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The learning environment can be explained as an environment that offers a safer and effective platform for the students to improve their learning capability. This is important for the teacher to develop an effective environment in the classroom to provide better conditions to the students where they can learn various things effectively. This report will be providing a brief analysis of different theories of behaviour management to develop a positive learning environment in the organization and classroom. Different types of behaviours also will be evaluated in the study are possible in the learning environment. Factors that can influence the behaviour of the individual in the learning process also will be evaluated in the report. The impact of different types of behaviour also will be evaluated on the learning environment in the organization.The range of legislations and policies will be considered in the study to implement these policies effectively in the organization. A poster will be developed in the study for the effective representation of legislation and policies that must be considered to develop an effective learning environment in the organization. Reflective practices and implementation of all behaviour management theories also will be explained in the report to explain their perspective related to the learning environment in the organization.
Bill Roger's Theory of Behaviour Management
This is important for an individual in the classroom to manage the behaviour of the students to develop an effective learning environment in the organization. Different strategies can be used by an individual to manage the behaviour of students within the classrooms to develop an effective learning environment in the company(Szymkowiak, 2017). These behaviour management strategies can be used by the teacher in the class to improve the learning capacity of the students and develop an effective learning environment in the organization to meet the learning objectives within the time.Five different strategies are suggested in this theory to manage the behaviour of people within the classrooms to meet learning objectives.
Direction with Tactical Pausing
This is most important for the teacher to provide direction to the students while teaching to gain their attraction. The different states can be used by the teacher to gain the attention of the students. Different approaches can be used by the teacher in the direction of the students. In the classrooms. For example, gain attention and then take a pause just before giving direction to the students. By letting,they know that what they want students to do or what the teacher wants the students to stop. All the directions can be provided to the students in a firm but friendly manner. The strategy is consists of a process that can be used by the teacher to get the attention of the students in the process.
Figure 1 Process to Direct Students
(Source: Shaun Killian, 2016)
These are three steps that can be used by the teacher to direct the student in the classrooms. Initially,the teacher can use different ion to get the attention of the student. For example, stating the name of the student or group teacher can get the attention of the student(Armstrong, 2019). As teacher get the attention of the student then they can pause to provide them time to get ready for the direction. After the pausing process, students can be provided with direction. This is how better results can be achieved in the learning environment of the organization to meet the learning goals of the students.
No Why Questions
This is another strategy that can be used to manage the behaviour of students is directlyrelated to the behaviour of the students in the classroom. In this strategy, teachers are suggested, not to ask questions that start from why. Instead of this teacher can use another type of questions to stop the inappropriate behaviour of a student in the classroom. To stop the students from doing inappropriate things in the classroom. Teachers should ask questions that are directly related to the activity of the students. For example, the teacher can ask students what they are doing. Instead of asking them why they are doing such a thing. This approach can help the teacher to develop an effective learning environment in the classroom. This approach is most effective to reduce the disruptive actions of the studentsin the classrooms.
Blocking With Partial Argument
This is highly difficult for the teacher to block the second argument from the students to make them do whatever they want the students(Lebor, 2017). This is important for the teacher to prevent the second argument in the process to keep directing the students in the right direction. Teachers can work silently to reduce secondary argument in the classrooms.
Teachers can provide conditional permissions to the students. This is important for the teacher to use conditional permission to the students to reinforce the activities of the students. Students can be provided with permissions on suitable conditions. For example, the teacher can provide permission to the student to take leave only on condition when parents ask the teacher to allow their child to take leave.
The capability of the students to select or choose is based on their behaviour in the classroom. Forced choice is a technique that can be used to highlight this in the learning process. Forced choice can be used by the teacher to direct the students. In this case, students can be directed to the right things in the classroom. For example, a Teacher can direct a student in the classroom after they start chatting in the classroom by saying - Individual can work silently in class or they will be moved from their current position. This approach can be used by the teacher to avoid inappropriate actions of students in the classroom.
All these approaches can be used by the teacher to develop an effective environment in the classroom to improve their learning capability. These strategies are effective to improve the focus level of students in the classroom and prevent their inappropriate and vague things in the learning process.
Bruce Tuchman's Theory of Team Development
This theory is based on the team development process in the organization or classroom. This theory also can be used to develop effective grouping in the classrooms to improve the teamwork within the classrooms(Vesa, 2020).As per this process, better teams can be developed within the organization to improve the performance in the internal process. As per this theory, there are five ages are required to develop an effective team in the organization. These stages are- Forming, Storming, Norming, and performing. These are four major stages of developing effective teams in the organization. This theory also can be used to develop an effective environment in the classroom.
This is the initial stage in which a group of people are asked to perform a certain task in the classroom. In this stage, students are unknown to each other and they are comfortable to work individually(Gresch, Saunders, and Rawls, 2020). There are some trust issues within the team on the initial level. In this stage majorly time consumed in planning, collecting information, and developing a bond with other team members in the classroom.
In this stage,the team start to take actions in direction of the work. In this stage, relationships are supposed to make or break as per the situation. In this stage, team members and relationships are in fragile conditions (Kim, 2018). This is the most critical stage in the team development process. If a team is not focused then the team can be stuck in this situation. If the team is efficient and focused on the process then they can move to the further planning process to start working on the task they are allotted within the team.
As the team completes the storming stage then they enter the norming stage. In these stage team members starts working in a harmonious situation where they are aware of the working pattern and specialisation of the individual in the team. At this stage,the level of trust and respect is higher than the initial situation. The team have a working pattern to meet the goals that are designed by the teacher(Solomon, 2020). Tuning between the team members is effective at this level. In the Norming situation team, members start working together with better collaboration within the team. This is how the team moves towards the performing stage.
This is the last stage of team building. After passing through all stages, team members have a better connection and relationship. This combination and ability to work together on a certain task allow the team to perform efficiently in an organization.
As per Tuckman's theory of team building, all high-performance team go through these four stages to become efficient as a team in the organization. This theory can be used to explain the process of developing a better learning environment in the classroom.
Glasses Theory of Motivation
This theory is based on internal motivation in human. This theory is also known as the control theory. According to the motivation theory of Glasser's, the behaviour isever caused by a response that is based on the outside stimulus. As per the control theory, the behaviour is inspired by the aspect that a person wants on an immediate basis(Milford and Kiddell, 2020). For example, love, survival, power, or any other basic need of a human being can cause a change in the behaviour of a person. This theory is based on fulfilling the needs of the student to meet their satisfaction level in the classroom to develop an effective environment in the classroom.There are 10 different axioms are provided for the control theory(Irvine, 2018). This axiom can be considered to analyse the behaviour of the person. The axioms that are provided in the control theory are-
According to this theory, teachers can be divided into two different categories which are- Boss teacher and the Lead Teacher(Robey, 2018). Boss teacher provides rewards and punishment to meet the requirement effectively. In this case, rewards motivate the students and their desire also motive students to perform effectively. On other condition,the lead teacher makes aligning lessons in the learning process to meet the learning needs of the students. Student engagement is performed by the teacher to meet the motivation level of the students.
There are different type of behaviour can be found in the learning process within the classroom. Optimistic, Pessimistic, thrusting and envious(Sciuchetti and Yssel, 2019). These are the major behaviour type that is observed in the classrooms.
Optimistic Behaviour- This type of behaviour can be explained as hope or confidence in the success and effective future. These are students who expect good things to happen.
Pessimistic Behaviour- Pessimist behaviour is considered a condition where students predict unfavourable condition or situation(Paramita, Sharma, and Anderson, 2020). It is also considered a negative attitude towards the future happening.
Trusting Behaviour- This type of behaviour is considered the most effective behaviour in the classroom. These people are good at collaborating with others. This type of behaviour can promote a better environment in classrooms and help the teacher to implement better learning practices in the organization.
There are three different types of factors that can affect the behaviour of students in the learning environment(Ibrahim, 2017). These factors are- immediate environment, indirect environment, and cultural and political influencers. These are major factors that can affect the behaviour of the students in the classrooms.
Immediate Environment- These factors are directly related to the individual students. For Example, Lack of Peers, teachers and family interference in the learning process. These factors harm the behaviour of individual in classrooms.
Indirect Environment- These factors can indirectly affect the behaviour of student within the classrooms. For example, school environment, online environment and health & social condition. These factors also can affect the behaviour of students in the classroom.
Cultural and Political Influencers- These are external factors that can influence the behaviour in both a positive and negative manner.For example education policies, curriculum, and political ideology. These are major factors that can affect the behaviour of an individual student in the learning process.
The factors that are explained above are cru for the behaviour of a person in the organization. Immediate factors can affect the personal life of the person. Lack of guidance and poor relation with peers, parents, and teacher can affect the behaviour of a student in the classroom. This condition can lead to the inappropriate behaviour of the student(Armstrong, 2019). The indirect factors can affect the attitude of the student in the classroom. This can make a student aggressive or confused within the classroom. Cultural and political factors can affect the personal values of the individual student and it can affect their behaviour within the classroom.These factors can influence the thought process of the student and corrupt their learning pattern in the classroom.
There are different processes and approaches be used by a person in the classrooms to develop a positive effective learning environment. I also found it challenging to developing a positioning environment in the classrooms. Major practices I used in the classroom to develop a positive learning environment in the organization are based on requirements. Initially, I used to focus on the student needs to develop an effective curriculum for the classroom. I also focus on the process to create sense in the students to improve their learning capability in the classroom. I also take the account of the student behaviour to develop better learning practices in the learning process. In the classroom, I also consider Tuckman's team building theory, Bill Roger's behavioural theory, and Glasser's Motivation Theory to develop an effective and positive learning environment. This is how I use different approaches and processes to meet the learning objectives of the students and improve their capability to learn new things.
The role of the organization is also important to develop a positive and effective learning environment in the classrooms. This is important for the organization to consider the range of factors and processes to provide better opportunities to the teachers and students to improve the overall efficiency of the learning process. In my opinion, an organization can focus on different policies and legislation to meet the needs of students in the classrooms. I have analysed that organization can worker critically on the equality act, health, and safety at workplace act, zero-tolerance policy, safeguarding policy and diversity policy to provide better opportunities to the students to learn effectively in the educational institute. To improve the learning process it is also important for me to work on personal abilities and skills to provide better learning opportunities to the students. In the personal development process, I have analysed some strengths and areas of development that can be focused on to improve my ability to provide better education to the students.
· Communication and social skills.
· Patience and Responsibility handling.
· Level of tolerance.
· Creativity and enthusiasm in teaching.
· Problem-solving skill
Areas for Improvement
· More cerebral development in the teaching process.
· Technical skills need to be focused to improve the teaching process.
· Emotional development can be performed to improve teaching capability.
This report is concluding the importance of behaviour management to improve the learning environment of the classrooms. Various theories related to the behaviour of the individual in the classroom also has been analysed in the report. Different type of student behaviour also has been evaluated in the classroom to analyse different factors that can inappropriately affect the behaviour of the student in the classroom.The impact of different factors also has been evaluated on the learning and behaviour of an individual in an educational institute. A poster also has been developed in a report to evaluate the importance of considering legislation and policies in the organization to develop a better learning environment in classrooms. Reflection of experience also has been provided in the report to improve their teaching capability in classrooms. Various aspects related to behaviour management has been analysed in the study.
Books and Journals
Armstrong, D., 2019. Addressing the wicked problem of behaviour in schools. International Journal of Inclusive Education, pp.1-17.
Armstrong, D., 2019. Addressing the wicked problem of behaviour in schools. International Journal of Inclusive Education, pp.1-17.
Gresch, E., Saunders, M. and Rawls, J., 2020. Are We Bonding Yet? Using a Mixed Methods Survey Design to Evaluate Team-building Exercise Outcomes. Business Education Innovation Journal. 12(1).
Ibrahim, M.G., 2017. Perspectives on student behaviour management in High Schools in Ghana: exploring potential for positive behaviour management in policy and practice (Doctoral dissertation, Keele University).
Irvine, J., 2018. A Framework for Comparing Theories Related to Motivation in Education. Research in Higher Education Journal, 35.
Kim, M.S., 2018. A Web-based system to build teams for project-based learning courses: an industrial engineering case. Global Journal of Engineering Education. 20(2). pp.91-99.
Lebor, M., 2017. Classroom Behaviour Management in the Post-School Sector: Student and Teacher Perspectives on the Battle Against Being Educated. Springer.
Milford, T.M. and Kiddell, R.B., 2020. Glasser's Choice Theory and Science Education in British Columbia. In Science Education in Theory and Practice (pp. 29-43). Springer, Cham.
Paramita, P.P., Sharma, U. and Anderson, A., 2020. Effective teacher professional learning on classroom behaviour management: A review of literature. Australian Journal of Teacher Education (Online). 45(1). pp.61-81.
Robey, P.A., 2018. Integrating Glasser Quality School concepts into online courses. In Handbook of Research on Student-Centered Strategies in Online Adult Learning Environments (pp. 16-31). IGI Global.
Sciuchetti, M.B. and Yssel, N., 2019. The development of preservice teachers' self-efficacy for classroom and behaviour management across multiple field experiences. Australian Journal of Teacher Education (Online). 44(6). p.19.
Solomon, D., 2020. The Worth of Steady Digital Team Formation Strategy A Case Study of Bruce Tuckman's Model in Software Industry.
Szymkowiak, D., 2017. Disruptive behaviour in the 6th grade foreign language classroom.
Vesa, T., 2020. Building and Developing Teams.
Shaun Killian, My 5 Favourite On-the-Spot Behaviour Management Strategies from Bill Rogers, 2016. [Online]. Available Through. <>
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