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Promoting a Positive
Learning Environment
A Handbook for Teachers

Contents

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1. Introduction

2. Preventative Actions
2.1
2.2

Maslows Hierarchy of needs

Skinners Theory: Behavioural Management

3. Supportive Actions
3.1
3.2

Joness Positive Discipline Approach:

Vygotskys Zone of Proximal Development

4. Corrective Actions
4.1

Levin and Nolans Hierarchy for Management

Intervention

4.2

Gordons Theory Discipline as Self-Control approach

4.3

Dreikurs Theory Democratic Classroom

5. Conclusion

6. References

7. Appendices

1.

Introduction

Positive classroom environments motivate students and create

conditions in which learners can achieve to their full potential (Killen, R.
2006).

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Gerber Allred (2008) defines a positive classroom as one in which students

are treated with care, valued, inspired, educated, get along with their
teachers and peers, produce quality work and enjoy the process of
learning.
Positive Learning Environments Need To:
Be safe and comfortable (both physically and psychologically).
Have learning experiences that are important and meaningful.
Be interesting, challenging, achievable and collaborative.
Involve independent and collaborative work.
Value students efforts.
Trust students, giving them a say in how they learn and in
establishing classroom norms.
Require students to be responsible for their own behaviour and
learning.

(Killen 2006, pp. 23-24)

According to Charles (2002), there are three groups of disciplinary
interventions teachers use to promote a positive learning environment:
(1)Preventative Discipline- Those that prevent misbehaviour.
(2)Supportive Discipline- Those that support students who are
wavering.
(3)Corrective Discipline- Those that correct misbehaviour and
rechannel it in positive directions.

Please note: See Appendices (1-7) for Application of

all 3 Strategies to Videos

2.

Preventative Actions

Preventative actions are used for maintaining motivation and attention

in the classroom.

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Preventative discipline can be achieved by:

Making curriculum lessons and topics enjoyable and worthwhile (be
enthusiastic, maintain pace).
Being mindful of students needs (i.e. Maslows hierarchy of
childrens needs).
Being pleasant, considerate, respectful, understanding and helpful
towards students and encourage students to do the same.
Reaching joint understandings about correct behaviour in the
classroom and being a positive role model for your students.
Teaching students about good manners, how to use them and how
they make the class function for everyone.
(Charles, 2002, pg. 236)
Teachers who successfully prevent misbehaviour and foster learning have
an effective management system with three phases (McInenery, DM, &
McInerney, V 2002):
(1)Planning before the school year starts establish the room
arrangement to facilitate the types of instruction and learning, as
well as rules and procedures to maintain effective learning.
(2)Developing during the first weeks of school the students
understanding of these guidelines for behaviour and reinforcing
adherence.
(3)Maintaining the momentum by preventative measures with regard
to lesson management and facilitating the development of students
self-regulation of their learning and behaviour.

you can prevent most misbehaviour if you treat students sensitively, provide an inte

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2.1 Maslows Hierarchy of Needs

According to Charles (2002), when students needs are met rather than
thwarted, students become more inclined to cooperate. By attending
continually to students needs for security, hope, acceptance, dignity,
power, enjoyment and competence, so that positive feelings are kept
intact, reducing misbehaviours.

Figure 1: Maslows
hierarchy of needs (Maslow, 2012)
Huitt (2007) explains that Maslows Hierarchy can be used to describe the
kinds of information individuals seek at different levels of development. At
the lowest level, individuals seek coping information in order to meet
their basic needs. At school, where there is a sense of safety and security,
empowering information is sought, whereby as teachers we make our
students think and be curious about the content we present.
Maslows hierarchy is closely linked to well-being, and it is important that
as teachers we provide supportive environments that promote learning
(Response Ability Initiative, 2012).
As educators we have a responsibility to:

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C Create safe and supportive environments for optimal wellbeing and

development.

Help children to learn social and emotional skills and manage their own
behaviour.

I Identify children and families who may be in need of additional support.

L Link families with support and information services for mental health and
wellbeing.

D Develop broader organisational and community strategies that support

wellbeing.

(Response Ability Initiative,

2012).

2.2 Skinners Theory: Behavioural Management

Skinner emphasizes observable behaviour in the study of humans, using
the consequences of behaviour to explain why a behaviour continues or
fades. Therefore, Skinners theory of behavioural management states that
behaviour is shaped by its consequences: behaviour strengthens with
reinforcement, but weakens with punishment. Therefore, systematic uses
of reinforcement, punishment or extinction can shape students behaviour.
The table below outlines strategies of how this theory can be implemented
in the classroom (Hannum, W. 2005).
Consequence

Definition

Example

Receive
reinforcer
(positive
reinforcement)

A behaviour is followed
by the presentation of a Giving students a gold star for
positive stimulus, thus
completing work on time
the behaviour increases.

Remove
unpleasant
stimulus
(negative
reinforcement)

A behaviour is followed
by the removal of an
unpleasant stimulus,
thus the behaviour
increases.

Putting on sunglasses to
remove the glare of the sun;
allowing students to quit
working problems that don't
interest them if they follow
classroom rules about arriving
on time

Receive
unpleasant
stimulus

A behaviour is followed
by the presentation of
an unpleasant stimulus,

Spanking a child who

misbehaves; assigning
additional homework problems

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(punishment)

thus the behaviour

decreases at least
temporarily.

to a student who is disruptive

Withhold
pleasant
stimulus
(extinction)

A behaviour is followed
by the withholding or
removal of a positive
stimulus, thus the
behaviour decreases.

Not allowing a student to go

out on the playground when he
has not completed his work as
scheduled
(Hannum,

2005)

3.

Supportive Actions

Supportive actions are those that care for students who are wavering. It is
important to respond to students if they become restive or agitated,
otherwise they may deviate from the learning task.
Supportive Action can be achieved by:
Showing genuine interest in students
Using body language, eye contact, etc.
Using physical proximity.
Wait time- Wait until you achieve the student(s) full attention.
Provide challenge to refocus.
Change the ZPD (Zone of Proximal Development- the difference
between what a learner can do without help and what he or she can
do with help), or scaffold up or down accordingly.
Use humour to build rapport.
Acknowledge others good behaviour.
Use suggestions and hints on tasks.
(Matthews, 2015)

3.1 Joness Positive Discipline Approach: Nonverbal Communication

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Frederic Jones positive discipline approach focuses on how teachers can

effectively prevent misbehaviour and allow students to focus on their
learning through the teachers body language (McInerney & McInerney
2002, p. 265).
Teacher presence (bodily carriage and facial expressions) and use of
direct eye contact are the two facts that Jones focusses on.
To minimise intrusion into instruction, teachers should:

Enter and move around the classroom with confidence

Maintain self-control and dignity before disciplining a student
Look directly and briefly into the eyes of the offending student
Use facial expressions/gestures, instead of words, to show

approval/disapproval
Utilise physical proximity to misbehaving student while continuing
instruction
(McInerney & McInerney 2002, p. 265)

3.2 Vygotskys Zone of Proximal Development

Vygotsky argued very strongly that it is in the interaction with others
that we learn how to think (Krause, Bochner and Duchesne, 2003).
He identified the Zone of Proximal Development (ZPD) -the distance
between what children can do by themselves and what they can do with
assistance from others. Vygotsky emphasizes the importance of
scaffolding a task (breaking a task up and giving strategies to solving the
problem) to get the student within the ZPD.
Figure 2 shows how scaffolding a task can assist students in their
development. If the task is too simple the child will get bored. But, if the
task is too complex the child is likely to become anxious. Within the ZPD
the child is on the verge of being able to solve the task but requires some
assistance. Through scaffolding the task it is possible to support the
childs development and the child is able to increase their competence on
progressively more challenging tasks. We should therefore strive to not be
too simple or complex in our explanations, aiming to teach within the ZPD.

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Figure 2. Vygotskys Zone of Proximal Development

How to apply Vygotskys ideas in the classroom:

-In assessment, take into account of what children can do independently
and what they can do with support.
- Focus instruction on tasks that are within the ZPD.
- Recognise that Vygotskys approach may not assist all learners (such as
children experiencing learning difficulties).
- Take advantage of existing strengths, and work on amplifying these.
- Use scaffolding to break tasks into manageable parts.
(Krause, Bochner and Duchesne, 2003,
pg. 66).

4.

Corrective Actions

Corrective actions refer to responding to misbehaviour problems when they arise

(Charles 2002, pg. 237). While good discipline systems can prevent most
misbehaviour, students will nevertheless break rules at times and you must deal
with the transgressions. It is important to approach misbehaving students in a
sensitive manner, so that they can return to proper behaviour with no ill
feelings.

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Corrective discipline involves:

Intervening in a positive way when class agreements are broken.
Talking to disruptive students in a calm and respectful manner without
backing them into a corner or being threatening.
Establishing discipline standards and following out the agreed corrective
measures and approaches that have been made for inappropriate
behaviour.
Remaining pleasant, positive, refusing to argue and show that you want to
help them abide by class rules.
Being consistent with discipline, in nearly the same way, every day.

(Charles
2002, pg. 237)

4.1 Levin and Nolans Hierarchy for

Management Intervention
Levin and Nolans Hierarchy for Management Intervention (2005) (Figure
3) provides a complete hierarchy that teachers can use to guide their
thinking and decision making with regards to coping with classroom
misbehaviour (Levin & Nolan 2005). This hierarchy outlines strategies to
assist in behaviour management from the least disruptive, studentcentred approaches to more disruptive, teacher-centred approaches.

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Figure 3. Hierarchy for Management

Intervention

Level 1 Non-verbal Intervention

Non-verbal intervention can be used to correct behaviour without
disrupting the learning process. This is a student-centred approach which
provides the student with the opportunity to fix their own behaviour (Levin
& Nolan 2005)
Strategies include:
Planned ignoring- Reinforcement theory is that if you ignore a
behaviour, it will lessen.
Signal Interference- Fingers to lips Shhh, shaking of head to
indicate no.
Proximity Interference- Movement towards disruptive student.

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Touch Interference- Placing hand on shoulder.

Wait time - Pause for silence until students are attending to the
task.
Level 2 Verbal Intervention
Verbal intervention should be used if non-verbal strategies are not working
or if fast intervention is required.
Strategies include:
Adjacent Peer Reinforcement- Commend a student who is
showing appropriate behaviour in the hope that a student who is
displaying off-task behaviour will try and emulate this good
behaviour.
Name Dropping- Redirects student to appropriate behaviour by
inserting students name in an example or as part of your
explanation.
Humour- Directed at the teacher or situation to defuse class
tension and redirect students to appropriate behaviour.
Questioning Awareness of Effect- Making disruptive students
aware of their behaviour by the use of rhetorical question. E.g. John
are you aware that your calling out of answers without raising your
hand robs other students of the chance to answer the question?
I Message- Gordons I-messages (2011) The teacher gives a
descriptive I-message which has three components:
1. A simple description of the disruptive behaviour
2. A description of its tangible effect on the teacher and/or
other students
3. A description of the teachers' feelings about the effects of
the misbehaviour.
Direct Appeal- Courteously requesting that a student stop the
disruptive behaviour
Positive Phrasing- Short-range positive impact of appropriate
behaviour, e.g. as soon as you do X (behave appropriately), we can
do Y (a positive outcome).
Are not Fors- Limited in its use, pointing out the misuse of
materials.
Reminder of Rules- Remind students of guidelines.

Glassers triplets (1969). Direct students to appropriate

behaviour through three questions. This relies on pre-established
rules and the student answering honestly.
1. What are you
doing?
2. Is it against the rules?
3. What should you be doing?

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Explicit Redirection- An order to stop the misbehaviour and return

to acceptable behaviour.
Canters Broken Record- Repeating an instruction of
redirection (like you sound like a broken record), clearly indicating
that the teacher will not engage in verbal bantering.

Level 3 Logical Consequences

When non-verbal and verbal interventions do not work, it may be
necessary to resort to the use of logical consequences.
Strategies include:
You have a choice- Give the student a choice of complying with
the request or facing the consequence.

4.2 Gordons Discipline as Self-Control

Approach
Thomas Gordons humanistic approach, encourages the creation of a
warm, supportive relationship between teacher and student. Gordons

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approach stresses that the teacher uses minimal control and seeks to
understand the student (McInerney & McInerney 2002, pp. 263-264).
Gordons theory involves identifying who the problem is affecting and how
to solve the issue. To determine this, the teacher must actively listen and
reflect back the meanings and feelings of the student in order to show an
understanding of any possible underlying issue. If the problem is affecting
the teacher, they must use a directive I-message so the student
understands that it is not themself that the teacher has an issue with, but
their behaviour.
I-message has 3 components, teachers must:
1) Give a brief description of the students behaviour which does not
blame the student.
2) Explain the negative effect it is having on the teacher.
3) Clarify how the teacher feels.
An example of this could be:
1) When you forget to bring your homework in
2) I cant check all the work at the same time to ensure everyone is
ready for the next topic
3) this makes me feel frustrated as I am wasting time.
(McInerney & McInerney 2002, pp. 263-264)

4.3

Dreikurs Democratic ClassroomGroup-orientated approach

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Rudolf Dreikurs has maintained that that teachers should be involved in

the on-going process of helping students develop inner control of
their behaviour, rather than controlling external conflict.
Dreikurs theory states that student behaviour is motivated by a need to
be recognised and to belong, and misbehaviour is the product of efforts to
achieve this recognition by satisfying four mistaken goals: 1) attention
getting, 2) power seeking, 3) revenge seeking and 4) displaying
inadequacy (McInerney & McInerney 2002, pp. 265-266).
In order to eliminate this behaviour, teachers should:
Identify the mistaken goal and react in an unexpected way
Encourage a students effort, not their work or character
Use logical consequences that are directly related to the behaviour

5.

Conclusion

This handbook has linked various behavioural management theories

and strategies to give ideas to teachers of how to create a positive
learning environment for your classroom. It is important to incorporate
these behavioural management systems early in the school year and
stay consistent in your execution. It is possible to use a mixture of
preventative, supportive and corrective strategies within the classroom
to promote a positive learning environment (Charles, 2002). Getting to
know your class is highly important as this will give you an
understanding of what strategies will work, and what wont. Build
rapport with your students, be enthusiastic and set clear expectations
and enjoy teaching!

6.

References

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Biasi, R 2015, The Whisper Correction, Conscious Classroom

Management blog, viewed 10 May 2015,
<http://humanconnections.com.au/blog/whisper-correction/>
Charles, C. M. (2002). Building Classroom Discipline (7th Ed.). New Jersey:
Pearson.
Gerber Allred, C. (2008). Seven Strategies for Building Positive
Classrooms. The Positive Classroom, 66(1).
Gordon, T 2011, Origins of the Gordon Model, Gordon Training
International, viewed 9 May 2015,
<http://www.gordontraining.com/thomas-gordon/origins-of-the-gordonmodel/>
Hannum, W 2005, B.F. Skinners Theory Learning Theory Fundamentals,
viewed 10 May 2015,
<http://www.theoryfundamentals.com/skinner.htm>
Huitt, W. (2007). Maslow's hierarchy of needs. Educational Psychology
Interactive. Viewed
10 May 2015,
<http://www.edpsycinteractive.org/topics/regsys/maslow.html>
Killen, R 2006, Foundations for quality teaching and learning, Effective
Teaching Strategies:

Lessons from Research and Practice,

Thomson, 4th Edn, pp. 1-44.

Kounin, JS, Gump, PV, 1958 The Ripple Effect in Discipline The
Elementary School Journal, vol. 59, no. 1, pp. 158-162, viewed 9 May
2015, <http://www.jstor.org/stable/999319>
Krause, K, Bochner, A & Duchesne, S 2003, Educational psychology for
learning and teaching,
Levin, J & Nolan, JF 2005, Managing common misbehaviours, What Every
Teacher Should Know About Classroom Management, Pearson
Education, pp. 29-72.
Maslow, A 2012, Maslows Hierarchy of Needs,
<http://www.researchhistory.org/2012/06/16/maslows-hierarchy-ofneeds/> accessed 8 May 2015.
Matthews, R. 2015, Intro to Positive Education, PowerPoint presentation,
viewed 9 May 2015, < https://myuni.adelaide.edu.au/bbcswebdav/pid6441171-dt-content-rid-7265918_1/xid-7265918_1>

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

cooperative group work for effective learning, Educational Psychology:
Constructing Learning, Pearson, pp. 243-274.
Learning Theory Fundamentals 2005, B.F. Skinners Theory, viewed 9 May
2015, <http://www.theoryfundamentals.com/skinner.htm>
Response Ability 2012, Social and Emotional Wellbeing, Department of
Health and Ageing, viewed 9 May 2015,
<www.responseability.org/__data/.../Educators-Guide-for-the-website.pdf>

Schools World Case Study Videos

SchoolsWorld 2012, Praise and Preparation, Teaching with Bayley,
<http://www.schoolsworld.tv/node/273>, accessed 6 May 2015.
SchoolsWorld 2012, The Need For Structure, Teaching with Bayley,
<http://www.schoolsworld.tv/node/272>, accessed 6 May 2015
SchoolsWorld 2012, A Lesson From The Best, Teaching with Bayley,
<http://www.schoolsworld.tv/node/263>, accessed 6 May 2015.
SchoolsWorld 2012, Girl Talk, Teaching with Bayley,
<http://www.schoolsworld.tv/node/126>, accessed 6 May 2015.
SchoolWorld 2012, Underachieving Boys: The Plays The Thing, Teaching
with Bayley,
<http://www.schoolsworld.tv/node/900>, accessed 6 May 2015.
SchoolsWorld 2012, Manage That Class, Teaching with Bayley,
<http://www.schoolsworld.tv/node/1752>, accessed 6 May 2015.
SchoolsWorld 2012, Attention Seekers, Teaching with Bayley,
<http://www.schoolsworld.tv/node/1044>, accessed 6 May 2015.

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Appendices

Appendix 1- Praise and Preparation

Preventative Action-

Uses scaffolding on the board to record good behaviour.

Amy believes in being completely organised before the start of the
lesson to allow her to focus on behaviour management.
Ensures students basic need for security and uses reward systems
(Charles, 2002)
Builds good rapport with students

Supportive Action-

Praises students both individually and as a group.

Uses good presence and eye contact with her students

Corrective Action-

Gives students choices in their behaviour

Open Questioning- Is this your seat?
Proximity Interference- Movement towards disruptive student

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Appendix 2- The Need for Structure

Teacher Michelle has trouble engaging students in her class and in getting
them to understand her instructions.
Preventative Action-

Michelle learns how explain things better to her students to allow

better understanding and therefore better, on-task behaviour
results.
She improves the start of her lessons by making them more
interesting, to allow her students to feel clever and get them to
actually do something.
Having a better sequence of activities involved in the lesson, ie.
Writing, discussion.
Have clear expectation of your students and what you want them to
do and achieve each lesson.

Supportive Action-

Michelle needs to still work on showing genuine interest in her

students and use more humour within her classroom. This will
increase rapport and may lead to students staying on task more.

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Appendix 3- Manage That Class

Preventative Action-

Jenny uses wait time in order to allow for the students attention to
come back on task.
Sets clear time limits for tasks, which prepares and motivates
students to complete tasks.
Uses praise for good responses in the classroom.
Reinforcement of task instructions

Supportive Action-

Uses repetitive language to ensure students understanding

Has clear expectations of students and makes sure they are
attending to her so they can learn
Uses micro-instructions such as pens down, eyes to me to
support ensure students are on task.

Corrective Action- Uses name dropping to get individual students attention and correct
behaviour.

You have a choice- When using corrective discipline, gives choices

to students- ie when one student is being particularly disruptive,
Jenny states, Volcan, your phone is either with me or in your
pocket which promotes self-regulation of behaviour.

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Appendix 4- Attention Seekers

Jane struggles to maintain good behaviour management by attending to

students with uncooperative behaviour, making it hard for her to attend to
the other half of her class who are on task.
Preventative Action-

By attending to on-task behaviour and ignoring students who are

not being cooperative allows students who do want to learn to be
adequately attended to.

Supportive Action-

Using a positive outlook and being friendly to students to encourage

them to participate and engage with the class.
Utilises smiling at her students to gain a positive rapport, which
helps prevent misbehaviour
Kounins Ripple Effect- Jane utilises a positive incentive to the ontask student (praise, reward etc.), and this on-task behaviour should
then ripple out, as other students join in with good behaviour
(Kounin & Gump, 1958)

Corrective Action-

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Uses the whisper technique to re-direct a student who is not paying

attention to gain their attention again (Biasi, 2015)

Appendix 5- Underachieving boys

Preventative Action-

Teacher Abigail utilises her background in Drama directly into her

classroom. The students are immediately engaged with this style of
learning and take on particular characters within the text.
By allowing students to gain attention by not only the teacher but
other students, fulfils their need to attention (ie. fulfilling Maslows
Hierarchy of needs)

Supportive Action-

Abigail promotes confidence in her students by encouraging their

performance skills in front of others.

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Appendix 6- Girl Talk

Teacher Nicola has two students in her class who are continually seeking
reassurance and attention from her. She is well aware that they are capable to
complete the task on their own. In response to this, she decides to give a reward
or incentive to achieve the desired behaviour.

Preventative Action-

Nicola utilises a hot and cold notion to allow students to know

when they are doing the correct behaviour or not. She will give them
her full attention when they are behaving well.

Supportive Action-

Nicola rewards good behaviour with her attention and by fulfilling

the students desire to socialise with her (ie showing her wedding
photographs with them)
She uses positive reinforcers for the correct behaviour

Corrective Action- Initiates a conversation with the misbehaving students to discuss a plan of
action with regards to the amount of attention that they receive each
lesson.
- Direct command- Were you paying attention? Can you repeat it back to
me? (Levin & Nolan, 2005)

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Appendix 7- A lesson from the best

Preventative Action-

Teacher Philip takes on a more kinaesthetic-visual approach to the

text Macbeth to engage his students. The students respond
extremely well to this and there are little behavioural management
problems.
Utilises a lot of praise within groups (peer to peer support).
His teaching style is creative, which makes the content of lesson fun
and interesting

Supportive Action-

Philip encourages and empowers his students to participate in the

class
He uses active-listening to further encourage and makes students
feel comfortable speaking in front of others in class.

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