Learning Environment 4: Positive Learning in Secondary Education

This report delves into the critical aspects of fostering a positive learning environment within secondary education. It begins with a reflective analysis (Part A) of a personal experience involving classroom behavior management, utilizing the 'describe, analyze, transform' framework to examine the situa...Read More

POSITIVE LEARNING ENVIRONMENT IN SECONDARY EDUCATION
STUDENT DETIALS
[DATE]

LEARNING ENVIRONMENT 1
Table of Contents
Introduction................................................................................................................................2
Part A.........................................................................................................................................2
Part B..........................................................................................................................................6
Below is the classroom management plan for transferring effective learning to the students
................................................................................................................................................6
A brief discussion about the importance of classroom management.....................................9
Conclusion................................................................................................................................10
References................................................................................................................................11

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Introduction
A positive learning environment connected with the productive learning
environment. It is an extremely essential that schools or collages should incorporate the
norms of the positive learning environment because it is the key that can enhance student’s
academic performance in an effective and efficient way. The positive learning environment
also shapes the student's emotional behaviour and their cognitive skills in an effective way so
that they can succeed in academic levels as well as in emotional levels. Various scholars have
suggested various methods through which school or college administration can incorporate
the norms of a positive learning environment. In this report, there will be a discussion about
student management. In part A, reflection analysis will be done on a behaviour management
of the schools. In part B, a classroom management plan will be developed.
Part A
For this section, "Interventions to manage problem behaviour" is selected from
chapter 13. In this chapter, for this topic, the case of Suzy and mathematics are mention. In
this, the teacher asks Suzy to solve a mathematics problem on the blackboard. Instead of
trying to solve the problem, Suzy cracks a funny joke in the class and the whole class laughed
by listening to Suzy's replies. Thus, this reaction made her teacher angry. Later on, whenever
teachers ask Suzy for solving the problem the students start giggles which creates a problem
for a teacher.
Describe Analyse Transformation
Here, I would like to describe one of the incidents that had happened with me when I
was in the 9th standard. In our class there was a boy named Michael, he cracks a joke in the
class in front of teachers, especially in front of our political study’s teacher. By listening to
his jokes not only students but even our class teachers also laugh. Later on, he started cracks

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more jokes and it started creating a challenge for the teacher to manage the class because on
his joke whole class laughs. Even though after observing him other students also started
cracking jokes in the class. This was not happening with the teacher of all the subjects, not
with the teacher of political study this was occurring on a regular basis. In the class of all the
other subjects, his behaviour remains normal and appropriate. He did not produce for other
teachers by saying any joke. Only in front of our political study teacher, his behaviour was
inappropriate. I still remember that it had created a challenge for the teacher to bring the class
back to the quite stage. Many times, our teacher calls other teachers to quite the class. Apart
from this, our teacher also used to say that if you all (students) will not keep your mouth
close then I will report this to the principal mam. Still, the class giggles and talks with each
other.
To being honest, at that time, I also enjoyed the same but on the other hand, I feel bad
also that our mathematics teacher had to take the help of other senior teachers to quiet the
class. Now, I can say that at that time, our class students (including me also) should behave
inappropriate manner instead of giggling or laughing over Michael's jokes. Here, we can
analyse that not only me and I think that it is possible that other students are also feeling the
same as me. By analysing the situation now, I can conclude that at that time maybe I was not
the only one who was feeling bad for our teacher, maybe other students were also feeling the
same. At that time, the theory of the mob mentality was operating effectively. This
hypothesis defines that even when people know what is right and what they should react but
still they do not react or behave in the same way. Instead, they choose to react as per the mob.
This is the application of the mob mentality theory.
In the analysis part, we have concluded that at the time when students giggle in the
class even on the small things or non-sensible things that it is possible that some students
have the sense that they should not react in the way they are reacting but still they choose to

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go with the mob and show reaction identical to the mob. This happens because the
application of the mob hypothesis operates here in an effective and efficient way. Apart from
this, it is also analysing that in the classroom generally students do not giggle on all the jokes
but it is observed that they giggle on the jokes of the particular students only. These type of
students holds the image of the naughty students in the class and other students always except
that they say something in the class to the teacher so that it will create a sense of the fun
environment in the classroom. In this case, it can be analyse that unknowing other students
force the naughty students of the class to interact with the teachers and bring out some funny
context so that a sense of fun environment can be created in the classroom. In this case, the
second part of the mob hypothesis operates here which defines that equal contribution
happens not only from the naughty students but from the other students also because
indirectly they force them to make fun of the teacher. For example: they indirectly force them
to make fun of the teacher by appreciating their words in the class when the class gets over.
In the context, two hypotheses are able to transform the behaviour of the students in
the effective and efficient way. Theory of behaviourism, by B.F. Skinner, recommends that
all conduct is a reaction to an outer improvement. In the study hall, behaviourism is the
hypothesis that understudies' learning and conduct will improve because of encouraging
feedback like prizes, acclaim, and rewards. The behaviourist hypothesis additionally states
that negative support — at the end of the day, discipline will make a youngster stop undesired
conduct. As indicated by Skinner, these rehashed fortification systems can shape conduct and
produce improves learning results. The hypothesis of behaviourism is regularly censured for
neglecting to consider understudies' inside mental states just as for some of the time making
the presence of pay off or compulsion. Apart from this, I think that in this context one another
theory can also help the teacher to transform the attitude and discipline levels of the students
in the appropriate direction. The theory of the zone of proximal development (ZPD). ZPD is

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the calculated hole between what an understudy is and can't achieve autonomously. Vygotsky
proposed that the most ideal path for instructors to help their understudies is by recognizing
the Zone of Proximal Development and working with them to achieve assignments just past
it. For instance, an educator may pick a difficult short story, only outside of what might be
effectively absorbable for the understudies, for an in-class understanding task. The educator
would then offer help and consolation for the understudies to sharpen their perusing
appreciation abilities all through the exercise.
Another piece of this hypothesis, framework, is the demonstration of changing the
degree of help gave so as to best meet every youngster's capacities. For instance, when
showing another math idea, an educator would initially walk the understudy through each
progression to finish the assignment. As the understudy increases comprehension of the idea,
the educator would bite by bit lessen the help, moving ceaselessly from bit by bit bearing for
pushes and updates until the understudy could finish the undertaking altogether all alone. In
this context, the teacher can craft the behaviour of the students in the appropriate direction.
However, first, the teacher should stop the giggling attitude of the students because it is
necessary to transform their negative attitude from the perspective of their future growth.
After that, the teacher should understand that students like to have fun in the classroom. In
this case, it is suggested that the teacher should try to make funny loving conversations in the
classroom in order to fascinate the interest of the students. When the teacher will urge to
make funny conversations in the class then it will change the attitude of the students. Studies
show that teacher who makes fun-loving conversations in the classroom are more liked by the
students than those teachers who make only serious conversation.
As sometimes funny conversations between teachers and students make the student
laugh and it also helps the teacher to transform the interest of the students. When teachers
urge to make funny conversations in the classroom then it will help the teacher to stop those

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2-3 students in the classroom who purposely ask silly questions to make everyone laugh. On
the other hand, when a teacher will urge to make fun-loving conversation in the classroom
with studies then it will relax the mood of the students. In this way, the teacher can transform
the behaviour of the students in the appropriate way.
Part B
In this section, there will be a discussion about the classroom management plan.
Through this classroom management plan, teachers and school administration will craft a
positive and corporative environment for the students. This classroom management plan will
also include behaviour management plan to allow students to the spent majority of their time
in the schools. There are various benefits to adopt the classroom management plan such as
fairness, likeability, peace, trust, concentration, the task will be completed on time, kindness,
etc.
Below is the classroom management plan for transferring effective learning to the
studentsSteps to create a classroom management plan
Layout:
Step 1: Under what you (as a teacher or as a school administration) wants to achieve
In step 1, it is important that the school administration or teacher make effective notes about their goal and
purpose that they want to achieve from their classroom management plan. For example: the goal of
making a classroom management plan can be to help students to create a study fun loving environment for
them or to help students to concentrate better on the students including high or medium or slow performer
students.
Step 2: Include already shared policies and procedure of the school
Every school or college have their own policies and procedure that need to be followed in an effective
way. While crafting a classroom management plan, these policies and programs should be marked in the
line system. Apart from this, the rules and policies of the classroom should be made in guidance with
these policies only because it is important to follow the rules and conditions which are marked by the
school administration for successful operations. Here, the theory of multiple intelligence can also be
utilized.

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Step 3: Move to the positive reinforcement
Positive reinforcement is an important part of this matter. As most of the classroom management plan has a
positive reinforcement to motivate the students. In this matter, it creates a positive reinforcement in the
classroom that catches the attention of the class. Although, positive reinforcement is also necessary so that
students can feel motivated and energetic. In this context, the model of bloom’s taxonomy can be
effectively utilized by the educator. Bloom’s taxonomy is a hierarchal model of learning objectives. This
model organized through an individual educational task such as analysis, comprehension, synthesis,
application, etc. This model helps the teacher to adopt a model so that they can communicate clear goals to
the students.
Step 4: Understanding each child’s motivation factor
This is an important step in making a classroom management plan, as for a teacher it is important to
understand each student’s factor of motivation. As every child has a different trigger for motivation. For
example: some children become motivated by the teacher's appreciation, some become motivated by
working in the group, others become motivated by the prizes, etc. In this case, there are various factors of
them the motivation that depends upon the different students. Searching for the motivation factor is an
effective way to enhance the commitment levels of the students towards the studies. In the classroom
management plan, motivation promotes the growth mindset over a fixed mindset. Motivation also deals
with developing a meaningful and respectful relationship with the student and teachers. These are the
factors of the motivation that plays an important role in the classroom management plan.
Step 5: Decide the time frame
It is important to decide the time frame of such programs. As under the time frame, it enables the students
to work in a systematic manner. Here, it is suggested that the time frame should not be made for the year,
but the time frame should be made for the small activities in the classroom also. Through these activities,
the student will learn the importance of completing the task on the deadline. It can also be said that that
time frame will also help the students to learn about the norms of the time management skills in an effective
and efficient way.

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Here, in this context, if we assume that we are preparing the classroom management
plan for enhancing the discipline among the students then below format of the classroom
management plan can be followed:
Step 1: The objective of the classroom management plan is to make students more
discipline and empower them to focus on the mathematic subject
Here, the classroom management plan is preparing for the mathematic subject with
the objective to make students more disciplined towards the subject.
Step 2: Shares policies of the school
For example: suppose that the school has the policy that each period will be of only
45mins. In this case, it is important that the plan for mathematic class should be allocated
45mins each day only. As the mathematic teacher does not have the leverage to go beyond
this prescribed limit.
Step 3: Incorporating the positive points
Now, it is important that the mathematics teacher should learn about the positive
reinforcement points of the students so that they can be used to motivate the students in the
appropriate way. It is important to motivate the students by identifying their positive re-
enforcement points. Understanding this point is important to analyse the critical skills,
analytical skills and other skills. From the teacher’s perspective, it is important that they
should be able to identify points where they can use them for positive enforcement.
Step 4: Identifying and eliminating the negative points
In this context, it is important that the teacher should make the necessary adjustment
to identify the negative points of the students in order to deliver effective mathematics lesson.

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In general, it can be analysing that negative points in the mathematics class are related to the
level of understanding of the students.
Step 5: Decide the time frame
In this step, it is important that the mathematic teacher should make the prescribed
time frame for the class. In this way, making time frame will help the students to analyse that
they have to complete the prescribed chapter in this time frame only.
A brief discussion about the importance of classroom management
The classroom management plan helps the students to work on the specific rules and
regulations in the protocol for that they incorporate the sense of structure in an effective and
efficient way. In a classroom, there are different kinds of students like slow, shy, exuberant,
etc. The classroom management plan helps the teacher to make effective guidelines for all
kinds of students. Although classroom management can also be created for fun and unique
activities. It helps the teacher to create a sense of the humorous environment in the
classroom. Apart from this, the classroom management plan can be altered according to the
different teacher and their subject also for transferring effective knowledge to the students.

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Conclusion
In this report, the issue of student - giggles is selected. In this issue, it is mention that
there are always 2-3 students in the class that purposely ask silly questions to make the
students laugh. When such students are highlighted in the class, then they are being indirectly
forced by the other students to make funny conversation in the classroom. For insistence:
when 2-3 students make the class laugh and they continuous does the same then other
students starts appreciating them. In this way, those 2-3 students keep continuous to
purposely ask silly questions in order to make class laugh. Apart from this, the class room
management plan is also made in this report. This classroom management plan consists of 5
board steps that are entitle to help the teacher in the effective and efficient way. The step of
this classroom management plan includes identifying the objective of the school
administration, working in accordance with the policies and program of the school,
identifying the positive enforcement points, searching for the methods to motivating the
students and deciding the appropriate time frame.

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