Jemma Cox- Professional ePortfolio



ELECTRONIC ASSIGNMENT COVERSHEETStudent Number FORMTEXT ?????32561204Surname FORMTEXT ?????CoxGiven name FORMTEXT ?????JemmaEmail FORMTEXT ?????jemma_cox@Unit Code FORMTEXT ?????EDN358Unit name FORMTEXT ?????Creating and managing effective learning environ.Enrolment modeExternal, Internal or PlacementDate FORMTEXT ?????15/04/16Assignment number FORMTEXT ?????1Assignment name FORMTEXT ?????Evidence based practice guideTutor FORMTEXT ?????Tiffany BannerStudent’s Declaration:Except where indicated, the work I am submitting in this assignment is my own work and has not been submitted for assessment in another unit.This submission complies with Murdoch University's academic integrity commitments. I am aware that information about plagiarism and associated penalties can be found at . If I have any doubts or queries about this, I am further aware that I can contact my Unit Coordinator prior to submitting the assignment.I acknowledge that the assessor of this assignment may, for the purpose of assessing this assignment:reproduce this assignment and provide a copy to another academic staff member; and/orsubmit a copy of this assignment to a plagiarism-checking service. This web-based service may retain a copy of this work for the sole purpose of subsequent plagiarism checking, but has a legal agreement with the University that it will not share or reproduce it in any form.I have retained a copy of this assignment.I will retain a copy of the notification of receipt of this assignment. If you have not received a receipt within three days, please check with your Unit Coordinator.I am aware that I am making this declaration by submitting this document electronically and by using my Murdoch ID and password it is deemed equivalent to executing this declaration with my written signature.Optional Comments to Tutor:E.g. If this is a group assignment, list group members here FORMTEXT ?????If you can, please insert this completed form into the body of each assignment you submit. Follow the instructions in the Unit Information and Learning Guide about how to submit your file(s) and how to name them, so the Unit Coordinator knows whose work it is.Start your assignment on the next pageAssignment 1Evidence Based Practice GuideIntroduction Classroom management is a crucial aspect in teaching, as it allows students to feel a sense of safety, inclusivity and motivation within the learning environment. As a future teacher, my personal philosophy in regards to classroom management reflects that of a cognitive-behavioural approach (Lyons, Ford, & Slee, 2014, pp. 26-27). A cognitive-behavioural approach is one that balances the power between both teacher and student, and also recognises that there are various influences on student behaviour such as the environment and individual emotions or cognitions. Within a cognitive-behavioural theory, there is an emphasis on assisting students develop self-management and self-regulation so that they are able to become motivated, intellectual and positive members of the community (Lyons, Ford, & Slee, 2014, p.?26). Whilst I believe that certain approaches to teaching and classroom management are most effective in different situations, a cognitive-behavioural approach takes recognition of both behaviourist and psycho-educational perspectives in order to maximise the learning experience for all students (Lyons, Ford, & Slee, 2014, p.?22-23). From this point of view, there are many strategies and interventions that can assist in managing student behaviour using the cognitive-behavioural approach, however it is important that they are supported by contemporary evidence. The reason for this is to inform the practices that are used in classrooms, and by doing so, it allows for a better understanding on how to assist students in becoming self-regulated, motivated and academically capable (Mayer, Van Acker, Lochman, & Gresham, 2008, p.?376). In order to understand how a cognitive-behavioural theory to classroom management can be achieved, the following evidence-based practices will be discussed:Forming and establishing classroom rulesPraise, encouragement and positive feedback Token economies Class wide peer tutoring Physical arrangement of classroom(Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008)Forming and establishing classroom rules “Forming and establishing classroom rules” can be used as both a proactive or intervention strategy for preventing or reducing negative behaviour (Clunies‐Ross, Little, & Kienhuis, 2008). Collaboratively establishing a set of class rules is a crucial component to classroom management, as it provides students with a guide on what behaviour is expected of them, as well as the consequences for misbehaving (Buluc, 2006). Whilst a behaviourist approach to constructing classroom rules is merely teacher-directed, a cognitive-behavioural approach allows for more inclusivity amongst students and allows them to have their own input into what they think the rules and consequences should include. By doing this, it encourages students to be more motivated in complying with classroom values and monitoring their own behaviour (Cramer & Bennett, 2015). In order to effectively implement classroom rules using a cognitive behavioural approach, the establishment of rules should be done at the beginning of the year in order to give students the opportunity to develop skills necessary for following them. Using a classroom discussion, the teacher and students should collaboratively address what rules they think will help create a positive environment. In this situation, the teacher is able to prompt students in order for them to reflect back on their previous knowledge and think about the rules they may have had in prior settings (such as in another class or at home). Whilst developing the rules, it is important that they address various classroom situations and that they are easily achievable by students; therefore the amount of rules should not be an immense list and instead consist of around five clear guidelines (Buluc, 2006). The rules must also be explicitly and positively stated (Newcomer, 2008). For example, rules such as “don’t bully others” or “don’t call out” should be replaced for “be respectful towards others” or “raise your hand before speaking”. After having an agreement on the classroom rules, it is important that they are consistently reinforced to decrease the likelihood of misbehaviour to occur (intervention). This can be achieved by acknowledging students that are following rules and by reviewing the classroom values every term. By allowing students to be included in the formation of rules, it encourages them to self-regulate their own behaviour and also allows them to have a better understanding on what kind of behaviour is socially acceptable in different contexts. A survey carried out by Buluc (2006) aimed to clarify the functionality of classroom rules in regards to how they support student learning. Within this study it was shown that out of 200 students (83 male and 117 female), 73.5% agreed that “rules set a calm and peaceful classroom environment”, and 61% believed “rules teach pleasant behavior expected from the students" (Buluc, 2006). This evidence supports that the establishment of rules is an effective practice for managing the classroom and student behavior. Praise, encouragement and positive feedback “Praise, encouragement and positive feedback” is a reactive intervention used to suppress or strengthen a particular behaviour (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008). It is important as part of effective classroom management that teachers are cautious of their responses towards behaviour. The reason for this is because constant responses to inappropriate behavior can often unintentionally emphasized it, and can therefore lead students to believe that they should act in such manner in order to receive attention (Zirpoli, 2008). The correct use of praise and feedback, however, can be effective in avoiding this coercive continuum of misbehavior and instead motivate students to participate in various learning experiences (such as following classroom rules), as well as stimulate positive thinking towards their self-concept. To effectively implement the use of praise, encouragement and positive feedback using a cognitive-behavioral approach, it is important that teachers target them to a specific behavior, and aim to achieve a particular cognitive response (Duchaine, Jolivette, & Fredrick, 2011). There are various forms of praise and feedback that are commonly used within classroom settings. Such examples include general praise, negative feedback, ability feedback and effort feedback, however not all are effective in managing student behavior and positive thinking (Burnett, 2010, p.?145). To expand, the use of general praise and negative feedback are not appropriate ways of responding to behavior, whereas ability and effort feedback are the most sufficient in motivating students and giving them a positive learning experience. Whilst these forms of feedback are known to be effective practices, it is important that the contexts in which they are used are explicitly acknowledged. For example, ‘ability feedback’ (such as “your writing is very neat”), is most successful amongst students between year 1 and 4, whilst ‘effort feedback (such as “you have worked so hard in your assignment”) is more commonly used with older students between year 5 and onwards (Burnett, 2010, p. 151). In order to effectively implement both forms of feedback, teachers should provide their response immediately after the student displays positive behavior. By doing so, it acknowledges and reinforces the behavior and allows the student to self-regulate himself or herself in performing that behavior consistently.To understand how these forms of feedback are successful in particular age groups, Duchaine, Jolivette and Fredrick (2011) conducted research on the amount of participation displayed when students were praised during a mathematics activity. It was revealed that within this study, the amount of student participation increased to an average of 97% in comparison to a 47% of participation when students did not receive any (Duchaine, Jolivette & Fredrick, 2011). Since looking at this evidence, it is supported that the use of praise, encouragement and feedback is an effective intervention strategy for managing classroom behavior. Subsequently, by using this evidence-based practice within a cognitive-behavioral theory, students are able to build the cognitive processing needed for becoming self-regulated and self-monitored members of society. Token Economies “Token Economies” is a reactive intervention used to minimise or maximise particular behaviours (Sayeski & Brown, 2011, p.?8). Token economy refers to rewarding students with external stimuli (such as stickers or prizes) when displaying positive behaviour, and is an effective intervention to use for exceedingly challenging behaviours (Simonsen, Fairbanks, Briesch, Myers, & Sugai, 2008). Although this practice is more commonly associated with the behaviourist theory, the use of token economies can be used within a cognitive-behavioural approach in order to address difficult students, such as those with attention-deficit hyperactivity disorder (ADHD) (Coelho et al., 2015). As teachers it is important to understand how the use of token economies can be effective in permanently eliminating unwanted behaviour patterns (rather than just for the duration of the practise) and providing students with knowledge on how to regulate themselves. For example, to successfully implement the use of token economies alongside a child with ADHD, the teacher and student can collaboratively form a list of target behaviours in which the student will aim to achieve each day. Such behaviours may include ‘raising hand before speaking’, ‘being respectful towards the teacher and other students’ or ‘following the class rules’. Within the duration of a week, the student will receive a point or sticker for every time he or she demonstrates a positive behaviour that is on the list. At the end of the week, the amount of points or stickers will be counted and then the student will receive a reward such as free time. Whilst this process appears more of a behaviourist approach, the way in which teachers address the behaviour at the end of each week, will allow the student to self-assess the behaviour they displayed. For example, when analysing the list of behaviours achieved within the week, teachers can use questions such as “what do you think did or didn’t work” or “what could we have don’t to have achieve certain behaviours” to prompt the child into reflecting back on their behaviour and understanding whether or not it was appropriate. A study conducted by Coelho et al (2015) explored the effectiveness of token economies on reducing dysfunction behavior in students with ADHD. Using a cognitive-behavioral approach, the analysis showed that using token economies alongside self-regulating interventions encouraged challenging students to build self-control and allowed them to develop an understanding on how to monitor their own behavior (Coelho et al., 2015). In looking at this evidence, it supports that use of token economies together with a cognitive-behavioral approach is a successful approach in developing self-regulation skills and, in turn, building a learning environment that is safe for all members of the classroom. Class wide peer tutoring “Class wide peer tutoring” can be both a proactive or reactive strategy in order to engage students and make learning experiences more meaningful. The use of peer tutoring can be recognised from Vygotsky’s sociocultural theory of cognitive development, where he believed pairing remedial students with more knowledgeable others allows them both to access their cognitive thinking and build on their prior knowledge (Kim, 2001). In particularly with students displaying social, emotional and behavioural difficulties (SEBD), peer tutoring can be an effective strategy to suppress challenging behaviours and allow students to improve academically and build social skills (Karagiannakis, & Sladeczek, 2009, p.?93). Class wide peer tutoring is also an effective strategy to use as it interrelates with other classroom management practices such as positive praise and feedback. Primarily, students are able to view opinions of others and not just the teacher, meaning they are more likely to build positive experiences throughout their learning.In order to successfully implement peer tutoring within the classroom, the teacher must ensure that they have a complete understanding of the students, their academic ability and their learning style. This ensures that the placement of pairs is more beneficial and constructive. Whilst the use of peer tutoring can be used at any time, it is important that teachers introduce the strategy during early stages of the year. This ensures that students build a sense of belonging amongst their peers and they are more accepting of diversity within the classroom. When applying peer tutoring, as stated earlier, the pairs should consist of students with different academic abilities in order for them to participate in a shared activity. Such activities may include a text comprehension, where a remedial student answers questions regarding that the extended student has provided. Within this context, the students are able to collaboratively reflect each their answers and provide feedback or possible strategies for comprehending the text. According to Karagiannakis and Sladeczek (2009), a study regarding the effectiveness of class wide peer tutoring on boys (aged 8-11) indicated that their was an increase in motivation for completing mathematical activities when using this practice. This was because students were more comfortable in working within a one-on-one basis, and students were able to successfully and empathetically execute the role of ‘tutor’ (Karagiannakis, & Sladeczek, 2009, p.?96). In looking at this investigation, it is clear that class wide peer tutoring is an effective approach to developing a classroom that is safe, supportive and inclusive for all students. Consequently, implementing peer tutoring using a cognitive-behavioral approach allows the teacher to facilitate learning opportunities where students can develop social, behavioral and academic abilities.Physical arrangement of classroomThe “physical arrangement of classroom” is a proactive strategy used to limit the risk of negative behaviour from occurring, as well as ensuring a safe, supportive and inclusive environment is continuously maintained (Sprick, 2013, p.?68). As a teacher, it is an implication to recognise how the classroom dynamics influences student engagement and attention, as well as how the cognitive-behavioural theory also impacts on the structure of the classroom. For example, within a cognitive-behavioural approach, it is important to consider how the structure of the class is going to facilitate opportunities where students can participate in social interaction (social interaction being a key concept to Vygotsky’s sociocultural theory of cognitive development) (Duchesne, 2012, p. 84). Another important consideration for the classroom is to ensure that the use of visuals such as posters, art work and wall designs is carefully measured in order to avoid distraction and increase student engagement (Guardino & Fullerton, 2010). To be more specific, the overload of pictures and posters in order to make the classroom seem more ‘inviting’ can often leave students to be distracted, therefore an appropriate amount of visual aids should be used in order to support student learning rather than hinder it. Collectively acknowledging these aspects of the classroom will allow teachers to have a better understanding on student inclusivity and will alternatively provide a learning environment that is supportive and collaborative. There are various ways in which the physical arrangement of the classroom can be effective in managing student behaviour and learning experiences. For example, within an older classroom setting, students can be given the opportunity to explore what they believe will support them in their learning and how they would like to arrange the class in order to develop an environment that caters for their needs (such as an area where they can have a short rest). This type of strategy can also be effective in younger classes however it is important that the teachers monitor what types of ideas will be effective and those that will not. The classroom structure can also assist student learning by being flexible in regards to the arrangement of desks, such as grouping desks to allow for peer tutoring. In having student and teacher negotiation and a flexible learning environment, it ensures that students are provided with the maximum amount of support during the learning process, and allows them to build skills associated with self-regulation, socialisation and motivation.Looking into the relationship between classroom structure, behavior and academic achievement, Guardino and Fullerton (2010) found that there is a significant influence of behavior when the learning environment has an appropriate amount of visuals, has desks that are strategically placed and is organized sufficiently. Within this investigation, a case study was done to support this theory and found that student engagement increased by 43% when the classroom had an effective structure. In looking at this, it shows that the physical dimension of the classroom is a crucial component to consider for both effective behavior management and providing learning activities that support student development. SummaryAfter looking at the strategies and interventions associated with the cognitive-behavioural theory, it is clear that forming classroom rules, praise and feedback, token economies, class wide peer tutoring and the structure of the classroom are important aspects to consider for effective classroom management. By employing these evidence-based practices into the classroom, it develops a safe, supportive and inclusive environment where students can accomplish academic achievement and build skills necessary for regulating and monitoring their behaviours within the community. ReferencesBuluc, B. (2006). An analysis of classroom rules in secondary schools in turkey. Educational Research Quarterly, 29(3), 30.Burnett,?P.?C. (2010). Praise and Feedback in the Primary Classroom: Teachers’ and Students’ Perspectives. Australian Journal of Educational & Developmental Psychology, 10(1), 145-154. Retrieved from ‐Ross,?P., Little,?E., & Kienhuis,?M. (2008). Self‐reported and actual use of proactive and reactive classroom management strategies and their relationship with teacher stress and student behaviour. Educational Psychology, 28(6), 693-710. doi:10.1080/01443410802206700Coelho,?L.?F., Barbosa,?D.?L., Rizzutti,?S., Muszkat,?M., Bueno,?O.?F., & Miranda,?M.?C. (2015). Use of Cognitive Behavioral Therapy and Token Economy to Alleviate Dysfunctional Behavior in Children with Attention-Deficit Hyperactivity Disorder. Frontiers in Psychiatry, 6, 167. doi:10.3389/fpsyt.2015.00167Cramer,?E.?D., & Bennett,?K.?D. (2015). Implementing Culturally Responsive Positive Behavior Interventions and Supports in Middle School Classrooms. Middle School Journal, 46(3), 18-24. doi:10.1080/00940771.2015.11461911Duchaine,?E.?L., Jolivette,?K., & Fredrick,?L.?D. (2011). The Effect of Teacher Coaching with Performance Feedback on Behavior-Specific Praise in Inclusion Classrooms. Education and Treatment of Children, 34(2), 209-227. doi:10.1353/etc.2011.0009Duchesne,?S. (2012). Educational psychology: For learning and teaching (4th?ed.). South Melbourne, Vic: Cengage Learning.Guardino, C. and Fullerton, E. (2010). Changing Behaviors by Changing the Classroom Environment. TEACHING Exceptional Children, 42(6), pp.8-13.Karagiannakis,?A., & Sladeczek,?I. (2009). Classwide peer tutoring and students with SEBD. In C. Cefai & P. Cooper?(Eds.), Promoting emotional education: Engaging children and young people with social, emotional and behavioural difficulties (pp.?93-96). Retrieved from . (2001). Social Constructivism - Emerging Perspectives on Learning, Teaching and Technology. Retrieved from ., Ford,?M., & Slee,?J. (2014). Classroom management: Creating positive learning environments (4th?ed.). South Melbourne, Victoria: Cenage Learning.Mayer,?M.?J., Van Acker,?R., Lochman,?J.?E., & Gresham,?F.?M.?(Eds.). (2008). Cognitive-behavioral interventions for emotional and behavioral disorders: School-based practice. Retrieved from . (2008). Positive Behaviour Support for the Classroom. Retrieved from 'Neill,?S.?C., & Stephenson,?J. (2014). Evidence-Based Classroom and Behaviour Management Content in Australian Pre-service Primary Teachers' Coursework: Wherefore Art Thou? AJTE, 39(4). doi:10.14221/ajte.2014v39n4.4Sayeski,?K.?L., & Brown,?M.?R. (2011). Developing a Classroom Management Plan Using a Tiered Approach. Teaching Exceptional Children, 44(1), 8. Retrieved from ., Fairbanks,?S., Briesch,?A., Myers,?D., & Sugai,?G. (2008). Evidence-based Practices in Classroom Management: Considerations for Research to Practice. Education and Treatment of Children, 31(1), 351-380. doi:10.1353/etc.0.0007Sprick,?R.?S. (2013). Discipline in the secondary classroom: A positive approach to behavior management (3rd?ed.). Retrieved from , T. J. (2008). Behavior management applications for teachers. Upper Saddle River, NJ: Pearson Education. ................
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