Marie Daubé
Unit 2 – Developing Teaching, Learning and Assessment in Education and
Training
2.3.3 Explain how the student’s own practice in creating and maintaining a safe,
inclusive teaching and learning environment has taken account of theories of
behaviour management.
Before discussing how I create and maintain a safe and inclusive teaching
and learning environment, I think it is important to define what it might look
like. According to the 7th of the 14 teacher’s standards called “manages
behaviour effectively to ensure a good and safe learning environment”, safe and
inclusive teaching and learning environment manifests when the teacher:
At
Secure
Expert
Has clear rules and routines for
Has extensive knowledge and
Has a critical understanding of the
behaviour in classrooms, and takes
understanding of how to use and
most effective teaching, learning and
responsibility for promoting good and
adapt a range of teaching, learning
behaviour management strategies
courteous behaviour both in
and behaviour management strategies
classrooms and around the school, in
accordance with the school’s
behaviour policy
Has high expectations of behaviour,
Able to personalise learning and
Demonstrates how to select and use
and establishes a framework for
behaviour codes to provide
approaches that personalise learning
discipline with a range of strategies,
opportunities for all learners to
to provide opportunities for all
using praise, sanctions and rewards
achieve their potential.
learners to achieve their potential
Manages classes effectively, using
Manages classes very effectively,
Models management of classes
approaches appropriate to pupils’
using approaches appropriate to
effectively, using approaches
needs in order to involve and motivate
pupils’ needs in order to fully involve
appropriate to pupils’ needs in order
them
and motivate them
to involve and motivate all
Maintains good relationships with
Maintains excellent relationships with
Models and coaches others to
pupils, exercises appropriate
pupils, exercises appropriate
exercise appropriate authority and to
authority, and acts decisively when
authority; acts decisively
act decisively
consistently and fairly
necessary
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There are several ways in which I try to implement the above in my practice and
this is what I shall discuss in this essay.
Motivation, inner-drive and basic needs
As mentioned in previous essays, Abraham Maslow postulated that a person will
be motivated when his needs are fulfilled. The need starts from the lowest level
basic needs and keeps moving up as a lower-level need is fulfilled. In my practice
creating and maintaining a safe, inclusive teaching and learning environment, I
met these needs in order by:
1.
Physiological:
Physical survival necessities such as food, water, and
shelter -ensuring the optimum classroom conditions are met (such as heater, AC,
opened windows) and that water is always available.
2.
Safety:
Protection from threats, deprivation, and other dangers -
ensuring I conduct a risk assessment as I enter the classroom.
3.
Social (belongingness and love):
The need for association, affiliation,
friendship, and so on -gage their interests, understand their friendships, help
them deal with difficulties they may face in their relationships.
4.
Self-esteem:
The need for respect and recognition – I do this by
listening to my students—and hear them, using positive humor, providing
corrective feedback in ways that foster student effort, acknowledging student
growth.
5.
Self-actualization: The opportunity for personal development, learning,
and fun/creative/challenging work. Self-actualization is the highest level need
to which a human being can aspire according to Maslow and I make sure my
relationship with pupils ensures a productive and inspiring learning environment.
John Hattie proposed “that how learners see themselves, and what they
perceive as most important in terms of their learning and their desired
outcomes, will have a significant effect on their motivation to learn and
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subsequent behaviour in class” (Bates, 2016, p156). Therefore, I use a lot of
positive reinforcement in my language to support them feel safe and included.
Rules and routines
I sustain high expectations of behaviour which are integral to learning. I
establish and maintain a framework for behaviour management, consistently and
fairly, using a wide range of strategies including those mentioned by Vygotsky,
incorporating the use of specific praise, sanctions and rewards.
In the same way, as proposed by Lee Canter’s theory, I try my best to make
sure that I set clear expectations for myself and the pupils. When coming into
my class, pupils demonstrate a shared understanding of rules and routines for
behaviour which are embedded and implemented consistently in accordance with
the school’s behaviour policy. In addition, I actively encourage pupils to behave
well in the classroom and around the school and display high levels of courtesy
and cooperation. And as per Kounin’s “ripple effect” theory, I ensure that any
matters relating to pupil behaviour are addressed immediately thus maximising
their learning; all the while overlooking some as mentioned in Sue Cowley’s
theory.
Treat them as individuals and not just a group of people
Robert Hare contends that almost certainly all human beings have psychopathic
traits and as such, he created the PCL or Psychopathic Checklist as a means to
diagnostic and deal with these individuals’ traits. According to Bob Bates, this
applies in classroom too and teacher should be aware they are teaching students
with different personality types and not packs of people who happen to have the
same age. Bates advises (Bates, 2016, p163): “should you encounter people
displaying these traits in your class, I would advise you to (…) have a strategy
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(…) make sure that you follow the rules and regulations set down by your own
organisation (…).”
The reason for mentioning this because in order to deal with some types of
behaviours we ought as adults to understand that students are individuals and
that if we want promote inclusive and safe learning environment, we must first
need to know and understand them (to the best of our ability), study age and
stage related expectations as well as child development in order to support
them with more challenging behaviours they themselves may not be in a position
to understand.
My classroom is a Judgement-Free Zone
What constitutes safe and inclusive teaching and learning is when students feel
free and safe to be able to express themselves. If they feel like any time they
open their mouth to answer a question they might get judged negatively by their
peers, they will stop opening themselves up and this is what I exert avoiding in
my classroom.
Teaching Humanities, we are prone to discuss sensitive issues and at times go
into debate over them. To combat this potential avenue for mockery or
judgement, I need to go out of your way to create an environment free from
judgment. I let them know that differing opinions are a great thing and that
being "wrong" isn't a bad thing. I remind them that failure is part of learning
and often share about my own failures which demystifies the idea adults know it
all and are free from mistakes or being judged by others and/or their peers.
Lastly, I have an excellent knowledge and understanding of how to tackle
derogatory
language
and
inappropriate
behaviour
such
as
racism
and
homophobia; and other forms of bullying including the inappropriate use of social
media.
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Choice theory
In my practice I keenly encourage learners to feel a responsibility. Most
learners have a much higher level of investment into the group and their
learning (reducing unwanted behaviour) when they are given a choice than when
there is no specific expectations for participation, decision-making or direct
involvement placed upon them.
To conclude, it is apparent that the most effective behaviour
management systems incorporate elements from various theories as behaviour
and its subsequent management is a result of various factors such as the social
interaction between individuals and the internal cognitive processes. I have only
named a few but I implement various behaviour theories in my practice with the
intent of creating a safe and inclusive learning environment where learners feel
that they belong, where everyone is equal and that nobody is ostracized, and
which, in turn, improves behaviour in lessons. Additionally, I use positive
reinforcement is utilized in lessons through praise and encouragement, and when
my learners are not allowed to say they can’t do something and always
encouraged to try to do something to the best of their ability!
References:

Bates, B. (2016), Learning Theories simplified, London: Sage.

The Knowledge Hut (no date), Motivation Theories [online]. Available
from:
https://www.knowledgehut.com/tutorials/project-
management/motivation-theories (accessed July 2021)
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