EDU20004 - Understanding Behavior: Case Study on Learner Support

This case study solution for EDU20004 assignment 3 analyzes Ahmed's case, focusing on strategies and interventions to support learners in making decisions and guiding their behavior. It discusses classroom management techniques such as 'circle of friends' and classroom discussions to foster empathy and improve social outcomes. The solution also addresses the importance of preparing the physical and social environment to enhance the child’s relationships and learning, suggesting flexible seating arrangements and creating a nurturing social environment. External agencies and professionals' involvement, along with family, cultural, and ethical considerations, are examined. The response also details the effective use of policy frameworks like the National Quality Framework and the Early Years Learning Framework. The functional behavioral assessment (FBA) model and theories like the ecological theory, humanistic theory, and theory of lack of assertiveness are applied to guide behavior management approaches. This assignment is available on Desklib, a platform offering a wealth of study resources for students.

A i nment a e t dEDU20004 ss g 3: C s s u y
Case study addressed: Ahmed
1. What strategies and interventions could you use to support the learners in the case study to make
decisions and guide their own behaviour?
Classroom management is an umbrella term that encompasses the application of a plethora of
techniques and skills by teachers for keeping all students focused, organized, orderly and attentive in the
classes. An analysis of the case scenario suggests that the main problems that could be identified in
Ahmed was his lack of willingness to participate in playful activities with others, withdrawal from the
class, and subsequent isolation (Levin & Nolan, 2014). The primary strategy that should be put to
practice in this case scenario involves ‘circle of friends’. Members of the peer group will be provided the
encouragement to look at self-behaviour for developing a deeper understanding of the behaviour of the
focus child (Wu, Fan, Hong & Chen, 2015).
Thus, providing training to the peers, recruiting volunteers among them and acquiring permission to
involve all would greatly benefit. Classroom discussion would be another potential strategy. These
discussions will prepare the entire class to show greater acceptance and empathy towards Ahmed, thus
taking efforts to improve his social and behavioural outcomes (Snow & O'connor, 2016). Role play will
challenge the peers to think about how they can act in a responsible manner when they hear people talk
in a mean manner about an individual. Role play would also allow the peers and other teachers to
understand the feelings of embarrassment, sadness, and humiliation that are faced by Ahmed on a
regular basis (Stanton-Chapman, 2015). Hence, implementation of these strategies will prove beneficial
in guiding behaviour.
2. How you would prepare the physical and social environment to contribute to the child’s relationship
with others and learning?
The physical environment of a classroom plays a pivotal role in addressing both negative and
positive behaviour among the learners. Poorly maintained classrooms that are devoid of any stimulating
features have been found to display a failure in creating an environment that encourage all students to
adopt a learning approach. According to the instructional communication theory, seating arrangements
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play an essential role in influencing the communication of the instructor with the students, and among
themselves (Mottet, Richmond & McCroskey, 2015). Research evidences have established the fact that
students prefer learning in a physical environment that has provisions for flexible seating. Thus, the
physical environment will be prepared in a way that encompasses either of the two approaches namely,
pods and horseshoe.
While the pod arrangement will be created in a way that has circular tables and many of such tables
will be placed together to form groups, it will encourage a learning community. Conversely, the
horseshoe or semi-circle will offer an adapted roundtable setup, and facilitate all participants to face each
other, thus encouraging discussion (Ross, 2018). The physical environment will also be kept free from
obstacles. Altering the furniture layout after every 4 months would help.
Social environment of the classroom comprises of the perceptions of the students on how they
receive encouragement for interacting and relating with others. An appropriate social environment can
be created by setting the stage and playing the lead (Joe, Hiver & Al-Hoorie, 2017). Adorning the role of
the primary role model, efforts must be taken to create effective warm and nurturing relationships among
the children. Showing a consistent awareness on the feelings and needs of the child and adequately
defining the boundaries that exist in the setting will also prove beneficial. Some of the aspects that
should be taken into consideration while promoting a good social environment are teaching the skills of
friendship, and using child preferences for promoting social interaction (Churcher, 2014). Ahmed’s
learning behaviour can be enhanced by teaching about the different concepts of interaction and
reciprocity. Using puppets, games and feeling faces for recognition of emotions would also be
imperative for the same.
3. What specific involvement would external agencies and professionals have in the strategies outlined
in your response to the case study?
The educators, staff, coordinators and supervisors who are involved in the classroom teaching in the
institute will be asked to interact in a cooperative and respectful manner. They can serve the character of
role models for Ahmed and his peers. There is a need of seeking help from an appropriately trained educator
who will be able to formulate a budget for bringing about the changes in the physical and the social
environment. The educator will also help in implementing the modifications in the physical and the social
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environment owing to the fact that he/she will refer to the procedures, policies, and provisions. These should
be adhered to and designed for equipping the classroom teachers with the adequate attitude, knowledge,
skills and behaviour that are imperative for addressing the needs of Ahmed (Long, 2016). Support will also
be required from relevant professionals and agencies for making decisions that are appropriate and in the
best interests of Ahmed, along with the other children. Some of the organisations and/or agencies that will
prove beneficial in implementing classroom changes include One World for Children Pvt Ltd, Community
Early Learning Australia, and Goodstart Early Learning.
4. What are the family, cultural and ethical considerations related to the case study?
The fact that socioeconomic background of a family plays an essential role in challenging behavioural
problems among children should be taken into consideration. Children belonging to poor socioeconomic
status and single parents are more likely to display problems in their classroom behaviour (Cartledge et al.,
2015). The fact that Ahmed belongs to a family that practices Islam might have contributed to his isolating
behaviour in the classroom. Adequate efforts must be taken to increase the awareness among his peers and
educators regarding his cultural beliefs and values. Demonstrating respect towards his cultural attitudes and
perceptions will prove beneficial (Coady, Harper & De Jong, 2016).
5. How can you make effective use of policy frameworks and external support organisations in
response to this case study?
The National Quality Framework that has been formulated by the ACECQA, Australian Children’s
Education and Care Quality Authority must be effectively used for changing the learning behaviour in the
case scenario. The National Quality Standard areas will prove effective in relation to the case study. The 2 nd,
5th, 6th, and 7th quality areas of the framework should be implemented in this case. The framework will
promote maintenance of the health and safety of all children, in a way that their physical activity is
promoted. Reasonable supervision and adequate precautionary steps will be taken to ensure that Ahmed and
his peers are protected from all forms of harms (2.2). Being respectful of the child and engaging in a
meaningful and responsive interaction, by building trusting relationships are some other essential steps (5.1).
The cultural and ethnic considerations should be respected and Ahmed’s family must also be involved in the
decision making process (6.1) (Acecqa.gov.au, 2018).
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The Early Years Learning Framework must also be abided by, for ensuring effective classroom
engagement. This framework will take into consideration the fact that children have strong identity sense,
and a perception of wellbeing (Acecqa.gov.au, 2018).
Another framework that will prove effective is the My Time, Our Place framework for Australian
children of school age (Acecqa.gov.au, 2018). These will help in addressing Ahmed’s developmental needs,
experiences and interests and also take into account the individual differences that exist between him and his
peers.
6. What behaviour framework, strategy and model would you apply in response to your chosen case
study?
The functional behavioural assessment (FBA) will be adopted in this case. The FBA refers to an
approach that helps in figuring out the reasons that make a child act in certain ways. The FBA will employ a
range of techniques for understanding the potential reasons behind the unfitting behaviour displayed by
Ahmed. The framework will prove effective in defining the behaviour, followed by collecting and analyzing
information, hypothesizing the underlying reasons and developing a plan of action (Anderson, Rodriguez &
Campbell, 2015). Certain elements of the National Quality Standard 5.2 will also be implemented. These
standards state that all children must be provided support from collaborative learning opportunities, while
maintaining their rights and dignity.
Behaviour guidance provided by the Early Years Learning Framework (EYLF) will comprise of a range
of ways that that can provide help in Ahmed’s learning, thus resulting in a subsequent ‘self-management’ of
behaviour (Acecqa.gov.au, 2018). It will also encourage Ahmed to reflect on his actions. The whole school
approach associated with Positive Behaviour for Learning (PBL) is another behavioural model that can also
be executed for improving the overall learning and wellbeing of Ahmed and his peers in the school setting
(Wright, 2016). It will help in developing a safe, positive, and supportive school environment that promotes
development and learning. The model will also empower Ahmed to participate in the major decision making
processes.
7. What theories have you used to guide your approaches to behaviour management in your case study
response?
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The theories that were principally used for the case scenario are the ecological theory, theory of
humanism and theory of lack of assertiveness. The Ecological Systems Theory places an emphasis on the
way by which the environment interacts to influence the growth and development in a child. The theory
states that a child characteristically finds him concurrently entangled in different ecosystems, which range
from the greatest intimate home-based system that moves outwards to larger school system, to the most
extensive system of culture and society (Garbarino, 2017). The theory elucidated on the fact that all
interactions within a microsystem involves personal relationships with classmates, family members,
caregivers, and teachers that governs how a child will grow. The way by which a child retorts to individuals
in his microsystem also regulate how the child is treated in return.
Conversely, the humanistic theory of learning elaborates on the fact that learning is acquired by
watching other’s behaviour and what is obtained as a result of such behaviour. Hence, it explains learning as
an observational outcome. The theory states that the duty of a teacher is that of a role model who will
display appropriate behaviour, besides providing adequate reasons for each task (Ozuah, 2016).
The theory on lack of assertiveness focuses on the ability of children to express their opinions, feelings,
needs, and beliefs, in an open and honest manner, while not being disrespectful of other’s personal rights.
The theory stresses on the development of a child through a continuous process of improvement and
learning, which when present in combination with support from the teachers, parents and siblings, help in
the learning process of children (Okubo, Kato & Mutoh, 2015).
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References
Acecqa.gov.au. (2018). BELONGING, BEING & BECOMING. Retrieved from
https://www.acecqa.gov.au/sites/default/files/2018-02/belonging_being_and_becoming_the_early_y
ears_learning_framework_for_australia.pdf
Acecqa.gov.au. (2018). My Time, Our Place. Retrieved from
https://www.acecqa.gov.au/sites/default/files/2018-05/my_time_our_place_framework_for_school_a
ge_care_in_australia_0.pdf
Acecqa.gov.au. (2018). NATIONAL QUALITY STANDARD. Retrieved from
https://www.acecqa.gov.au/sites/default/files/2018-07/RevisedNQSHandoutA4.pdf
Anderson, C. M., Rodriguez, B. J., & Campbell, A. (2015). Functional behavior assessment in schools:
Current status and future directions. Journal of Behavioral Education, 24(3), 338-371.
Cartledge, G. W. E. N. D. O. L. Y. N., Lo, Y. Y., Vincent, C. G., & Robinson-Ervin, P. O. R. S. H. A.
(2015). Culturally responsive classroom management. Handbook of classroom management, 411-
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Churcher, K. (2014). " Friending" Vygotsky: A Social Constructivist Pedagogy of Knowledge Building
through Classroom Social Media Use. Journal of Effective Teaching, 14(1), 33-50.
Coady, M. R., Harper, C., & De Jong, E. J. (2016). Aiming for equity: Preparing mainstream teachers for
inclusion or inclusive classrooms?. TESOL Quarterly, 50(2), 340-368.
Garbarino, J. (2017). Children and Families in the Social Environment: Modern Applications of Social
Work. Routledge.
Joe, H. K., Hiver, P., & Al-Hoorie, A. H. (2017). Classroom social climate, self-determined motivation,
willingness to communicate, and achievement: A study of structural relationships in instructed
second language settings. Learning and Individual Differences, 53, 133-144.
Levin, J., & Nolan, J. F. (2014). Principles of classroom management: A professional decision-making
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Long, A. L. (2016). Reculturing and rebuilding learning communities through responsive classroom
management practices. Mercer University.
Mottet, T., Richmond, V. P., & McCroskey, J. C. (2015). Handbook of instructional communication:
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Okubo, T., Kato, S., & Mutoh, A. (2015, October). A friendship network model on Heider's balance theory
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Ozuah, P. O. (2016). First, there was pedagogy and then came andragogy. Einstein journal of Biology and
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Ross, R. P. (2018). Classroom segments: The structuring of school time. In Time and School Learning
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Snow, C., & O'connor, C. (2016). Close reading and far-reaching classroom discussion: Fostering a vital
connection. Journal of Education, 196(1), 1-8.
Stanton-Chapman, T. L. (2015). Promoting positive peer interactions in the preschool classroom: The role
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Wright, D. (2016). CLASSROOM KARMA: Positive Teaching, Positive Behaviour, Positive Learning.
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