Student Teacher Interaction EDUC 4502/6502

Handbook For A Positive Learning Environment:

The Inverted Pyramid Model

Preventive

Supportive

Corrective

Emma Cant

Emma Cant a1027386

#A1027386

Page 1

Aim: To create a positive learning environment

Education professionals agree that a key aim for modern teachers is to create a positive learning
environment in order for effective learning to take place.
Positive classroom environments motivate students and create conditions in which learners can
achieve to their full potential. (Killen 2006 p 23)
Teaching, in practice, will be a moveable feast with good days and bad, both for you as a teacher and
for the students. Creating a place where teaching and learning happens with ease, enjoyment and
engagement sounds like a professional goal worth striving for; but understanding that people are
people, and kids are kids, and that much of what goes in life outside the classroom is beyond our
control as teachers, how can we make that ideal a reality?

How to choose an approach?

Aligning with a few theorists that you connect with can help you select which approach to take.
Whilst teaching is a very active, dynamic and practical profession, theory can be the lens through
which student behaviours and teacher technique can be interpreted. Maslows Hierarchy of Need
can be applied to all human endeavours but speaks volumes when applied as a framework for
understanding student needs and classroom management. If teaching in a school with high levels of
disadvantage, Maslows theory might offer more guidance markers that drive your strategies than if
you are working in a highly privileged school. Being able to assess your needs in a given situation will
help you to choose effective strategies for classroom management.

Figure 1

Emma Cant a1027386

Page 2

Glasser contextualises this theory more specifically for modern teaching environments (Glasser cited
in Churchill et al 2013 p269). His assertion is that students have their own set of basic needs that
must be met in order for quality learning to take place:

A sense of belonging within the class

Freedom to make choices
Fun and enjoyment in their learning
A sense of power control or some degree of autonomy with regards to their learning

Glasser and Maslow would agree that the more contented, safe and supported students feel the
more opportunity they have for successful learning. Subscribing to Glassers theories will help build
you overall approach to dealing with a class to create a positive culture with some degree of
democracy or sharing of power. Glassers theory can complement Vygotskys in that they both
involve collaborative approaches to learning whereby the teacher helps students on the path of
learning for themselves so that they may enjoy a sense of achievement through their own mastery
or understanding of concepts.
Gardners philosophy of multiple intelligences (Gardner in H Phillips, 2010, Vol 11 No. 1) holds great
appeal and practical solutions for creating a positive learning environment through the provision of
variety in learning activities. In this model the teacher creates an environment that fosters successful
experiences for many different types of learners. This approach can be applied to lesson
preparation.
Maintaining a positive classroom environment can be understood through the context of behaviour
management, so that teaching and learning is not greatly disrupted. Charles (2002) invites us to
develop our own personal teaching philosophy to select an appropriate discipline model. So what
can we do to manage student behaviour in our classroom?

The 3 Key Strategies

Put humorously and with more than a nod to the adversarial model of us and them, Sue Cowley
describes this as getting the buggers to behave. (Cowley 2006)
These 3 key strategies are:
1. Preventive
2. Supportive
3. Corrective
In reality, these approaches frequently overlap and the lines between them are blurred. Perhaps the
first two can best be described as proactive and the third as reactive. The negativity associated with
corrective strategies is somewhat at odds with the positive environments approach and therefore
the aim is to operate predominantly in the proactive zone of preventative and supportive strategy.

Emma Cant a1027386

Page 3

This is where the inverted pyramid provides a visual model for the usage of the three strategies:

Preventive

Supportive

Corrective

When these fail however and misbehaviour does occur, a teacher must be prepared and confident in
moving towards a corrective approach. The first strategy might also be viewed as having broader
whole of class application, whilst the third corrective zone might be employed for quite specific and
individual situations. Supportive strategies can cross over between the class and the individual
depending on the specific strategy.
It is helpful to think of three groups of interventions teachers use in discipline: (1) those that
prevent misbehaviour; (2) those that support students who are wavering; and (3) those that
correct misbehaviour and channel it in positive directions. (Charles 2002 p 236)

Preventive Strategies
Cowleys approach (2006) is one that relies on a degree of intuitive teaching, although she asserts
that some of this intuition will in fact come from experience. She states that the ability to read the
class will act as a preventive strategy in classroom behaviour management. (Cowley 2006 p 36) This
is further supported by Kounins with-it-ness (Kounin in McInerny & McInerny). This intuitiveness
combined with flexibility and a certain degree of enthusiasm and optimism will lead a good teacher
to adapt the lesson to meet the children part of the way.
The ideal of the preventative strategy is that the teacher is proactive in setting up a class that is so
engaging, so seamless and with such aplomb and enthusiasm that students elect to cooperate,
participate, instigate stimulating discussion and achieve deep learning so that misbehaviour doesnt
occur. Simple!
Perhaps in reality it is not that simple, however the objective of creating an exciting classroom that
provides a welcoming and engaging place to learn is one which should be at the foundation of each
lesson.
Much of the proactive, preventive approach can be tied together under the following two
macro-headings, Establishing Classroom Culture and Preparation and Planning.

Emma Cant a1027386

Page 4

Establishing Classroom Culture

This is a broad group of actions that can be both explicit in the first few weeks of meeting a new
class and can be ongoing and implicitly reinforced throughout the year by the teachers own
behaviour and consistency. Explicitly establishing a classroom culture might occur by a number of
methods. For example:

Writing up or brainstorming appropriate classroom rules: Reaching joint understandings

about behaviours that serves rather than harms the class(Charles 2002 p 236)
Asking the students how they expect to be treated by one another and by the teacher
Modelling the use of good manners
The use of student contracts of behaviour
Democratic approach to curriculum and lessons where possible (Students might be given
choice whether to do an essay, photo-story or a re-enactment, whether to work outside on
occasion)

Preparation and Planning

Teachers who are prepared by knowing the curriculum and their students and who have planned
accordingly are operating the realm of preventive strategy.

Have realistic expectations about how much work the students can get through in a lesson
Be prepared with contingencies if there is time left over or if the lesson runs short of time

Preventive strategy example Preparation

As Amy masterfully demonstrates in this video from the video series Teaching with Bayley,
students are welcomed into the classroom, with calm efficiency. They are greeted with
warmth and positivity. Every step of the lesson is planned on the board in colour coded
efficiency. She has created a predictable, welcoming environment where students know
what is about to unfold. Their teacher is the model of preparedness and soothing
structure. Amy demonstrates the power of extensive preparation and structure as tools of
behaviour management. http://www.schoolsworld.tv/node/273

Engagement
Engagement is a fundamental aim connecting the curriculum with the students and this can be
achieved through thought provoking approaches to curriculum, specifically, relating the subject
matter to students own lives and experiences. Phil Beadles argument tennis is a perfect example
(http://www.schoolsworld.tv/taxonomy/term/758)
Beadles approach is almost totally preventive because students are too engaged to misbehave.

Emma Cant a1027386

Page 5

With regards to engagement and disengagement, Brady and Scully (2005 p46)
offer the following:
Knowledge of the students
Knowledge of the curriculum
Teacher creativity and flexibility
Student expectations about learning
Timing, pace and duration (Brady & Scully 2005 p47) is critical in establishing a lesson that flows
well and is not too challenging and not challenging enough to allow for disengagement and
therefore potential misbehaviour.

Advance Organisers Get on board the learning train!

Brady and Scullys preventive use of Advance Organisers help to establish classroom expectations.
(Brady & Scully 2005 p56) If students are aware of the learning direction, outcomes and
expectations, they are in effect, being assisted in creating cognitive and directional scaffolds.
Managing student expectations in this way helps everyone to get on board the learning train.
Knowing what is being taught, why, for how long and to what end, is both a preventive and
supportive action designed to give students purpose and direction.

Effective Lesson Planning

McInerney & McInerney (2002) refer to Kounins claims that effective preparation includes:
Attention to lesson pace and
smooth transitions between activities
Much like Beadles engagement, this preparedness is a proactive and preventative strategy. With
successful flow and momentum, students are busily engaged in activities, thus limiting the down
time in which to involve themselves in general misbehaviours of the low level kind (off-topic talking,
roaming, throwing things etc). Kounin rather clumsily describes it as with-it-ness, although there is
surely a little of Cowleys experience-born intuition thrown in for good measure.
In addressing the needs that Maslow identified as love and belonging and esteem, Amy Alexander
also displays a behaviourist application of theory by using enormous amounts of praise to reinforce
participation, cooperation and engagement. Whilst she sets her class up in a highly preventative
style, she progresses to supportive strategies to ensure smooth lesson flow and continues to steer
her class towards success by constantly drawing the students back into the fold with positive
reinforcement and praise.
It is at this point that we can consider some strategies to cross-over and we can see how some can
be used in both the preventive and supportive realms depending on the situation.

Emma Cant a1027386

Page 6

Supportive Strategies
These techniques are described by Charles as being pleasant yet effective at keeping students
engaged in their work (Charles 2002)
Supportive strategy example - Praise
Amys ongoing praise assists in keeping students on-track with learning and behaviour.
http://www.schoolsworld.tv/node/273 (03.58-04.32mins)
Similarly, we see head teacher Paul Elliot give a master class to a newly qualified design and
technology teacher on how to capture and maintain classroom control through praise.
http://www.schoolsworld.tv/node/1265
John Bayley says of praise: Its not a moral point, its a technical skill and you use it to increase your
authority and control in the room (Teaching with Bayley, 2014, min 18:34)
Phil Beadle also uses ample praise and spontaneous applause to highlight and encourage good
student input. Not only does this support ongoing participation and engagement from students but
it continues to reinforce a classroom culture of support, enthusiasm and appreciation for high
quality work by students. http://www.schoolsworld.tv/node/263

Ignoring
Planned ignoring is based on the idea that ignoring a behaviour removes the incentive (attention)
and will eventually cease. (Levin & Nolan 2003 p29). This may work for low level disruptions like
calling out answers or interrupting.

Surprise!
Amys approach to the subject matter is fairly traditional, using a fairly didactic method reliant on
the textbook. Predictability is important to her learners in order to reinforce a sense of security and
dependability. In some cases however, the opposite will be required. Brady and Scully (2005) suggest
that the element of surprise can be used to achieve engagement. This can be understood to be both
preventative and supportive. Divergence from the traditional lesson opener can be a fun and
surprising way to introduce new material or can be employed as an effective attention-getter in a
supportive capacity, to prevent students from wandering off-topic and to re-capture attention.
Supportive strategy example The element of surprise
My mum, a fine and experienced teacher of 35 years, used a simple strategy with her junior primary
students: She would take off her glasses. So shocked were the students to see the face of their
bespectacled teacher emerge from behind the glasses that a stunned hush would settle across the
room and she had their attention once more, without shouting or negativity.

Name dropping
Classic teacher strategy that straddles both supportive and corrective action is name-dropping.

Emma Cant a1027386

Page 7

In Teaching With Bayley, newly qualified teacher Jenny Campbell frequently uses name dropping to
capture attention throughout her lesson. (http://www.schoolsworld.tv/node/1752)
Randomly name dropping (mid-sentence) to gain attention or directly asking a student a question,
using their name, will often be enough to re-direct the students attention without interrupting the
flow of the lesson or risking confrontation with the student (Levin & Nolan 2003 p 36)

Proximity
Bayley (2014) frequently suggests using the power of proximity, a strategy that straddles both the
preventive and supportive strategies. Both uses are proactive and can be used with fluidity to
achieve the same result.
Use the out-front teaching position to establish teacher authority and give general praise
Move around the classroom to prevent misbehaviour, keep an eye on everyone, reinforce
commands and approval
Get up close to individual students who are displaying signs of distraction (Bayley,
Attention Seekers Mins 05:42-06:26)

Show interest
Help a student who is losing focus by showing an interest in their work. Individual attention employs
proximity and positivity (a version of praise) to re-focus the student in an encouraging way,
supporting them to keep trying. It reinforces their success so far and prevents poor behaviour before
it occurs through boredom, frustration or lack of concentration.

Change your tude

Personal teacher attitudes have an enormous impact on classroom management and behaviour.
Attitudinal adjustments such as enthusiasm, making an effort to really like the students (Phil Beadle,
Amy Alexander, Paul Elliot), flexibility, forgiveness, respecting the students and politeness can be
practiced or developed. When a teacher feels frustrated, having the ability to take a moment to
regroup and shift into a more positive frame of mind might be all that is required.

Humour
Used appropriately, humour can be a great diffuser. Self-deprecating humour can in particular be
used to great effect to point out that things arent going to plan and can make the teacher seem a
bit more human (Cowley 2006). Humour that derides or is sarcastic will not help to build rapport and
respect between teacher and students but humour that relies on the teacher using a little silliness to
emphasise a point about broader classroom behaviour or helps make light of teacher frustration can
be used as an effective but much more positive vehicle for a message than shouting or telling off.

Non Verbals
These types of strategies are designed to provide minimum interference to the positive
environment. They are neither punitive nor negative.

Emma Cant a1027386

Page 8

The Pause (with a capital P) powerful use of silence can indicate that a change in
behaviour is required.
Write the name of a student on the board if their behaviour is disruptive
Move away from the teaching position
Use a signal hand clapping, raising the hand
Use the stink eye (disapproving face)
Signal Interference using a hand gesture plus a disapproving face to show that a particular
behaviour is unacceptable (Levin & Nolan 2003 p 29), or a blocking gesture to indicate that
the students is interrupting or speaking inappropriately.

Rules and Consequences Part I - The supportive version

We need to ensure that our students experience pleasant consequences when they behave
responsibly and to enforce appropriate consequences for irresponsible behaviour. (DECD 1996,
Section 6, p5)

Drawing the attention of a student to the rules and consequences. The teacher gives the
student the opportunity to self-regulate before a consequence is implemented (more on this
later).
Reinforce positive behaviour by rewarding good adherence to the rules with positive
consequences (stickers, postcards home, free time)

Corrective Strategies
It is essential for new teachers to familiarise themselves with the school behaviour policies. These
policies offer clear procedural guidance for corrective discipline. While the classroom rules might
have their own set of consequences for minor behavioural issues, chronic or seriously problematic
behaviours will require the teacher to use more severe and interventionist strategies in line with
school policy.

Rules and consequences Part II Hamlets Choice (to behave or not to

behave)
Giving the student clear cut choice to voluntarily change their own behaviour without punishment
will often result in the student regulating their own behaviour. The alternative is to face the
consequences. Should supportive rules-and-consequences strategies be ineffective, you may need to
invoke the broader school behaviour management procedure whereby the consequences for serious
misbehaviour have already been decided on at a higher level.

The Quiet Word Vs The Talk

Bailey is a fan of the quiet word. It is a low level corrective strategy designed to pull a student into
line with minimum fuss and without making a spectacle of the offending student.
(http://www.schoolsworld.tv/node/1044) Occasionally, however, a teacher might need to speak to a
Emma Cant a1027386

Page 9

disruptive student more seriously in private. This may mean stepping outside of the classroom to see
if a calm discussion will be enough to correct the behaviour. It may involve choices as mentioned
above, for example:
You can come back in and participate or you can see the deputy/do detention/extra homework/pick
up rubbish etc.
These choices might be in line with the schools behavioural policies, which can be consistently
applied with the implicit weight of the school leadership team.

Direct Verbals
As opposed to the non-verbals mentioned previously, the verbals include a range of direct
instructions or statements. They include:

Explicitly naming the action you require (put down the pencil and sit still) leaves no room for
misunderstanding. It is a direct request for compliance.
Use repetition. By repeating the same statement (usually an instruction) the teacher uses
closed language with no room for argument or conversation. (Using clear and repetitive
instructions can also be a preventive measure to avoid confusion but in this instance it is
used in the context of correcting behaviour) Levin & Nolan refer to Canters broken record.
(2003 p41)
Glassers triplets - 1. What are you doing? 2. Is it against the rules? 3. What should you be
doing? (Glasser in Levin & Nolan 2005 p 40)

Conclusion
The Teaching for Effective Learning framework (2014) states that fundamental to effective learning
is the establishment of a positive classroom learning culture.
Levin & Nolan interpret the various strategies for classroom management in a continuum that
teeters between a student centred approach for minor issues and a teacher centred approach for
more serious or chronic behaviours.

Emma Cant a1027386

Page 10

Figure 2

The idea of the inverted pyramid complements Levin and Nolans model (above) in that the majority
of teacher actions or responses will be in the first and second level , just as the aim of the inverted
pyramid is for teachers to work as much in the preventive and supportive realm as possible,
resorting to the corrective only when really necessary.

Last Word on Discipline - Appropriateness

Choose appropriate behaviour management: match supportive actions to the levels of discipline
required. Minor transgressions require minor interventions. Where possible the application of as
low-level discipline will minimise disruption to the flow of classroom teaching and learning and
maintain the environment as predominantly one of positivity.

Emma Cant a1027386

Page 11

References
Brady, L & Scully, A 2005, Engagement: Inclusive Classroom Management Pearson, Frenchs Forest
Charles, CM 2002, Building Classroom Discipline New Jersey, Pearson 7th edition
Cowley, S 2006, Getting the Buggers to Behave Continuum
DECS School Discipline, Policy Implementation Kit 1996
Department of Education and Childrens Services South Australian Teaching for Effective Learning
(TfEL) Framework Guide, 2010, Government of South Australia
Gardener, H in Phillips, H Multiple Intelligences: Theory and Application in Perspectives in
Learning: A journal of the College of Education and Health Professions Columbus state University
Volume 11, Number 1, Spring 2010
Glasser, W in Churchill et al 2013, Teaching: Making a Difference 2nd edition Wiley & Sons Milton,
Qld
Killen, R 2006, Effective Teaching Strategies: Lessons from Research and Practice 4th edition Thomson
Kounin, JS, 1977 Discipline and Group Management in Classrooms. Huntington, N. Y.: R. E. Krieger,
1977 cited in:
http://en.wikibooks.org/wiki/Classroom_Management_Theorists_and_Theories/Jacob_Kounin
viewed: 22 April 2014
Levin, J & Nolan, JF 2004, Principles of Classroom Management: A Professional Decision-Making
Model, Pearson Education, 4th Edition
Levin, J & Nolan, JF 2005, Managing common misbehaviours, What Every Teacher Should Know
About Classroom Management, Pearson Education
McInerney, M & McInerney, V, Educational Psychology: Contructing Learning 3rd Edition, Prentice
Hall

Figures
Figure 1. Maslows Hierarchy of Needs
http://theskooloflife.com/wordpress/self-actualization-in-the-maslow-hierarchy/
Figure 2. Levin and Nolans Table on Hierarchy of Management Strategies
https://myuni.adelaide.edu.au/bbcswebdav/pid-5679592-dt-content-rid-4565009_1/xid-4565009

Video References
SchoolsWorld 2014, Love Em or Loathe Em, Teaching With Bailey,
http://www.schoolsworld.tv/node/1265 viewed 22 April 2014 Viewed 21 April 2014

Emma Cant a1027386

Page 12

SchoolsWorld 2014, Praise and Preparation, Teaching With Bayley,

http://www.schoolsworld.tv/node/273 Viewed 21 April 2014
SchoolsWorld 2014, Argument Tennis, Teaching With Bayley
http://www.schoolsworld.tv/taxonomy/term/758 Viewed 21 April 2014
SchoolsWorld 2014 Manage That Class Teaching With Bayley
http://www.schoolsworld.tv/node/1752
SchoolsWorld 2014 Attention Seekers Teaching With Bayley
http://www.schoolsworld.tv/node/1044

Emma Cant a1027386

Page 13