
around the room to avoid all students lining up and standing around. Alternatively, students can be Efficiency in the distribution of resources ensures that time is
not wasted collecting them (leading to unproductive
allocated roles within their table groups for handing out resources (Good & Brophy 2018, p. 79). behaviours) and more time is spent learning.
Both strategies are effective methods for promoting productive behaviours as time is not wasted on
collecting resources or creating potential unproductive behaviours. The focus of the lesson is then
placed on the learning occurring rather than collecting resources.
 Managing Learning Environments
Katie Gibbons

Students Commented [k13]: ‘Students’ is the final domain within

Williams (2013) 4S framework. As the name suggests, each
individual student and those around them are a factor in
Students have a large influence over how a learning environment is managed as the aim is to unproductive behaviours occurring.
support and develop their learning. In order to promote productive behaviours in the classroom, the
needs of each student need to be met to maximize engagement.

All students bring with them different backgrounds and experiences that contribute to a learning
environment (Williams 2013, p. 11). Within a classroom diversity can include culture, socioeconomic
background, religious beliefs and language backgrounds. Diversity can also refer to the needs of
students, ranging from English as an Additional Language/Dialect (EAL/D), learning difficulties, and
physical or sensory impairments (Hyde, Carpenter & Conway 2013). Each of these diverse qualities
need to be considered and addressed in order to ensure academic success. Particularly when
planning, it is important that learning experiences for each student are equitable rather than equal
according to what the student needs (Hyde, Carpenter & Conway 2013, p. 6). Commented [k14]: Here I have demonstrated my
understanding of the need for differentiation to ensure all
students learning needs are catered for and they don’t
There are many ways in which the diverse needs of students can be catered for. To maintain
instead participate in unproductive behaviours.
engagement among the whole class, content and lessons should be planned around students’
interests (Bohn, Roehrig & Pressley 2004, p. 283; Woolfolk & Margetts 2016, p. 389). Although much
of the content taught is based on the Australian Curriculum content descriptors, there are pathways
for students to address achievement standards through topics provoked by their interests. This
strategy to promote engagement increases participation and prevents unproductive behaviours
from occurring as the students are able to identify the relevance of what they are learning (Good &
Brophy 2018, p. 77).

To ensure that the needs of individual students are being met, there are a range of strategies that
can be implemented. For students of EAL/D backgrounds, utilising elements of their home language Commented [k15]: Although earlier in this section I
identified a range of diverse learners, in this paragraph I
and culture are a useful tool in developing their English (Liu 2010, p. 27). This strategy can be used have identified ways to support EAL/D students.
In providing this example I have demonstrated my
across all learning areas as it can provide a scaffold for their learning. The Australian Curriculum also knowledge of strategies to support diverse learners so that
has a range of resources that can assist EAL/D students in the classroom (Australian Curriculum they don’t engage in unproductive behaviours.

Assessment and Reporting Authority 2017). This example of a strategy to support the learning of a
student with a diverse need allows the student to remain on task as they understand the content
they are learning. As Good and Brophy (2018, p. 77) suggest, when students are engaged in learning
of interest to them, they are more likely to be display productive behaviours.
 Managing Learning Environments
Katie Gibbons

Conclusion
It is evident that the prevention of unproductive behaviours requires educators to know a range of
strategies. Williams’ 4S Framework highlights that there are four domains that contribute to
successful management of learning environments; self, systems, setting, and students. This report
explored all four of these domains and their effects on classroom management. Strategies were then
provided to promote productive behaviours and minimize disruption. The idea of self and how
educators’ values played a large role in the atmosphere of the classroom were explored as well as
strategies for developing ‘withitness’. The systems that occur in the classroom were also discussed
along with approaches for developing rules and procedures with students. Furthermore, how a
classroom layout affects productivity and ways of increasing productivity were also addressed.
Finally, students’ backgrounds and how to cater for their needs were considered. Through the
analysis of these domains and strategies for prevention, it is clear that there are a number of factors
to consider when managing a learning environment and promoting productive behaviour.
 Managing Learning Environments
Katie Gibbons

References
Australian Curriculum Assessment and Reporting Authority 2017, Students for whom EAL/D,
Australian Curriculum, viewed 18 September 2019,
<https://www.australiancurriculum.edu.au/resources/student-diversity/students-for-whom-eald/>.

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Cothran, Kulinna & Garrahy 2003, ‘"This is kind of giving a secret away...": students’ perspectives on
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Hyde, M, Carpenter, L & Conway, R 2013, Diversity, inclusion & engagement, 2nd edn, Oxford
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Liu, Changying 2010, ‘Home language: a stigma or a vehicle to literacy?’, Literacy Learning: The
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