EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Introduction:
Arranging the physical environment of a classroom is one way to improve the
learning environment and to prevent problem behaviors before they occur. The
classroom environment acts as a symbol to students, and others regarding what
teacher’s value in behavior and learning. This idea is further supported by Reggio
Emilia’s educators who ‘stress the need for a classroom environment that informs and
engages the child. They consider the physical environment to be "another teacher,” in
the sense that it can motivate children, enhance learning, and reduce behavior
problems” (Shalaway, L, 2013). The learning environment within the classroom adds
purpose to a lesson and helps foster interactions between children and children, and
children and teachers. The following investigation will explore the significant aspects
and approaches that assist in building a positive learning environment. Data was
collected in order to create a case study based on the behaviour management of a year
5/6 classroom. The class teacher undertook a short interview, expressing the
interactions that take place within the classroom and the strategies put into place to
create a classroom that caters for divers abilities. Photographs and diagrams were also
obtained in the process of data collection. This was done in order to support the
strategies implemented by the teacher and to demonstrate the theory put into practice.
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Review of relevant literature:
Positive behaviour is demonstrated within an engaging and motivating learning
environment. Two particular motivation indicators that promote positive behaviour
are self-identity and a sense of belonging. If students achieve these indicators, then
they are more likely to engage within interactions between their peers and their
teacher. The HPE essential learning’s, promoted by the Australian Curriculum, states
that ‘identity is shaped by personal characteristics and experiences’ (Australian
Curriculum, 2013). Students therefore, achieve a sense of self-identity by gaining
satisfaction from completing a task and through the sense of belonging from being a
part of a group or team. Furthermore, the essential learning implies that, self-identity
is also accomplished by ‘establishing and maintaining relationships’ (Australian
Curriculum, 2013). This involves students to demonstrate effective communication
by listening to one another, sharing and showing concern.
Many theorists believe that positive behaviour is only accomplished if students have a
sense of belonging within the classroom. Goodenow (1993) believes that belonging
and support may be especially important for academic motivation, engagement, and
performance. This belief interrelates with the Australian Curriculum’s HPE essential
learning through the implementation of self-identity. Ultimately, students gather a
sense of who they are as they interact with their peers. By doing so, they begin to
realise that they are an important influence within the classroom. This form of
confidence further displays a child’s sense of belonging and fosters as a motivational
tool.
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Additionally, William Glasser’s control theory is based on the belief that all people
are driven by five basic needs. The third need listed in his theory supports the feeling
of being connected with others (Glasser, W. 1999). He adds that creating a warm and
positive environment in the classroom with mutual respect is optimal. Glasser
recognises the classroom as a safe place where there is no threat to a child’s need of
survival. Moreover, he states that the ‘classroom should be a place where students get
a sense of belonging and togetherness as opposed to seclusion’ (Glasser, W, 1999).
This environment should help to develop self - control and self - discipline within
each student.
Furthermore, Vygotsky’s constructivism theory provides an approach that encourages
interactions between children and their peers. Vygotsky (1978) states that ‘learners
are considered to be central in the learning process’. This is because he recognises
knowledge to be co-constructed and acknowledges that individuals learn from one
another. He identifies learning to be a social advancement that involves language, real
world situation, interactions and collaboration among learners (Ozer, O, 2004).
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Overview of the investigation:
The investigation is created for the purpose of demonstrating how behaviour supports
positive interactions between children and their peers, and children and their teachers.
It answers the question of ‘what motivational strategies does the teacher implement to
enforce positive behaviour and interactions? A case study, focusing on the learning
environment of a year 5/6 classroom, was undertaken in order to explore the variety
of behaviour management plans employed within classrooms. The case study
recognises the benefits that these strategies have on the effect on student’s behaviour,
thus influencing interactions. Data was collected to exemplify these strategies and to
demonstrate how the acknowledged approaches are transferred within a real life
classroom. This data is linked with relevant literature, identifying that the employed
strategies are supported and recognised by theorist. These theorists understand and
have studied the concept of behaviour and therefore, have revealed approaches and
perspectives that provide assistance for teachers today.
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Data:
Data was collected for the purpose of representing a variety of strategies implemented
within a classroom, that encourages a positive learning environment. The data is
demonstrated within the appendix of the investigation in order to support the
behaviour management plans outlined within the case study. Photographs were taken
in order to demonstrate the classroom design and to represent the behaviour strategies
employed within the classroom, such as motivational posters (Appendix A) and
school (Appendix B) and class reward systems (Appendix E). A diagram signifying
the significant features within the classroom was also created (Appendix H). This
type of data provides visual representations of the behaviour approaches implemented
within the class.
Another two strategies that promote positive behaviour are shown in Appendix C and
D. Appendix C demonstrates the class and school rules identified on a poster. It is
divided into categories separating aspects of the school. The rules are listed below
each heading for students to understand the different rules that need to be employed
within each area of the school. Appendix D shows the beginning stage of the daily
goals. These are placed above the white board for everybody to see. These goals were
developed as a class allowing students to create achievable goals they can
demonstrate throughout the day. To further this strategy, the teacher has also placed
individual daily goals on the top of each student’s desk. The cards are laminated so
that the students are able to write new daily goals at the start of each day.
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Additionally, a short interview with the teacher, shown in Appendix G, was
incorporated to explain the supporting theory behind the teacher’s design of the
classroom. Particular approaches are recognised within this section, in an attempt to
identify reasons that support positive collaborations.
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Discussion of data:
It is obvious, through the collection of data, that the teacher incorporates a
variety of behaviour strategies within the classroom. These strategies emphasise
the importance of positive interactions between children and their peers, and
children and their teachings. This is because the strategies encourage positive
behaviour that allows for an atmosphere of comfort, warmth and a space that
promotes learning.
Since the 1950’s, researchers have known that visually unattractive rooms
produce feelings of discontent, fatigue and a desire to escape (Maslow & Mintz,
1956). Therefore, classrooms have revolutionised focusing on soft aspects of a
classroom, such as colour palette’ of walls and wall decorations, lighting systems
and seating. All of these aspects have the ability to positively influence students’
emotions and have important effects on student’s attitudes and behaviours
(Graetz, 2006). Posters themselves have seldom been examined specifically in
classroom settings. By simply selecting and hanging aesthetically pleasing
posters in a classroom, student’s visual interest increases (Hubenthal, 2009).
Appendix A provides examples of motivational posters that are pinned up within
the classroom to help create a pleasant environment that is likely to encourage
positive attitudes and behaviours.
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Furthermore, classrooms can become better learning environments when
teachers have rules, classroom management skills, and a belief that each child
can be successful. Rules help create a predictable atmosphere that limit classroom
disruptions and encourage children to use self-control. Children need to be taught that
it is their responsibility to make appropriate choices and that they will be held
accountable for their actions (Davies, L, 2013). This is particularly demonstrated in
Appendix B and C. Appendix B shows that children’s behaviour is influenced by the
choices they make. The two paths, red and green, demonstrate these choices, and
show that each step has actions in which students must follow. The rules, shown in
Appendix C, outline expected behaviors that need to be employed within the school
and classroom, encouraging children to make good choices when interacting with
their peers.
Setting goals at the start of each day is another simple, yet effective approach to
foster a positive learning environment. Studies show that goal-setting can help
students gain a sense of discipline and set an internal drive that allows children to
stay motivated to complete tasks they have set for themselves (Borba, M, 2012).
Borba (2012) also recognises that once students learn how to set their own goals, it
shows in their performance, as well as in their self-esteem. Appendix D provides an
example of how goal setting can be introduced to the classroom. Children gain this
skill as a class before they are able to set their own individual goals.
The social cognitive theory also supports the goal setting approach. However, to
further emphasize positive behaviour, the social cognitive theory also encourages
teachers to reward student’s behaviour. Within the 5/6 classroom, two reward
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
systems are put into place. These are shown in appendix E, demonstrating a visual of
the shiny stars approach and the banking points. Both approaches allow children to
self-observe their behaviour. The social cognitive theory believes that self-reflection
reveals students’ ability to monitor or keep track of their own behaviour and
outcomes (Denler, H & Wolters, C & Benzon, M, 2013). Finally, self-reaction occurs
when students' respond to the evaluations they have made by modifying their
behavior, rewarding it, or discontinuing it (Denler, H & Wolters, C & Benzon, M,
2013).
Furthermore, the interactions encouraged within the classroom are demonstrated
through the ways in which the classroom in designed. The student’s desks are set up
rows of 4 and 5. These rows, however, are in small groups allowing children the
opportunity to participate in both individual and group work. The interview taken
with the class teacher explains that the front row (Appendix H) is where she places
students with a behaviour difficulty. This is to provide close proximity with these
children in order to motivate them and keep them on track. The classroom setup also
supports positive interactions between children and the teacher as it is arranged in a
way that fosters class discussion and provides clear walkways, allowing the teacher to
easily access each student’s desk.
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Conclusion:
Positive interactions between children and their peers, and children and their teachers
derive through the strategies implemented within a classroom. This investigation has
provided and exemplified a number of approaches that foster positive behaviour. It
explains that positive behaviour is only achieved if children are motivated within
their learning environment, and if they are able to achieve self-identity and a sense of
belonging. In order to promote change within a student’s behaviour, the investigation
has explored the concept of self-reflection. This is achieved through the strategy of
implementing a rewards system that applies a visual in the classroom to demonstrate
a child’s progress. Furthermore, the arrangement of the classroom demonstrates the
interactions that are encouraged to create a positive learning environment.
Theorists such as Vygotsky and Glasser encourage children to partake in a number of
classroom interactions. They believe that this form of learning fosters student social
skills and creates an environment that encourages students to learn how to positively
behave with one another, ultimately encouraging students to be agents of their own
learning.
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Appendix:
Appendix A (Motivational posters)
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Appendix B (School behaviour management)
Appendix C (School and classroom rules)
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Appendix D (Creating daily goals)
Appendix E (Shiny stars and banking points reward system)
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Appendix F (Classroom set up)
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Appendix G (Interview):
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Q. What do you do to supporting positive interactions between teachers
and children, and children and their peers in your classroom?
A. Because there are many behaviour difficulties in this classroom, I focus most
of my lessons on group activities. The students seem to be more engaged when
they are working with others. If they need to work alone they tend to lose
motivation and become bored. This supports interacting with children and their
peers- groups are arranged according to ability
I include a lot of class discussions so that I am able to interact with all the
children in the class. I also like to have one on one or small group interactions
when I can. I think it is important to try and organise personal conversations
with each student throughout the day. It allows me to get an understanding of
where children are at and how they are feeling in certain tasks.
Q. Do you draw on any particular approaches, perspectives or theories?
A. I use a reward system to manage behaviour. Students know that they will
only receive a reward if they are working hard. We have two systems in place as
a class. There are the banking points, where students record a yellow slash on
the yellow laminated poster on the wall. One slash= 50c. The other one is called
shiny stars. Students receive a star when they demonstrate exemplary individual
behaviour or if the entire group has united and made positive choices. Children
are racing for a winner towards a $20 Westfield voucher. As a school we use a
step system for both good behaviour and bad behaviour. The purpose of it is to
encourage students to make good choices. The red path is when students are
misbehaving. They go through a number of steps until they are sent to the
principle. The green path is when they make good choices and they are
rewarded with different things as they progress.
Q. How do you arrange the physical space to support your approach?
A. The arrangement of the desks is changed on a regular basis to create a
different atmosphere and to test what works best. At the moment the students
are in rows. Last week they were in groups but there was too much discussion.
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
The students sitting closest to the board have behaviour difficulties, so I like to
keep those children close, just to keep them on track and to have a close eye on
them. I find I am able to easily walk around the room when they are positioned
in this way as well. It is also effective as students are able to work both
independently and in a group.
References:
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Australia Curriculum (2013). Health and Physical education (HPE, essential
learning’s by the end of year 3. Retrieved from,
http://www.qsa.qld.edu.au/downloads/p_10/qcar_el_hpe_yr3.pdf
Borba, M. (2012). Helping kids become goal setters. Retrieved from,
http://www.micheleborba.com/blog/2012/01/03/michele-borba-blog-teachingkids-to-set-new-year’s-resolutions-that-stick/
Davies,
L.
(2013).
Classroom
rules
and
management.
Retrieved
from,
http://www.kellybear.com/TeacherArticles/TeacherTip72.html
Glasser, W., (1999). Choice theory: a new psychology of personal freedom. New
York: Harper Collins.
Goodenow, C. (1993a). Classroom belonging among early adolescent students:
Relationships to motivation and achievement. Journal of Early Adolescence, 13,
21-43.
Graetz,K.(2006).The Psychology of Learning Environments. In D. Oblinger (Ed.)
Learning Spaces. (pp.60‐ 74). Boulder, CO:EDUCAUSE.
Hubenthal, M. (2009) Wallpaper or instructional aids: A preliminary case study of
science teachers’ perceptions and use of wall‐ posters in the classroom. 2009
Proceedings of the 2009 National Association of Research in Science Teaching
Annual International Conference. Paper- S3.10.3
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EDAC314: Part A- Investigation of a learning environment
By: Makaela Tragoudistakis
Maslow, A. H., & Mintz, N. L. (1956) The effects of esthetic surroundings: I. Journal
of Psychology, 41, pp. 247‐ 254.
Ozer, O (2004). Constructivism in Piaget and Vygotsky. Retreieved from,
http://www.fountainmagazine.com/Issue/detail/CONSTRUCTIVISM-in-Piagetand-Vygotsky
Shalaway, L. (2013). Classroom organization: the physical environment. Retrieved
from, http://www.scholastic.com/teachers/article/classroom-organizationphysical-environment
Vygotsky, L. (1978). Mind in society: The development of higher mental process.
Cambridge. MA: Harvard University Press.
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