The 4S Conceptual Framework: Systems

Effective managers are both proactive in their planning and are skilled in their instructional
techniques (McDonald 2013, p. 107). Classroom routines, procedures and transitions are best
achieved when educators plan lessons and transitions carefully (Williams 2012; Jones 2011). This
involves setting clear expectations as well as allocating appropriate time for activities and packing up
(Cothran, Kulinna & Garrahy 2003, p. 442). It is vital that educators involve children in the daily
routines so that children can learn what to do on their own. When children become familiar with
routines, they can become actively involved in their environment (Cothran, Kulinna & Garrahy 2003,
p. 442). This provides children with a sense of control, security, and satisfaction from being able to
perform tasks independently (Groundwater-Smith et al. 2015, p 287). By involving children in
routines and procedures, negative behaviours can be effectively managed as they are emotionally
prepared for changes that lie ahead, and are aware of what is expected of them (Jones 2011, p. 97).
Jones (2011), Bohn, Roehrig and Pressley (2004) argue that effective classroom managers establish
rules and procedures early and relate them to students’ cultural backgrounds. Research states that
students themselves want an educator that set early, clear expectations, that show consistency in their
approach and actions (Williams 2013; Cothran, Kulinna & Garrahy 2003).

Effective communication skills are essential when building a positive learning environment (Bohn,
Roehrig & Pressley 2004, p. 43). Some of these skills include, listening, attending, clarifying,
paraphrasing, responding, non-verbal/verbal behaviours, questioning and I-messages (Lyons, Ford &
Slee 2014, pp. 52-56). Educators must speak and listen in a way that demonstrates value of self and all
others involved (Lyons, Ford & Slee 2014). Lyons, Ford & Slee (2014) state that in doing so,
functional and reciprocal relationships can then be developed.