1

PROMOTING AN INCLUSIVE,
SAFE, AND EQUITABLE
LEARNING ENVIRONMENT IN
RESPONSE TO CLASSROOM
DISRUPTIONS
Frank Jamison
National University
April 28, 2024
 Objective 2

Summary of the
Experience
During a series of lessons, one student
began making frequent sarcastic remarks
that, while humorous to some
classmates, disrupted the flow of
teaching and distracted others.

Despite several warnings, the behavior

persisted, culminating in the student's
removal from the class and referral to the
principal’s office.
 3

IDENTIFICATION
OF STRATEGIES

Strategies that could have been used to manage the situation

 Strategy 1: 4

Establishing Clear
Classroom Rules and
Consequences
To enhance understanding and accountability,
students should be involved in creating classroom
rules at the start of the year (Marzano et al.,
2003).

Enforce rules consistently with predefined

consequences to maintain a stable and
predictable learning environment (Shindler, 2010).

UDL Guideline 9.2:

Facilitate personal coping skills and strategies
Encouraging students to participate in rule-setting
fosters a sense of ownership and helps them learn
to regulate their own behavior (CAST, n.d.-a).
 Strategy 2: Positive 5

Behavioral
Interventions and
Supports (PBIS)
Implement a point reward system in which students
earn points for positive behaviors, which can be
redeemed for privileges or rewards (Farkas et al.,
2012).

Encourage group behavior rewards, promoting

student cooperation and collective responsibility
(Petrasek et al., 2022).

UDL Guideline 7.2:

Optimize relevance, value, and authenticity
Making the rewards and recognition relevant to the
student’s interests and values enhances their
engagement and motivation to adhere to positive
behaviors (CAST, n.d.-d).
Strategy 3: Restorative 6

Practices

Restorative circles should be conducted after

disruptions to allow affected individuals to express
their feelings and work towards repairing
relationships (Morrison, 2003).

Use reflective mediation sessions to help students

understand the impact of their actions and develop
plans to prevent future issues (Lane & McWhirter,
1992).

UDL Guideline 8.3:

Foster collaboration and community
Engaging students in restorative discussions
promotes understanding, empathy, and community-
building, which are essential for a supportive
learning environment (CAST, n.d.-b).
Strategy 4: Differentiated 7

Instruction to Engage
Diverse Learners

Assign roles based on students' strengths and

interests to keep them engaged and encourage
them to utilize their abilities positively (Blumenfeld
et al., 2005).

Incorporate technology-enhanced learning options

to cater to diverse learning styles and increase
student engagement (Serrano et al., 2019).

UDL Guideline 8.4:

Increase mastery-oriented feedback

By differentiating instruction, teachers can keep

students engaged and motivated, helping them to
sustain effort and persist through challenges.
(CAST, n.d.-c).
References 8

Blumenfeld, P. C., Kempler, T. M., & Krajcik, J. S. (2005). Motivation and Cognitive Engagement in Learning
Environments. In R. K. Sawyer (Ed.), The Cambridge Handbook of the Learning Sciences (1st ed., pp. 475–
488). Cambridge University Press. https://doi.org/10.1017/CBO9780511816833.029
CAST. (n.d.-a). UDL: Facilitate personal coping skills and strategies. Retrieved April 27, 2024, from
https://udlguidelines.cast.org/engagement/self-regulation/coping-skills-strategies/coping-skills-strategi
es

CAST. (n.d.-b). UDL: Foster collaboration and community. Retrieved April 27, 2024, from
https://udlguidelines.cast.org/engagement/effort-persistence/collaboration-community
CAST. (n.d.-c). UDL: Increase mastery-oriented feedback. Retrieved April 27, 2024, from
https://udlguidelines.cast.org/engagement/effort-persistence/mastery-oriented-feedback
CAST. (n.d.-d). UDL: Optimize relevance, value, and authenticity. Retrieved April 27, 2024, from
https://udlguidelines.cast.org/engagement/recruiting-interest/relevance-value-authenticity
Farkas, M. S., Simonsen, B., Migdole, S., Donovan, M. E., Clemens, K., & Cicchese, V. (2012). Schoolwide
Positive Behavior Support in an Alternative School Setting: An Evaluation of Fidelity, Outcomes, and
Social Validity of Tier 1 Implementation. Journal of Emotional and Behavioral Disorders, 20(4), 275–288.
https://doi.org/10.1177/1063426610389615
References 9

Lane, P. S., & McWhirter, J. J. (1992). A Peer Mediation Model: Conflict Resolution for Elementary and Middle
School Children.
Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom Management That Works: Research-Based
Strategies for Every Teacher. Association for Supervision & Curriculum Development.
http://ebookcentral.proquest.com/lib/nu/detail.action?docID=3002081
Morrison, B. E. (2003). Regulating safe school communities: Being responsive and restorative. Journal of
Educational Administration, 41(6), 690–704. https://doi.org/10.1108/09578230310504661
Petrasek, M., James, A., Noltemeyer, A., Green, J., & Palmer, K. (2022). Enhancing motivation and
engagement within a PBIS framework. Improving Schools, 25(1), 37–51.
https://doi.org/10.1177/13654802211002299
Serrano, D. R., Dea‐Ayuela, M. A., Gonzalez‐Burgos, E., Serrano‐Gil, A., & Lalatsa, A. (2019). Technology‐
enhanced learning in higher education: How to enhance student engagement through blended learning.
European Journal of Education, 54(2), 273–286. https://doi.org/10.1111/ejed.12330
Shindler, J. (2010). Transformative Classroom Management: Positive Strategies to Engage All Students and
Promote a Psychology of Success.
https://eds.p.ebscohost.com/eds/ebookviewer/ebook/bmxlYmtfXzMwMDg0MF9fQU41?sid=039d9e72-
2221-4a72-bbb7-5f02b1a16c6c@redis&vid=0&format=EB&rid=2