The Handbook

A how to guide on promoting a positive

learning environment.
EDUC 0020 Simela Petridis 1666864

Contents
1. Introduction 3

2. Preventative Actions 4

2.1 Lee & Marlene Canters Assertive Discipline Theory (ABA) 4

2.2 Bill Rogers Positive Behaviour Leadership model (PBL) 5

3. Supportive Actions 7

3.1 Louise Porters Solution-Focused Approach (SFA) 7

3.2 Jacob Kounins theory: Maintaining Effective (MEM) 8

4. Corrective Actions 10

4.1 Rudolf Dreikurs theory: The Four Behaviours 10

4.2 Glassers Choice Theory 12

5. Conclusions 14

6. References 15

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1. Introduction
The following handbook is a user-friendly guide to support teachers in promoting,
creating and maintaining a positive learning environment. This handbook will explore
how to use appropriate classroom strategies when dealing with particular situations,
behaviours and different types of learners through the following spheres of actions:
Preventative, Supportive and Corrective. Under each action, teachers are given real
life scenarios paired with theoretical works to ensure a thorough understanding on how
the actions can and should be used in a classroom environment.

Please note:
The following handbook respects the theorists, teachers and students used as examples
throughout.

As teachers we are the vessels of education and learning, it is our job to ensure we
have created a positive learning environment promoting quality learning. Killen (2006)
suggests that the learning environment is more than just the physical space in which
learning occurs; it includes the interactions and relationships between, and among
students and teachers, as well as the shared expectations and norms for learning and
behaviour. A positive classroom, with the use of effective behaviour strategies
encourages and motivates students to achieve their full potential (Killen 2006, p.24).

When creating a positive environment teacher must:

Create an environment that is safe and comfortable (both physically and

psychologically);
Structure the learning experience to take students purposefully towards
important, meaningful long-term goals;
Value student efforts and help them to see the importance of effort in successful
learning;
Trust students and give them some say in what, when and how they learn, and
allow them to participate in establishing classroom norms;
(Killen 2006, pp. 23-24)

Though this handbook collates the works of many theorists and addresses many
strategies for creating a positive working environment, it is essentially the teachers
choice how they create and use those strategies. Bradley & Scully (2005) explain that
is an important professional challenge for any teacher, irrespective of the level of
students, to find and implement a range of strategies to open, maintain and close
learning episodes in ways that leave students with a sense of accomplishment.
Teachers are encouraged to use this handbook as a guide to develop their own
personal strategies and better their understanding on how to be successful educators
in any given environment with any given student.

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 2. Preventative Actions
The following section focuses on preventative actions that can be used to
promote a positive learning environment.

2.1 Lee & Marlene Canters Assertive Discipline Theory (ABA)

The following theorists have established a disciplined plan to maintain order to

facilitate the best teaching and learning possible. This preventative action requires the
implementation of clear limits and rules to be set and taught. Lee & Marlene Canter
(2003) make the point that the teacher is expected to adopt an assertive style while
remaining approachable and supportive (Glyons, Ford & Kelly 2003, p.11). The
assertive discipline should be rewarded with formal recognition and incentives (2003,
p.11).

In order to prevent misbehaviour, students need clear behaviour limits, which adults
have the ability to control. Therefore teachers must be assertive and exercise their
rightful duty to control students, creating an awareness of self-discipline. Assertive
discipline is based on the structure of a classroom discipline plan, setting behavioural
limits and sanctions for compliance and non-compliance, enforcing the idea the
teachers own the classroom students do not (2003, p.12).

+ Benefits
of ABA:
Teachers that implement ABA can build a positive learning environment by:

Establishing classroom order so that students can be successful at learning

Using a direct instruction approach to teaching (rather than a constructivist
approach) to focus student learning
Focusing instruction on increasing desirable learning behaviours and skills, and
decreasing undesirable behaviours which inhibit learning
ABA is not intrusive or restrictive
(2003, p.14)

Classroom Strategies:
Teachers are to establish class rules regarding behaviour at the start of each term
such as:
Before Class Behaviour: Students must line up outside the classroom
quietly until the teacher arrives to let them in, if students are not quiet the
teacher must wait till they are quiet.
Before Lesson Instruction: Students must open their books as soon as they
sit at their desk, awaiting the teachers verbal instruction reiterating what is
already on the board
Lesson Direction: Students are to follow the lesson direction steps displayed
on the whiteboard/PowerPoint

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 Acknowledgment Symbols: Students must answer questions with their hand
up, the teacher must acknowledge the student by name before they are able to
talk
Class Reward System: Acknowledge and praise students that are engaged
and concentrated with the use of a board point system, which leads to an end of
term reward or an early minuet
Reminder of Rules: If students are to misbehave, the teacher must correct
the behaviour reiterating the rule established for that class

The following video captures Australian teacher Amy teaching an English

class using ABA to ensure class productiveness.

Case Study One:

Amy uses ABA throughout the entirety of
her lessons. Amy has evidently established
rules, which her class abides by in order
for her lessons to commence. She takes
complete control of her classroom and the
behaviours of her students through the
implementations of rules such as, lining up
at the door, work books on the desk, hands
up for answering questions and whiteboard
class instructions, all reinforced by
individual praise to ensure a positive
working environment.

https://www.youtube.com/watch?v=KkXRjrSsMQg&feature=youtu.be

2.2 Bill Rogers Positive Behaviour Leadership model (PBL)

Rodgers theory, the Positive Behaviour Leadership model (PBL) is a pragmatic and
practical approach to classroom and school-wide behaviour management (Glyons,
Ford & Kelly 2003, p. 23). His theory suggests that disciplinary practice should aim to
empower students to be responsible for their own behavioural choices whilst being
safe, respecting the rights of others and build positive relationships (2003, p.23). PBL
has five key principles:
1. Shared rights and responsibilities of all students and staff should be respected
as rules
2. Confrontation and potential embarrassment should be actively minimised
3. Teachers are to show confidence in students by offering choice
4. Teachers should model respectful and dignified behaviour
5. A transparent communication of standards are expressed positively
(2003, p.23)

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 Rogers theory emphasises the importance of preventative actions in hope of
minimising inappropriate behaviour and to inform/encourage students to use
appropriate behaviours.

+ Benefits
of PBL:
Establishing interpersonal relationships with students through PBL creates a coherent
learning environment where the respect is mutual. Killen (2006) suggests when
teachers show a high level of respect, concern and empathy they make their students
feel accepted and important, which makes for a interactive and positive environment.

Classroom Strategies:
Explained Reasoning: If students answers a question incorrectly the teacher
firstly praises them for answering the question followed by asking them to
explain their reasoning behind their answer
Positive Praise: Teachers constantly praise good behaviour if a student is
actively involved in class and on task
Showing Interest: Teachers show interests in the likes and dislikes of their
students by helping them conduct lesson activities and asking for their
preferences

The following video follows winner of UKs best teacher Phil Beadle and
his use of PBL in an all-boy cohort English class.

Case Study Two:

Phil Beadle showcases PBL in his
classroom of adolescent boys on Macbeth.
Beadle showcases the level of trust within
his classroom as he conducts a debate-like
scenario in the form of a tennis court-laid
out classroom. The boys are actively
engaged from the moment they are
greeted by Phil.

https://www.youtube.com/watch?v=zr2xdjQPH4I

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 3. Supportive Actions
The following section focuses on supportive actions that can be used to
promote a positive learning environment.

3.1 Louise Porters Solution-Focused Approach (SFA)

Porter's theory is a unique, humanistic approach to supporting an individual

encountering behavioural problems. The SFA shifts the behavioural problem to be
between the student and the teacher not within the individual student. Glyons, Ford &
Kelly (2003) suggest that the SFA differs significantly from most other individualist
theories as it focuses on interactions rather than individuals and looks to finding
solutions rather than looking for problems in the past. Essentially the SFA focuses on
empowering students to look for strengths, capabilities and resources within
themselves and the environment for self-generated solutions (Glyons, Ford & Kelly
2003, pp.25-26).

+ Benefits
of SFA:
SFA encourages teachers and students to have problem solving discussions that are

incidental or formally scheduled, encouraging proactive engagement of the student/s

and a suitable resolution.

Classroom Strategies:
Teacher/Student Discussion: If a student is struggling with a unit of work,
teachers must discuss with the student a different approach to tackling the work
Teacher Acknowledgment: If a student is distressed in class, the teacher
must immediately acknowledge the student using statement rather than
questions to understand the situation
Reflective Behaviour: When discussing an issue with a student, teachers
should allow the student to reflect on their own behaviour, asking how could
they have approached that differently, what could they do the improve next time
Sympathetic Approach: Teachers should ensure they listen to students and
are accommodating and sympathetic when a student reveals personal
information
Positive Praise: Teachers should use named praise when listening to the
students reasoning
Signal Interference: Teachers should use non-verbal signals to indicate the
student is off task. Using direct eye contact with the student that is off-task and
maintaining the eye contact until they are aware or a head shake to indicate no
will help redirect the student's behaviour
(Levin & Nolan 2005, p.29)

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 The following video uses the SFA during a meeting between 4 students
who are attempting to resolve a misbehaviour incident.

Case Study Three:

The Untouchables Episode Two shows
teacher William conducting a meeting
between 4 students. William uses the SFA
by bringing 4 students together to discuss
1 students misbehaviour, where they are
encouraged to decide on an appropriate
punishment. All students, including the
student who misbehaved create the verdict
whilst addressing this behaviour is not
acceptable. This particular scene highlights
the capabilities and strength these
students have to approach the given
situation maturely.

(The Unteachables Episode 2)

3.2 Jacob Kounins theory: Maintaining Effective Management

throughout the year (MEM)

Kounins Maintaining Effective Management theory is regarded as one the most

influential management theories. Kounin focus on identifying key teacher behaviour
which maximise students on-task time (Glyons, Ford & Kelly 2003, 26). His research
reveals that good classroom behaviour depends on effective lesson management
(Mclnerney & Mclnerney 2002, p. 259). Kounin approaches misbehaviour by
maintaining activity flow in lessons and ensures there is a smooth transition between
activities, group alerting and individual student accountability. He describes such
awareness as withitness explaining a withit teacher is always visually scanning the
room even when working with an individual child or small group of students and is able
to act promptly (2002, p.259).

+
Benefits of Kounins theory:
Kounins model allows teachers to identify the goals, purposes and motivations for
students to misbehave. A withit teacher is completely in control and is focused on
diminishing the potential for any new misbehaviour.

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Classroom Strategies:
Tactically Ignoring: Teachers can choose to ignore students behaviour in
order to avoid reinforcing them. Students that are calling up or attention-seeking
should be ignored until the on-task behaviour is reinforced.
(Mclnerney & Mclnerney 2002, p. 259)
Wait for Silence: If you have given students instructions to complete a task
and no students are being attentive or listening, use the power of pause to wait
for them to re-gain attention. This indicates the teacher is waiting for silence to
resume the instruction and also implies the students are doing the wrong thing,
which in time trains students to model the expected behaviours.
(Cowley 2006, p.38)
Proximity Interference: If the teacher is unable to gain the attention of a
student, the teacher must walk over to the student and keep a close proximity
until the student redirects their attention. If the misbehaviour continues the
teacher should maintain his/her stance and conduct the lesson from the
student's desk.
(Levin & Nolan 2005, p.30)

The following video captures UK teacher Carrie Andrews using the power
of pause to regain attention in her year 7 English class.

Case Study Four:

Carrie Andrews mixed year 7 English

class is evidently tedious and has an array
of mixed behaviours. Andrews is seen
using the power of pause to re-gain, and
redirect a young male students attention to
the instruction she is giving. She tends to
use this throughout the lesson, and

through repetition the students being
disruptive and ignorant correct their
behaviour.

https://www.youtube.com/watch?v=42p59Upj_M4

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 4. Corrective Actions
The following section focuses on corrective actions that can be used to
promote a positive learning environment.

4.1 Rudolf Dreikurs theory: The Four Behaviours

Dreikurs theory aims for students to understand the goals behind their own behaviour.
His model is based on four major ideas:
1. The students must learn that they are responsible for their own actions
2. Students must develop self-respect whilst developing respect for others
3. Peers must understand that they have the ability and responsibility to influence
others to conduct themselves properly
4. Students are responsible for knowing the rules for appropriate behaviour and
the consequence of misconduct
(Hunt, Dennis & Touzel 2009, p. 216).

Dreikurs also identified four types of goals that motivate students misbehaviour: those
that misbehave for attention, for power and control, for revenge and for helplessness or
inadequacy (Mclnerney & Mclnerney 2002, p. 265). His model also revealed that for
students to avoid misbehaving they must experience a natural, logical consequence
((Hunt, Dennis & Touzel 2009, p. 216) established by both the teacher and the student,
this way students are always conscious of the unwanted behaviours.

+
Benefits of Dreikurs theory:
Once the teacher is aware of the interpersonal structure within their classroom and
their students, they are able to monitor behaviour easily. Again logical consequences
must be in place in order to maintain behaviour habits especially for those students
motivated by misbehaviour.

Classroom Strategies:
Redirecting the behaviour of off task students: Teachers are to refocus
the students attention by calling any off-task students to do a problem, read or
answer a question. The teachers must treat the student as if they were never
off-task.
(Levin & Nolan 2005, p.30)
Encouraging the appropriate behaviour: Teachers are to encourage
students that are on task verbally I'm glad to see Joseph has opened his book,
reminding the off task student of the behaviour that is expected of them.
(2005, p. 26)
Nonpunitive Timeout: For those students being disruptive and showing signs

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 of fatigue, teachers should quietly ask the student if he/she would like to get a
drink, or run an errand or do a chore. The change of activity gives the student
time to regain control and concentration.
(2005, p. 26)
Question Awareness of Effect: If a student is being disruptive and is
attention seeking, teachers are to make the student aware of the impact he is
having by questioning him/her, asking Joseph are you aware that youre calling
out without raising your hand. As soon as the question is asked the teacher
continues with the lesson.
(2005, p. 37)
Repetition: If students do not respond to a direction the teacher should use
repetition to redirect the learning. Teachers can use repetition to clarify any
misunderstandings. Teachers may find it useful to allow the student to repeat
the instruction, monitoring student engagement.
(Cowley 2006, p. 44)

In this video Phil Beadle uses an activity to initiate learning by playing a game
that uses the names of the students whilst using adolescent-vocabulary (The
game is called Dick-Head). The aim of this activity is to monitor the students
engagement whilst pushing them to actively participate.

Case Study Five:

Beadle uses the game as a persuasive tool
to connect with the students, and introduce
his approach to teaching. This scene is
paramount in how he wins over students
with misbehaviour issues and maintains
their engagement through speaking their
language.

(The Unteachables, Episode 1)

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 4.2 Glassers Choice Theory
Glassers choice theory aims to satisfy students present and future needs. The Choice
theory emphasises that teachers need to lead students towards needs satisfaction
through appropriate behavioural choices rather than making them comply to rules
(Glyons, Ford & Kelly 2003, p.8). Teachers cannot force students to behave. Using the
choice strategy gives students the choice to either listen to the teacher or deal with the
consequence, however giving them the choice encourages students to consider to
change their negative behaviour to avoid the unwelcomed consequence (2006, p.41).
Cowley (2006) suggests when using the choice:
> State the behaviour you require;
> Make clear the positive benefits of doing as you ask;
> Make clear the consequence of refusing to comply;
> Give the student a short time to consider his or her decision;
> If the student decides not to comply, apply the sanction you have specified

+
Benefits of The Choice Theory:
The Choice theory can build a positive learning environment for both the student and
the teacher as it creates and acknowledges the problems of students misbehaving.
The Choice theory provides options on how misbehaviour can and should be resolved.

Classroom Strategies:
Glassers Triplets: Teachers should use Glassers three questions when
redirecting misbehaviour, asking 1. What are you doing? 2. Is it against the
rules? 3. What should you be doing? Students are inclined to answer honestly
and return to the appropriate behaviour. If the student was to answer
dishonestly, the teacher would reiterate the classroom rules implying that he/she
has broken them
(Levin & Nolan 2005, p.40)
Direct Appeal: The teacher requests the students to stop the disruptive
behaviour and instead behave
Comply or Face the Logical Consequence: You have a Choice: A
more overt technique for teachers to use in the classroom, using logical
consequence to manage behaviour. The teacher asks the students to redirect
his/her behaviour giving him the direct choice before the consequence is applied

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 The following video showcases teacher William dismissing Dale from the
programme as he has broken three rules in a row (established at the
start of the camp).

Case Study Six:

The importance of this scene showcases
how when rules are enforced they must not
be broken. Dale now has to be dismissed
from the program and sent home as a
result of breaking three rules. Dales
dismissal shocked the remaining students
and enforced rules cannot be broken.

(The Unteachables, Episode 3)

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5. Conclusion
As teachers we must remember that it is impossible to completely control misbehaved
students, and as Killen suggest (2006) No single teaching strategy is effective all the
time for all learners. We must learn to read our classes and be adaptable and
understanding as to why students feel the need to misbehave. Dreikur (2009) notes
that students exhibit these deviant behaviours because they do not have the ability to
make the necessary personal adjustments needed to coexist in the interpersonal
structure of a peer group, therefore the primary role of a teacher is to ensure students
understand why their student is misbehaving in order to maximise their individual
learning potentials within the classroom.

The following handbook should be used as a reference to understanding that there are
measures and strategies throughout the three actions above that can be put in place in
order to promote a positive learning environment, however I encourage teachers to
adopt their own personal strategies in accordance to their personal needs as well as
the needs of their students. Cowley (2006) makes the point that as teachers we should
put ourselves in the shoes of the students particularly when dealing with misbehaving
students. It is easy to loose our sense of perspective when we are constantly having to
discipline students. Cowley goes on to suggest, when taking on the adult role of being
a teacher pause and reflect and ensure you do not loose sight of what it was like being
an adolescent teen.

As teachers we should have a consistent goal to always be efficient and encourage a

positive learning environment through our ability to control the behaviours of our
students.

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6. References
Brady, L, & Scully, A 2005, Generating and sustaining interest, Engagement: Inclusive
Classroom Management, Pearson, NSW, pp.45-67.

Charles, CM 2002, Finalizing a personal system of discipline, Building Classroom

Discipline, Pearson, New Jersey, 7th edn, pp. 235-251.

Cowley, S 2006, Key strategies and techniques, Getting the Buggers to Behave,
Continuum International Publishing Group, pp. 35-50.

Glyons, Ford, M. & Kelly, A 2003, Classroom Management Theory. Classroom

Management Chaper 1. Cengage. pp. 1-35.

Hunt, G, Wiseman, G. & Touzel, 2009. Effective Teaching: Preparation and

Implementation. United States: Charles C Thomas Publishes Ltd.

Killen, R 2006, Foundations for quality teaching and learning, Effective Teaching
Strategies: Lessons from Research and Practice, Thomson, 4th Edn, pp. 1-44.

Levin, J & Nolan, JF 2004, Classroom intervention for chronic problems, Principles of
Classroom Management: A Professional Decision-Making Model, Pearson, 4th Edn,
pp. 193-222.

Levin, J & Nolan, JF 2005, Managing common misbehaviours, What Every Teacher
Should Know About Classroom Management, Pearson Education, pp. 29-72.

McInenery, DM, & McInerney, V 2002, Classroom management and cooperative

group work for effective learning, Educational Psychology: Constructing Learning,
Pearson, pp. 243-274.

Videos:
YouTube. (2013). A Lesson from The Best. [Online Video]. 15 July 2017. Available

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 from: https://www.youtube.com/watch?v=zr2xdjQPH4I. [Accessed: 28 March 2017].

YouTube. (2011). Praise and Preparation - Teaching with Bailey . [Online Video]. 9
May 2011. Available
from: https://www.youtube.com/watch?v=KkXRjrSsMQg&feature=youtu.be.
[Accessed: 28 March 2017].

YouTube. (2011). Underachieving Boys - Teaching with Bailey . [Online Video]. 16 May
2011. Available from: https://www.youtube.com/watch?v=42p59Upj_M4. [Accessed:
28 March 2017].

The Unteachables. (2005). Episode One. Accessed via external source.

The Unteachables. (2005). Episode Two. Accessed via external source.

The Unteachables. (2005). Episode Three. Accessed via external source.

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