Pedagogy for Positive Learning Environments

Running head: PEDAGOGY FOR POSITIVE LEARNING ENVIRONMENTS
PEDAGOGY FOR POSITIVE LEARNING ENVIRONMENTS
Student’s name
University Name
Author note

1PEDAGOGY FOR POSITIVE LEARNING ENVIRONMENTS
Positive learning and a good environment are considered to be the fundamental
requirements for the learning and development of the students. In this regard, the
environment must have been set not only inside the classroom but also outside the class as
well. The behaviour of the students is played an important role in this regard. In this context,
the teachers and non-teaching faculties of a school are responsible to develop a healthy
atmosphere where the students are able to develop their skills and ability to become good
human beings. In this regard, this reflective essay aims to put emphasis on the development
of a student. In addition to this, the process of managing challenging students and create
positive learning environment for the students are also taken into consideration.
As a student, I often witness bullying in classroom and in schools is the popular
practice among challenging students. In fact, in my childhood days I also suffered with this
infamous practice. It can be argued that among the developed countries Australia is
considered to be ranked top in classroom chaos (Balogh, 2017). This argument of the
Australian daily, The Australian, is also proved in my case. In my opinion, this kind of
practise is detrimental for the school and classroom environment. The teachers and no
teaching school staff must take some initiatives for prohibiting such practices. It can be
asserted that a good classroom environment is identified as a conglomeration of both the
teacher and student initiative (Bradshaw, 2015). The students must cooperate with the
teachers and behave positively. In case of the teachers, the responsibilities are more
significant. Detention is referred as an important tool to prohibit any kind of bullying or
cognate behaviours from the student inside or outside the class (Mnih et al., 2015). In
addition to this, the teachers and the non-teaching faculties should encompass the idea of
figuring out the reason behind the prevalence of challenging behaviours of the students. It
requires an understanding of the underlying factors that influence the behaviour and a clear