9/19: Creating a Positive Learning Environment and Addressing Misbehavior

In addition to the textbook, I have found a couple of scholarly articles that offer suggestions for creating a positive learning environment. The first article offers what the author calls a Positive Learning Framework, which the author breaks down into three phases of implementation. The first phase involves preparation for preventing misbehavior. Prevention is a virtue in this model, and methods of prevention range from maintaining high expectations and with-it-ness (something the textbook touches on as well) to acknowledging good behavior and maintaining consistent classroom procedures to give students a sense of structure. Prevention through lesson design and instructional techniques embodies the next step. Preventive measures in this category include fostering academic hunger through motivation (Ormrod offers tips in Chapter 11), implementing frequent checks on student understanding, incorporating authentic activities, and sharing the next phase of the lesson plan so students are not surprised. If the previous two methods of prevention fail, methods for corrective action, the third phase, must be employed. But I will save that for a following paragraph on addressing misbehavior. (Positive Learning Framework: Creating Learning Environments in Which All Children Thrive

McDonald, Tim. Reclaiming Children and Youth19.2 (2010): 16-20.).

            The next article offers a four-phase model that the author refers to as Positive Behavior Support.  PBS operates on the notion that teachers can predict which students are at risk for misbehaving and then implement interventions before misbehavior escalates. The four steps include prediction, prevention (see a trend here?), consistency and assessment of procedures, which may include self and student evaluation. In addition to the physical configuration of the classroom, the author suggests acknowledging good behavior goes a long way in maintaining a positive learning atmosphere. Indeed, acknowledging positive behavior may be as important as acknowledging bad behavior. (Positive Behavior Support in the Classroom: Facilitating Behaviorally Inclusive Learning Environments. Scott, Terrance M.; Park, Kristy Lee; Swain-Bradway, Jessica; Landers, Eric. International Journal of Behavioral Consultation and Therapy3.2 (2007): 223-235.)

            Of course, the textbook contains invaluable advice on learning environments as well. Without providing an exhaustive list, Ormrod suggests making activities authentic, maintaining high expectations, allowing students to make decisions, acknowledging students can have off days, making sure students are always doing something (especially in transition times), and establishing only a few, important rules at the beginning of the semester (Ormrod Chapter 13). Page 467 in Ormrod’s text offers a convenient chart. As with the previous authors, Ormrod touches on how important the physical arrangement of the classroom is to learning. Establishing efficient traffic patterns, seating misbehaving students close to your desk, and maintaining a view of every student (Panopticism is an interesting topic and one of the major principles of prison architecture) helps create an atmosphere conducive to learning.

            Keeping the major aforementioned themes in mind will be helpful when addressing the CSEL case study. I have the High School case study, where three students disrupt their peers who are productively engaging in the subject matter and refuse to follow the agreed-upon class procedures. Assuming that I have stressed the classroom rules and procedures in a productive way and the students still choose to misbehave and ignore my reprimands, prevention is out of the question. And since the behavior is disruptive and possibly contagious, I cannot ignore it either (Ormrod Chapter 13). An article by Brady et al offers suggestions I would include in my intervention. First I would nonverbally cue to the students that I am aware of their behavior possibly by glancing or staring at them. With the case study in mind, though, cueing along would seem to be ineffective, and since they have already disrupted the class, I would not have to worry about any action on my part being disruptive to the lesson. The misbehavior appears to be what Brady et al refer to as a moderate disruption. To remedy this, I would attempt to identify the students’ motivation. Once they had disregarded the rules, I would engage them verbally in private. This could be done in either a relaxed, non-instructional setting or simply after class or school. Making the meeting private is essential, though, in order for the students to maintain their dignity (Ormrod, Brady et al). I would ask the students to explain their behavior and listen empathetically, occasionally summarizing what I believe to be their points (Ormrod). (Responding to Misbehavior, Brady, Kathryn; Forton, Mary Beth; Porter, Deborah. Education Digest: Essential Readings Condensed for Quick Review77.7 (March 2012): 25-28.)

If the students kept misbehaving, I would get the parents involved. I would have called, emailed, or met with the parents earlier in the semester to lay the groundwork for a positive relationship. By sharing positive messages with them, they would not feel affronted later on when I shared disciplinary issues. Through some form of communication, I would share my concerns with the parents, engage them in a discussion about possible solutions, and emphatically listen to their questions and concerns. If the solutions hammered out in the parent discussions did not work, I would then implement by own interventions in an effort to help the students behave more productively. Ormrod suggests using a behaviorist approach to help the students. This could include implementing positive and negative reinforcers and positive and negative punishments to condition the students’ behaviors. I must be sure that my punishments are both constructive and logical, however. They must be relevant to the situation, realistic to implement, and respectful to the students (Brady et al). Should the students refuse to alter their behaviors, I would consult the principal and school administration as a last resort.