Final Essay
Final Essay
Final Essay
Introduction
Managing learning environments requires the understanding of many
skills and strategies to ensure that that the students are learning in a safe
and secure environment. It is firstly important to address the core
principles that guide the decisions and actions taken in a classroom
context. The main idea understood throughout the guiding principles is
that of dignity, which Charles states, refers to respect for life and self
(1999, p. 202). An approach to promoting productive behaviours can be
examined through Williams (2013) 4S framework, which encompasses the
role of systems, setting, student and self. These dimensions incorporate a
number of strategies that could be used to prevent unproductive
behaviour and each contribute to the overall effect of a productive
learning environment. Understanding intervention and approaches to
managing unproductive behaviours in the classroom is considered through
a range of technique such as non-verbal techniques including proximity
and body gestures and the use of I-messaging, which are explored further
in this paper. Williams ICDAR framework for low intervention is also
explored in terms of the steps to take when confronted by misbehaviour
and ways to resolve this in a ways that promotes dignity.
Guiding Principles
There are a number of underlying principles that support the actions and
decisions I make as a teacher. The main principle to consider when
creating a classroom environment is to ensure all children are treated and
considered with respect and their dignity is upheld. Maintaining student
dignity underlies all actions and decisions I make as a teacher. Charles
states to treat students with dignity is to respect them as individuals, to
be concerned about their needs and understanding of their viewpoints
(1999, p. 205). I interpret this definition as the need to create a learning
environment that offers hope to students throughout their learning
(Charles, 1999). Additional principles that are also considered include
ensuring a predictable learning environment where the students are
aware of the expectations in and out of the classroom. This requires
different techniques to scaffold the students in the creation of these
norms and to model the rules and procedures. This sense of respect can
be understood through Cothran, Kulinna and Garrahy who discuss the
need for students to feel as if they are being treated as equals to teachers
and adults (2002). Another key principle to consider when making
decisions is based around the need to create healthy and positive
relationships with others. Kohn allows for the understanding that creating
a community ensures that the students and teacher feel cared about and
are encouraged to care about each other (2006).
Prevention
Setting
Reference
Charles, C. M 1999 Richard Curwin and Allen Mendler's discipline with
dignity. Building classroom discipline, New York: Longman.
Cothran, D. J, Kulinna, P & Garrahy, D.A 2003, This is kind of giving a
secret away...: students' perspectives on effective class management,
Teaching and Teacher Education, Vol. 19, pp. 435-444.
Good, T. L., & Brophy, J. E. (2008). Chapter 3 Management 1: Preventing
problems. Looking in classrooms (10th ed.). Boston, MA: Pearson/Allyn and
Bacon.
Jones, V. F & Jones, L. S 2010, Chapter 8 Responding to violations of rules
and procedures, Comprehensive classroom management: Creating
communities of support and solving problems (9th ed.), Upper Saddle, NJ:
Merrill.