EDN358: Topic 1

Key Ideas and content:

- The goals of e ective instructional, behavioural and student management is to promote quality
learning environments that foster engagement in learning, anticipated and appropriate
behaviours and individual and group wellbeing.
- Becoming an e ective teacher requires professional and personal knowledge, re ection,
continued optimism and time.
- Children need concerned adults who respond to their needs if they are to succeed in the face
of risk.
- All students have positive potential, even those who exhibit challenging behaviour.
- Problems of children and youth are not the domain of particular communities. All communities
need e ective, knowledgeable and caring teachers to work with them to support students.

Learning Objectives:

• provide informed perspectives about key issues related to e ective management of

learning environments
• relate prior knowledge about students, learning and teaching to what counts as e ective
and inclusive learning environments
• explain the need for a positive focus on student behaviour
• identify aspects of contemporary approaches to e ective management of learning
environments
• locate relevant educational policies, guidelines and frameworks related to inclusive,
proactive and e ective management of learners and learning.

Lecture:

“Classroom management involves teacher actions and instructional techniques to create a

learning environment that facilities and supports active engagement in both academic and social
and emotional learning.” Mcdonald 2019 pp 18-19

Lyford Model of classroom management:

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 E ective classroom practises:

Proactive, preventative approaches to managing learning environments rely on evidence based

practise. The following eight e ective classroom practises have been shown to increase the
likelyhood of appropriate behaviours for learning, socialisation and development while decreasing
inappropriate, disruptive and disengaged behaviours.

- Classroom expectations
- Classroom procedures and routines
- Encouraging expected behaviour
- Discouraging inappropriate behaviour
- Active supervision
- Opportunities to respond
- Actively sequencing and choice
- Task di culty

Contemporary principles for practise:

- Children and youth, even those who exhibit challenging behaviour have positive potential
- Many of the complexities that in uence behaviours re ect complexities beyond the learning
environment
- Teachers have professional, legal, moral and social obligations to develop the knowledge and
practise that supports all learners to engage e ectively in their learning and school lives.
- There is a contemporary evidence base that educators draw on to enhance their knowledge
and practise, including prioritising sound preventative strategies and supportive reactive ones
- Knowledge and practise must align with and re ect school and community expectations.
Reading notes: An introduction to positive learning environments

What are PLEs?

In schools they are places where students are engaged and learning. Places where appropriate or
‘good’ behaviours are recognised and encouraged.

Task Engagement: My Statements:

1. Students know the rules when they come to school. If they choose to do the wrong
thing they should be punished. Neutral, A student knowing the rules at school depends
on multiple things. The age of the student, the students background, language, learning
di culties, previous schooling experiences etc. Firstly, the student needs to understand
the rules and once there is evidence they understand them and are deliberately continuing
the behaviour, then punishments may be given (eg: litter duty, detention).

2. Students should do as they are told! Neutral, Students shouldn’t do everything they are
told as some requests may be unreasonable, we cannot guarantee that every teacher has
a students best interest at heart and I believe students have a right to challenge what they
are told to do if they feel necessary. However, students should follow instruction from the
teacher and be respectful of what is being asked of them when the request is reasonable
and bene cial to their education/learning.

3. Some students only learn when they are punished. Neutral, I don't really know how to
answer this if I’m honest. I think to a degree that some students need punishment?

4. Students should respect their teacher. Strongly agree, Mutual respect is a necessity
importance in the classroom.

5. Disruptive students should be excluded so others can learn. Agree (in the short term). I
would typically say disagree as I don't think this practise should be used as a long term
solution to the disruptive student however in the short term I think separating the student
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 by sending them to the o ce or outside etc so the teacher can e ectively teach the
focused class may be bene cial. Once the class is over or the students are doing their
work independently, the teacher can visit the student, address the behaviour and catch the
student up on the information they have missed.

6. Bad behaviour is often the fault of the parents. Strongly disagree, Poor behaviour can
be a result of many factors.

7. There are some children I just don’t like, and I don't care if they know it! Disagree. -
Just like anyone regardless of being an adult or child, we are not going to get along with
everyone. However, all students will and should be treated equally, kindly and respectfully.

8. Parents need to hear their children are naughty. Neutral, maybe not the best wording…
I don’t know if I would ever tell a parent that their child is “naughty” however, poor
behaviour does need to be addressed with parents in order to support the student better
or have a better understanding as to why the behaviour may be occurring.

9. Teachers instinctively know how to manage students. Disagree, If this was the case I’m
sure we wouldn’t need a degree haha. In all seriousness, Teachers learn how to support
and manage students in multiple di erent ways and by taking advice from mentors,
professors, colleagues etc.

EDN358 Topic 2: Contemporary concepts and priorities for managing learning environments

The aim of this topic is to introduce you to underpinning theoretical concepts and knowledge
which inform contemporary practice about managing learning environments. Contemporary
concepts and knowledge draw on evidence of what works and this evidence is produced through
quality educational research involving diverse learning environments; students of di ering ages,
development stages, characteristics and abilities; and, the practice of e ective teachers. E ective
teachers prioritise strategies, procedures and practices that are proactive (preventative) and
educational in nature.

Key ideas and content examined throughout this topic include:

• Contemporary concepts drawn from research and their importance for e ective practice.
• The necessity of an educational approach to managing student learning, behaviour and
socialisation.
• The relationship between teacher practice and outcomes for learners.
• The shift in paradigm (and the signi cance of this shift) within classroom management over
the past few decades.

On successful completion of this topic you should be able to:

• Identify underpinning concepts within contemporary, evidence-based practice.

• Connect evidence-based practice to contemporary beliefs about students, their behaviour,
developmental needs, wellbeing, and learning.
• Explain the importance of a contemporary approach to managing learning environments,
associated teaching practices aligned with such an approach, and, the intended outcomes
for students (for their behaviour and learning).

Lecture notes:

“I have come to a frightening conclusion. I am the decisive element in the classroom. It is my

personal approach that creates climate. It is my daily mood that makes the weather. As a teacher I
possess tremendous power to make a Childs life miserable to joyous. I can be a tool of torture or
an instrument of inspiration. I can humiliate or humour, hurt or heal. In all situations it is my
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 response that decides whether a crisis will be escalated or de-escalated, and a child humanised
or de-humanised.”

Shifting perspectives about e ective teaching practise:

The theory practise nexus:

Theory provides an empirical base that informs practice. Theory allows for examination of practise
against criteria. Theory encourages teacher re ection and self awareness. Theory promotes
systematic intentional use of instructional techniques and strategies. Theory provides frameworks,
language and practises to guide thinking and action.

Preventive proactive practise:

- There is much that educators can do to create productive conditions within the learning
environment.
- E ective practise is far more than managing behaviours, as it involves intentional preventive
strategies, procedures and practises
- Interactions are teacher-led, highly structured and intentional.
- Appropriate behaviours are emphasised by what is taught, emphasised, reinforced, retaught
and celebrated
- Practise is educational rather than punitive in nature
Positive behaviour support:
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 - E ective evidence based practise highlighted through positive behavioural interventions and
supports (PBIS) focus on preventive (universal practise)
- The priority is on utilising universally applicable practises to create and manage conducive
learning environments
- The focus remains on proactive practise and Tier one priorities
- Tier 2 and Tier 3 are targeted, focused and evidence-based but do not replace Tier 1 priorities
(they complement them)
- Monitoring and evaluation of target behaviours is a priority
Schools implementing PBIS:
- use a continuum of evidence based practises to support student needs
- Encourage students, families, and community members to co-create culturally responsive
practises
- Regularly check the e ectiveness of their practises
- Rely on teams to guide implementation
- Use data to identify strengths, uncover needs, and monitor student progress
- Implement universal screening
- Develop content expertise through coaching and ongoing professional development.

Contemporary PBS and PBIS:

- Contemporary approaches (PBS and PBIS) acknowledge the in uence of the environment and
the in uence of internal thought and emotions on determining student behaviour
- These draw on psychoeducational insights gained from the eld of educational research
- Behaviour is determined by the external consequences AS WELL AS determined by the
individuals values and cognitions
- PBS and PBIS work proactively to create the conditions where children and young people
actively participate, engage, thrive and learn.

Psychoeducational Theory:
- Behaviour is guided by an individuals quest to satisfy basic needs (self actualisation or
realisation)
- The focus is on the beliefs and feelings that underlie observable behaviours
- Interventions within the framework involve the exploration of those beliefs and feelings
- The outcomes pursued prioritise the wellbeing and welfare of the individual in unison with
e ective management of the environment

The intentions of practise:

- Students are engaged when they are noticed and given attention, have a sense of power, feel
respected and treated fairly and feel nurtured and supported.

Choice Theory:
- All behaviours are attempts to satisfy present and future needs
- Focuses on relationships, thoughts, feelings and behaviours
- Functions as a preventative approach to classroom management, rather than interventional
“The only time to x them is when they are not broken…any approach that de nes the problem as
internal to the student is likely to lead the application of external control psychology”

Circle of courage:

Belonging: Students feel they belong, they are wanted, and are turtled in the learning environment
Mastery: Students develop competence, receive recognition and realise they have talents
Independence: Students make decisions and in uence events in the learning environment
Generosity: Students have opportunities to collaborate, share opinions and see the world from
other perspectives.
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 Key concepts and understanding:
- Contemporary management of learning environments supports students physical, social and
intellectual development and characteristics
- Practise is evidence based, positive and intentional.
- Knowledge is gained through research and practice rather than relying on experience
- Practise is preventative and proactive in nature
- E ective teachers engage their students, families, communities and colleagues in creating
e ective learning environments
- E ective teachers monitor their learners, their environment and their practise to evaluate their
progress
- E ective teachers and teams continue to develop expertise through ongoing professional
learning and development.

Reading Notes:

Tasks: Engagement:

Task 1:
1. As you read this week's Essential and Recommended readings and resources (and as
you return to them throughout the topic), re ect on your own experiences within learning
environments (maybe as a student, an education assistant, carer or pre-service teacher).
Re ect on the ways teachers engaged with students, the language they used, the
practices and processes they used to manage the environment and the ways they
regularly explained and responded to behaviours.

- As a student and pre-service teacher I have been lucky enough to have had some really
positive experiences watching teachers. I have watched teachers positively engage with
students, respect them, use positive language and positive feedback etc. These teachers
created a safe and positive learning experience for each student and it was clear that due to
this, that the students felt as though they could be themselves and learn, contribute and
engage comfortably.

2. Recall how their teaching practice re ects the priorities of a conducive, supportive
classroom climate (presented in the readings).

- These teachers teaching practice re ected the priorities of a conductive, supportive classroom
climate by having positive relationships with their students, giving positive feedback and
encouraging student engagement and contribution.
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 3. Identify where their practice aligns with the eight e ective teaching practices we are
starting to explore in preparation for Assessment 1.

- I wouldn’t say that their practises fell under any of the speci c e ective teaching practises.
4. Re ect on how this practice (and underpinning beliefs, practices, language and
interactions) re ects your own current perspectives.

- These teachers practises align very closely with how I wish to one day manage my classroom. I
want my students to feel safe, valued and motivated to learn when I am their teacher. I believe
in a student centred approach where I can acknowledge each students strengths and needs in
the classroom, create positive relationships, encourage engagement and contribution, create
an inclusive environment etc where every student feels valued and empowered.

5. Consider what areas you will need to prioritise in order to teach like this.
- I will need to prioritise creating clear expectations, prioritise creating positive relationships with
students, prioritise promoting active engagement and contribution and prioritise re ecting on
my teaching practise and learning from others.

Task 2:

Record a re ection (within this week's Engagement Task 1 discussion forum) of what you will
need to work on to create and maintain e ective learning environments in the ways you identi ed
in 1-5 above.

I believe that a lot of what I need in order to create and maintain e ective learning environments is
already engrained in my personality. I am a very positive and encouraging person, I care deeply
about others and am very inclusive. I think this will make things like giving positive feedback,
creating positive relationships, encouraging students to engage and participate, create a
supportive and inclusive environment and creating a safe classroom environment very easy for
me. In saying that, I am very much aware that student behaviour can test teachers patience and
ability to stay calm and positive so therefore I will need to be prepared to deal with more di cult
behaviours and have plans in place ready so that when I need to address these behaviours, I am
ready.

Further Tasks:
Background:
Classroom climate (and in this instance "classroom" is intended to be used to describe any
learning environment that you manage), has three areas of focus:

1. Relationships
2. Orientation to academic goals
3. Order and control

Task 1:
Consider the following questions:

1. What is observable about the developing climate within our workshops?

2. What speci c things are contributing to the climate of the classroom?
3. Why are these things standing out to you as in uential?
4. What could be done to enhance our classroom climate through (1) Relationships, (2)
Orientation to academic goals, or (3) Order and control?
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Add your re ections to your developing resources and le for Creating and Managing E ective
Learning Environments.

Task 2:
Within the Engagement Task 2 discussion forum, post a comment about one thing that you
appreciate about the developing classroom climate of our workshops OR post a suggestion for
enhancing the culture.
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