Positive Learning Environment Lectures PDF

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Positive Learning Environments Lecture 1 Classroom Management and Philosophy Outcomes  Define Classroom management  Explain Porter’s continuum of power  Define my current beliefs about class management  Identify trends in classroom management  Understand principles that underpin the changes in approaches to classroom management Classroom Management = CM Classroom management involves teacher actions and instructional techniques to create a learning environment that facilitates and supports active engagement in both academic and social-emotional learning. A shift in approaches There is a shift in the approach to classroom management. Extrinsic rewards are used a lot in younger years but should be eased out in older years. Why the shift? Systematic approach to CM = higher academic and engagement rates as well as less misbehaviour. Systematic approach = more planning at the beginning of the year, provided rationales, examples and checked for understanding. As well as spending time teaching procedures and rules. Literature that support the shift in approaches 1. Assertive discipline by Canter 1976 - Check system (names on the board) - 3 types of teacher (Assertive, non-assertive, hostile) - Power to the teacher 2. Assertive discipline by Canter 1992-1996 - Tone is very different - To be successful, a discipline plan should be built on a foundation of mutual trust/respect PORTERS CONTROL CONTINUUM OF POWER Autocratic = Teacher power environment Laissez-faire = Student controlled environment

Personal Philosophy – You decide where you sit on the above diagram, it can change but it should always be backed up with evidence and be an informed decision. Deciding on your approach to control LOW CONTROL – Based on the philosophy that students have primary responsibility for controlling their own behaviour and the capacity to do so. (e.g. Summerhill/AS Neill) MEDIUM CONTROL – Students develop from a combination of natural forces within and outer environment forces. Student behaviour is a joint responsibility of the student and the teacher. (e.g. Dreikurs) HIGH CONTROL – Students growth and development are the result of external conditions. Children are moulded and shaped by the environment where they live. (e.g. Canter behaviour modification) What have we lost in the shift?    

STRUCTURE DISCIPLINE/BOUNDARIES CONSEQUENCES OVERLY RELATIONSHIP FOCUSSED

Philosophy around Classroom Management Consider: - Causes of behaviour (Poor relationships or too much control) - Purpose of discipline (To control?) - Role of teacher - Role of environment CLASSROOM MANAGEMENT What does CM mean to you? - Organisation early on - Expectations demonstrated - Controlled from start to finish, planning, prep, response, environment Looks like: - Child participation, equality, recognition - Seating plans - Names on the board - Rule list - Reward systems Sounds like:

Feels like: -

Explanation of expectations Use of student names Confirmation of understanding Grabbing class attention Collaboration when required Controlled when required Inclusive Safe environment Productive Opinions expressed and understood

Classroom management plan What do you think causes behaviours? - Lack of sleep - Home life - External factors - Lack of attention - Frustration and lack of understanding - Content to easy and boredom What do we discipline for? - Control the entire classroom - Teach that behaviours have consequences - Eliminate negative behaviours What should the teacher do? - Role model positive behaviours - Set expectations - Show understanding of why behaviours occur - Scaffold - Professionalism - Facilitate and control What should the environment do? - Safe and controlled - Equal - Meaningful and interesting - Nurturing and guiding

Positive Learning Environments Lecture 2 Influences on student behaviour

Child Mental Health 2018 Mission Youth – 43% of respondents to their student said that mental health was their most important issue Levels of influence Bronfenbrenner’s 1979 bio-ecological systems theory shows levels of influence: - Microsystem - Mesosystem - Macrosystem - Chronosystem

Community influences - Community violence (previous bad experiences) - Unemployment - Racism - Social media (body image) School influences - Boredom - Lack of acceptance - Lack of rules - Low perceived safety - Punishment - Poor instruction - Shame/Lack of dignity Home influences - Relationship impairment (decrease in divorce) - Parenting style (permissive, avoidant, authoritarian) - Conflict at home - Homelessness/unstable housing - Poor access to food/nutrition Child influences - Biology (ADD, ADHD, ASD, ODD, etc) - Personality (The big five, OCEAN) - Temperament (easy, difficult, slow to warm up – Thomas and Chess 1977) - Mental health

- AEDC data (early development) Attachment styles

Baumrind’s Typology (Parenting styles) Impact of over-parenting - Student cant self regulate - Emotional children, struggle with failure - Good to model in class and show mistakes are okay Private logic – psychologic (Driekurs 1968) Fight (Aggressive, argumentative, confrontational) Flight (Passive, scared, avoid confrontation) Fool (Decieving, Mind games, Diversion) Follow (Peer power, follow the crowd) Pain based behaviour (Edwards and Watts 2010)...