Creating positive learning environment

Models bring together theory and practice as praxis

To assist you in creating your own effective models and plans

Inputs; filters; classroom management plan; outputs

The complexity of interrelationships between schools, individual children, their families, and the local and wider communities

What you believe is important with regards to teaching and learning

Record the plan of your lessons or units of work, implement the plan and then review what occurred

Making informed decisions about types of intervention strategies, which can be seen as punitive, should occur after the initial implementation cycle of your plan

True

False

False

Knowledge filterInterpretive filterEcological perspectiveSociocutural and psychoeducational perspectivespositive practices and intervention practicesCycle of reflexivity and the plan-implement-review cycleClassroom management planpositive learning environment

Knowledge and understanding are the primary inputs into a classroom management model.These are referred to as ?lters, because any new knowledge is interpreted through your existingknowledge.

a successful and satis?ed teacher and students who belong (safety, happiness,learning).

including ecological perspective, sociocultural perspective,psychoeducational perspective as core considerations, four positive practices, intervention practices,plan-implement-review cycle and cycle of re?exivity as elements of practice

knowledge of and understanding around classroom management and pedagogy

knowledge ?lter and interpretive ?lter

Ecological perspectiveThis is the overarching perspective that encapsulates all of the parts we integrate within theLyford model.

It draws heavily on the Ecological Systems Theory of Urie Bronfenbrenner (this isexplained on our Cengage Companion Website), which speci?cally focuses on accounting for thecomplexity of interrelationships between schools, individual children, their families, and the localand wider communities.

Sociocultural perspectives provide explanations for the interactions of each of us with others inour social group. Psychoeducational perspectives provide explanations about individual beliefs,thoughts, feelings, emotions and behaviours. Both perspectives draw upon a substantial andinterrelated research base. These perspectives act as core elements for this model and will serve toexplain why you do what you do in the classroom.

Positive practices and intervention practicesPositive practices include: relationships and communication; curriculum, assessment andpedagogy; classroom organisation; and professional re?exivity. (See chapters 3, 4, 5 and respectively.) These are evidence-based practices for creating positive learning environments andresponding to various challenging student behaviours. Positive practices are designed to pre-emptchallenging behaviours and create a community of productive learners. Intervention practices aregrouped as psychoeducational, cognitive behavioural and behavioural.

(See chapter 7.)Psychoeducational and cognitive behavioural interventions are generally preferred for studentswith chronic challenging behaviours (those behaviours which persist over an extended time andresist less formal or ad hoc interventions) whereas behavioural interventions are widely regardedas ef?cacious for those with more acute challenging behaviours (those behaviours which are verysevere and often endanger the focus student and/or others).

Cycle of re?exivity and the plan-implement-review cycleGenerally speaking re?exivity means referring back to self. In this professional context it morespeci?cally means referring back to actions taken.

Using a cycle of re?exivity means that reviewsand re?ections lead to informed and substantial changes in thinking and subsequently to changesin practice through the application of new strategies. So, re?exivity goes well beyond just thinkingabout learning and teaching. The plan-implement-review cycle emphasises that classroommanagement practices are an integral part of addressing curriculum requirements and echo theprocess of developing curriculum programs and plans. The cycle of re?exivity and the plan-implement-review cycle 'wrap around' our model and provide ongoing inputs into the knowledgeand interpretive ?lters. As knowledge and understanding increases and worldviews are revised,transformations continue to occur.

Classroom management planIt is here that the parts of the model come together in an integrated way.

A well-developedclassroom management plan, duly informed by a coherent professional philosophy, in turnaligned to a logical theoretical approach to classroom management, delivers the primary outputs ofthe model; that is, positive learning environments.

Positive learning environmentsIn positive learning environments students recognise that they are valued and belong, feel safeand happy and learn well, and the teacher is professionally successful (effective) and satis?ed.

Interrelationships among parts of the modelThis section explains the various interrelationships between parts of the Lyford model. Youshould remember that models bring together theory and practice in an active way; that is, modelsadd process to our understandings around theory and practice.

Processes, in turn, include inputsand outputs.

• Humanist theory• Knowledge acquisition theory• Ecological systems theory• Sociocultural theory• Psychoeducational theory• Cognitive behavioural theory.

Teaching and learning is about curriculum, assessment and pedagogy, and the development ofsocially competent and engaged local and global citizens.• A sound understanding of theory and research enables effective teaching practice.• Effective teachers proactively engage in cycles of re?exivity and professional growth.• Effective teachers have a clearly articulated professional philosophy and a logical theoreticalapproach to classroom management that are coherentwith their classroom management plan/sandpractices.• Positive (classroom management) practices should always be applied before interventionpractices.• Teachers are important and have a long-lasting effect upon their students; effective teachingfacilitates effective learning.• Effective teachers create positive learning environments for all of their students.• Classroom management models, plans and practices must be coherent with school andsystem-wide policies and practices.• The principles of sound classroom management apply in early childhood, primary, middle andsecondary school settings.