Alexandra McCann

110144843
EDUC 3007
Managing Learning Environments

Assignment 1- Literature Review

Introduction

Quality learning environments do not just occur but are rather developed through
purposeful deliberation and construction. Modern classrooms are built on diversity, with
student representation from a range of diverse backgrounds, capabilities and interests.
Such diversity initiates the process of meeting the collective student needs as well as
individual, while also retaining engagement through meaningful learning. Engagement
through learning directly influences student behaviour (Sullivan, 2014). Furthermore, it is vital
to understand the significance of productive student behaviour and how to effectively
establish and maintain a learning environment that promotes student engagement.
Essentially, the role of the educator is to develop a systematic learning environment which
allows students to become productively engaged in relevant and relatable experiences
that enhance and support their learning. Educators who are successful in achieving these
classroom outcomes are those who have a management design that begins well before
the lesson begins. A quality learning environment has a foundation based on the educator
having a clear understanding of ideas and principles and the consideration of multiple
internal and external factors that contribute to student behaviour and learning. The
purpose of managing a learning environment is to 'establish and sustain an orderly
environment so students can engage in meaningful academic learning and enhance
students’ social and moral growth' (Evertson & Weinstein 2006, p. 4). By considering
William’s (2006) 4S Conceptual Framework and exploring the four co-existing domains of
setting, self, system and student, educators can effectively consider and utilise these
aspects of classroom management (Williams, 2013, p. 11). Through these domains,
productive student behaviour is emphasised whilst actively preventing unproductive
behaviours.

Productive Student Behaviour

Effective classroom management is valued as significant for successful teaching and

learning, in conjunction with curriculum knowledge and methodological skills (Williams,
2013, p. 2) When establishing a quality learning environment, it is imperative to consider
creating classroom conditions that promote academic engagement and establishing
settings and classrooms where behaviours are considered more productive (Sullivan et al.,
2014, p. 46).
‘Behaviour is one of the dominant discourses of schooling’ (Sullivan, 2014. pg.4). Teachers
need to understand the concept of productive student behaviour and why it is necessary
and valued within educational settings. Sullivan’s (2014) ecological model of the classroom
(adapted from Conway, 2012, Sullivan, 2014) suggests that student behaviour does not
exist in isolation, but rather in the collaboration of all the elements. The physical and
systematic environment, the characteristics of the educator, curriculum, pedagogy and
resources all seemingly contribute to student behaviour. It is productive behaviours that
effectively support academic progress (Sullivan, 2017). Angus et al. (2009) have stated the
well-established link between student engagement, student behaviour and academic
achievement, so it is critical that the educator design a space where engagement and
behaviour is managed, in order to support further academic development and
achievement. Internal and external influences impact on the ecology of the school,
furthermore manipulating student behaviour (Sullivan, 2017, Sullivan et al., 2014, p. 47). The
consideration of these factors leads us as educators, to understand that varying issues
influence student behaviour and that accountability for behaviour should not be
positioned with students (Sullivan et al., 2014, p. 48).

Students

Students should be viewed as individuals, as no two students are the same. In contrast to
traditional classroom management, students with challenging behaviour will need
individually designed behavioural practices (Thompson, 2013, pg.158). Educators will need
to implement strategies that support individual students fitting into the classroom
community (Thompson, 2013, pg.158). Fair and equal treatment to all students is critical in
generating productive work and behaviour. Furthermore, key communication processes
and strategies should be used by educators to build positive learning environments, where
strong relationships are developed between educator and students and also among peers
(Lyons et al., 2014, p. 43). ‘Students held clear conceptions of good teachers and what
specific behaviours those teachers used in managing students’ (Cothran, 2003). Forming
positive relationships between educator and student, promotes communication and
ultimately incites productive behaviours within the classroom. Lyons et al. (2014) conveys
the importance of relationships and communication in the prevention of disruptive and
unproductive behaviours (Lyons et al., 2014, p. 43). Kohn (2006) supports Lyons et al. (2014)
concept of relationships, as Kohn (2006) advises educators of the challenge of supporting a
student to solve a problem without any form of relationship (Kohn, 2006, p. 122). As a
general understanding, it is important for students to trust their teacher and remained
assured that they are safe and supported as well as respected as an individual. Through
this process, educators are also able to assist students in self-regulation, by modelling how
to listen, calm themselves, generate suggestions and consider other points of view (Kohn,
2006, p. 123). Positive learning environments also promote student security. Sapon-Shevin’s
(2010) view corresponds with Lyons et al. (2014) idea, that in a safe class community,
children are more likely to take risks and ask questions knowing that support would be
offered rather than humiliation (Sapon-Shevin, 2010, p. 3). Through student consideration of
relationships, diversity and security, educators are effectively able to support and promote
productive behaviours, with the holistic aim of academic development and achievement.
Self

To ensure productive behaviour, educators must consider themselves as a classroom

influence and integrate a teaching pedagogy which supports learning, and ultimately
eliminates cause for disruptive or unproductive behaviours (Sullivan, 2017). Appropriate
lesson structure, learning criteria, instructional processes and the use of management
techniques are essential strategies the educator should utilise in the context of supporting
productive behaviour and learning (McDonald, 2013, p. 143). Elements of a lesson should
be planned and considered when managing a learning environment that facilitates
student engagement and minimises student misbehaviour (McDonald, 2013, p. 143).
Burden (2000) states the importance of lesson introduction or ‘the set’ and highlights that
this ‘set’ should generate interest, be connected to the lesson, whilst being understood by
the students, in order to be effective. Through motivation and relevance, students are able
to see purpose and the importance of the learning, and opportunities for unproductive
behaviours are subsequently minimised.

‘Effective teachers are preventative in their planning, are skilled in instructional techniques,
have well thought-out responses to student’s misbehaviour and importantly, they are
positive and respectful’ (McDonald, 2013, pg. 111). McDonald (2013) explains effective
strategies for classroom management can include conveying purposefulness, maintaining
student attention, communicating information and organising instructions (McDonald,
2013, pg.112). Once engagement is established, educators find themselves in the role of
manager, using management techniques that elicit student cooperation and involvement
in activities (Good & Brophy, 2008, p. 81). Kounin (1970) found through using these
techniques and strategies throughout the class duration, educators were effectively able
to minimize the frequency of disruptions and resolve minor incidents before they
developed into major disruptions (Good & Brophy, 2008, p. 81). To minimise the potential of
student misbehaviour, a movement sequence should be followed, where students are
given warning of task commencement or movement. Through the use of quality and
relatable curricula, in conjunction with lesson preparation and management techniques,
an educational approach that ultimately supports the development of pro-social
behaviour will be achieved.

Setting

Organisation of the ‘physical’ classroom environment is a fundamental factor in attaining

good classroom management. McDonald (2013) explains that ‘effective teachers work
hard at developing an environment where students learn and feel safe’ (McDonald, 2013,
pg. 107). ‘Maintaining orderly learning environments is important because they are
associated with high student engagement and achievement’ (Sullivan, 2014, pg. 53). The
intended structure of the classroom setting is used to establish and furthermore maintain a
learning environment that fosters productive student behaviour. Physical settings provide
the foundation for a positive classroom ecosystem and may have a powerful influence on
student attitudes, behaviour and expectations (Lyons et al., 2014, p. 94). Weinstein &
Mignano (1993) conclude that the physical classroom environment ‘must provide and
facilitate security, social contact, teacher/student interaction, group identification, task
instrumentality, pleasure and growth’ (Weinstein & Mignano, 1993, cited in Lyons et al.,
2014, p. 94). Furthermore, Lyons et al. (2014) explain that behavioural expectations can be
generated from the physical environment to promote behaviour consistent with best
teaching and learning for all students. The consideration of the physical aspects of the
classroom, including furniture arrangements, displays and resource accessibility is vital to
creating an environment that will assist in supporting productive behaviour amongst
students. Displays should be large, colourful; but not over stimulating, and relevant to the
student’s learning so that they can be used as a reference, with other resources remaining
accessible to all students (Bohn, 2004). Changes to the seating arrangement are effective
in the re-establishing of behaviour management and also the relationships and interactions
within the classroom (Lyons et al., 2014, p. 95, McDonald, 2013). While purposeful seating
placement is effective and controlling, it is also important to allow occasions for random
allocation and student input, so that student’s feel a sense of ‘power-with’ alongside the
educator (Sullivan, 2017, Lyons et al., 2014, p. 95).

Systems

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

learning environment that facilitates and supports active engagement in both academics
and socio-emotional learning’ (McDonald, 2013, pg. 107). Jones (2015) states that there
are four steps in developing classroom behaviour standards; discuss the value of having
behaviour standards, develop a list of the standards (3-6 rules), gain a commitment to the
standards and monitor and essentially review the standards (Jones, 2015, pg.106).
Predictable learning environments in which expectations are well-defined, essentially
supports and maintains productive behaviour from students. Effective behaviour
management begins with planning and preparation for the type of learning environment
that will support your intended curriculum. (Good & Brophy, 2008, p. 81). Cothran et al.
(2003) and Good & Brophy (2008) both express the importance of establishing clear rules
and routines and how critical the beginning of the year is in the development of an
effective management environment for the remainder of the school year. Quality learning
environments promote the use of high expectations and self-regulation. Hattie’s research
(2012, p. 54) believes that ‘educating students to have high challenging appropriate
expectations is among the most powerful influences in enhancing student engagement’
(McDonald, 2013, p. 142). Consistent with recent research by Hattie (2012), Bohn et al.
(2004) that compares and observes effective teachers during their first days of school and
further comments on the ways in which specified higher expectations, praised specific
accomplishments of students, and pointed out productive behaviours resulted in effective
student self-regulation (Bohn et al., 2004, p. 269).

Throughout the duration of the year, these rules must remain consistent and routines
predictable, as expectations that are clear, best support student’s productive
behaviours. Students are more inclined to follow rules that they accept and understand
(Good & Brophy, 2008, p. 77). Through class discussion highlighting the value of society’s
standards and conduct, students are able to fully understand the reason and purpose for
instating clear behaviour expectations. Rules and consequences should be reasoned,
purposeful, logical as well as achievable (Lyons et al., 2014, p. 88). Jones (2011) suggests
this process should be conducted within the first few days of school, with all students
contributing to the discussion and encouraged to rearrange their rule to a statement that
incorporates positive language (Jones, 2011, p. 108). When students understand what
behaviour is expected of them, they feel more secure as they know where they stand in
relation to the educator and their anticipated expectations. Lyons et al. (2014) supports
Jones’ (2011) idea of including students in the rule making process, as when clear and
distinct boundaries are set, elements of anxiety and confusion with behavioural
expectations are eliminated and it becomes more likely, that students will behave in
accordance with these rules (Lyons et al., 2014, p. 87). The potential rule making process
also enforces equality in the collective autonomy, as the educator is exhibiting a concept
of ‘power-with’ (Sullivan, 2009, Sullivan, 2017). Learning environments in which power is
shared legitimately, are those most supportive of student learning of pro-social behaviour
and by allowing students to, as a group, contribute to the classroom rules and
expectations, the educator does not possess full control of the class but rather power
sharing (Sullivan, 2009, Sullivan 2017).

Conclusion

Through the lens of the ‘4S Conceptual Framework Model’ (Williams, 2006) and the support
of reliable and relevant literature, it is evident that productive student behaviour is highly
valued within the classroom as these behaviours ultimately support and contribute to
academic achievement. By considering the four framework domains of student, self,
setting and systems, educators are able to establish and maintain learning environments
that promote these desired behaviours and actively prevent disruptive and unproductive
student behaviour. Through reflection of classroom elements, valued principles and working
in correlation with internal and externals influences, educators are able to assume
responsibility through prevention and plan effectively for student success.

References

Bohn, C. M., Roehrig, A. D., & Pressley, M. (2004). The first days of school in the classrooms of two
more effective and four less effective primary-grades teachers. The Elementary School Journal,
104:4, p. 269-287.
Cothran, D.J, Hodges Kulinna, P. & Garrahy, D.A. (2003). This is kind of giving the secret away…:
students’ perspectives on effective class management. Teaching and Teacher Education, 19:4,
p. 435-444.
Good, T. L. and J. E. Brophy (2008). Management 1: Preventing problems, in Looking in
classrooms (10th edn.), Boston, MA: Pearson / Allyn and Bacon Publishers, 10th ed, p. 71-91.
Jones, V. (2011). ‘Developing standards for classroom behaviour and methods for maximizing
on-task student behaviour’ in Practical Classroom Management, Boston, MA: Pearson. p. 103-
144.
Kohn, A. (2006). ‘The nature of children’. Beyond discipline: From compliance to community,
Alexandria, VA: Association for Supervision and Curriculum Development, p. 1-11.
Lyons, G., Ford, M., & Slee, J. (2014). Chapter 3 Relationships and communication. Classroom
management: Creating positive learning environments (4th ed.). South Melbourne, Vic:
Cengage Learning.

McDonald, T. (2013). ‘Proactive Teacher Behaviours’. Classroom management: Engaging

students in learning South Melbourne, VIC: Oxford University Press, p. 106-154.

Sapon-Shevin, M. (2010). ‘Schools as communities.’ Because we can change the world: A

practical guide to building cooperative, inclusive classroom communities, Thousand Oaks, CA:
Corwin, 2nd ed, p. 21-44.

Sullivan, A. M., Johnson, B., Owens, L., & Conway, R. (2014). ‘Punish em or Engage em?
Teachers’ Views of Unproductive Student Behaviours in the Classroom.’ Australian Journal of
Teacher Education, 39(6). h p://dx.doi.org/10.14221/ajte.2014v39n6.6

Sullivan, A.M. (2017) University of South Australia, Managing Learning Environments Lecutres, 31st
July 2017, 7th August 2017 & 14th August, 2017).

Thompson, R. & Carpenter, L. (2013) 'Supporting classroom management for challenging

behaviour', Diversity, inclusion and engagement, Oxford University Press, Sydney.

Williams, D. (2013), ‘Constructing a theoretical practical and philosophic approach to

mananging learning environments’, Background Basics. Pearson Australia, Adelaide, SA:
University of South Australia, p. 1-24.