Section 1 (a): Introduction
Learning environment must be conducive and organized in order for effective learning to take place. The Australian Government has established a legal framework anchored on Child Protection Guidelines of United Nations General Resolution Assembly Number 44/25 of 20 November 1989. Australia ratified the Convention on the Rights of Children in December 1990, thereby joining the world in committing to child rights protection. CRC integrates holistic aspects of human rights focusing on civil, political, economic, social and cultural aspects. The convention spells out particular rights that protect children and young people. In addition, the National Government of Australia formed the National Quality Standards office mandated with overseeing child and youth concerns. Through the National Quality Standard office, the government established national benchmarks on early childhood education and care in Australia (Australian Children’s Education & Care Quality Authority, 2014).
Most institutions in Australia observe child safety standards at schools in compliance with new quality and health safety requirements. The national quality standards office have outlined indicators such as a) particular significant improvements; b) guidelines on working towards a national quality standard; c) meeting of national quality standard; d) exceeding of national quality standard and e) excellent rating according to ACECQA certification (Department of Education Training, 2014).
Section 1 (b): Safe Supportive Learning Environment
The Australian Government has established Legal and policy guidelines - the National Framework for Early Childhood Education Care which provides national guidelines on early education, covering various aspects of belonging, being and becoming in 11 languages apart from English (AusiGov, 2014). Besides, families can also find information on early childhood education by accessing resources such as Belonging, Being and Becoming – The Early Years Learning Framework for Australia Resource Guide. Other policy guideline resources comprise of a) Reflect, Respect, Relate: Assessing for Learning and Development in the Early Years using Observation Scales, b) The Professional Support Coordinator (PSC) and c) the Indigenous Professional Support Unit (IPSU) and d) the Indigenous Professional Support Units (IPSU) networks that deliver training and mentoring services to Australian Government (AusiGov, 2014).The National Safe Schools Framework highlights a set of guiding principles on safe and supporting learning environments; a) support student participation; b) manage classroom activities; c) manage challenging behavior; d) maintain student safety and e) use ICT safely, responsibly and ethically (Australian Professional Standards for Teachers, 2014).
Section 2: Critical Analysis of Classroom Management Theories
Gordon’s model to classroom management focuses on developing meaning and mutually beneficial relationships. By becoming equal with your student, the teacher reinforces respect and restores teacher-student respect. The teacher is expected to engage in active listening, which, logically places the teacher as the leader and the student as the follower. However, brain development for decision making in students is not yet fully developed, therefore, the teacher must be cautious that class rules are developed by students themselves so that they can abide by them (Henderlong & Lepper, 2002).
According to Gordon, conflict is bound to happen in any environment since every individual has unique needs and values. During these conflicts, Gordon proposes honest and open communication, genuine acceptance and understanding between conflicting parties (Gordon, 1978). Gordon further offers the ‘behaviour window' as a tool for determining if a problem exists in a social context, who owns it and what skill can be used to solve it (Gordon Training International, 2005-2007). If the learner owns the problem, the teacher becomes an active listener who reflects back to the student the understanding of the conflict. Conversely, where the teacher is the problem, a teacher can resolve the problem using “I-message” – where you address someone’s behaviour without being confrontational (Gordon, 1978).
Ginott's theory relies on harmonious communication as a tool where the focus is on acceptable behaviour and not the acceptable child. He portends that when a student is in the wrong, you attack the behaviour and not the person (Roebuck, 2002). He also argues that attaching rules to the object rather than the child helps the teacher to address the situation more objectively. Finally, teachers, using their communication power should ensure they model communication that is congruent with emotions and surroundings. Positive outcomes for students will depend on teacher’s consistency to demonstrate and model communication, behaviours, and relationships.
Glasser concentrates on personal choice, personal responsibility and personal transformation. He opined that individual behavior is inspired by what the person wants and needs in a particular moment. To Glasser, all living creatures are controlled by their need to satisfy five important areas namely survival, to belong, to be loved, have power and importance and freedom and independence. Teachers in schools use extrinsic incentives (material) and social reinforcers such as praise, affection and attention. He outlines two groups of reinforcement schedules a) continuous reinforcement schedules (CRF) – where every preferred behavior is encouraged and partial reinforcement schedules that encourages behavior at certain intervals (Glasser, 2006).
Skinner’s theory based on psychology argues that the main intention of learning is to make education enjoyable and effective for all students. He noted that the best way to change behavior was by transforming student environment. His work influenced many educational strategies that still remain valid in modern schools through scaffold instruction, small units, repetition and review of instructions, and immediate feedback methods. His research did not find punishment to be effective.
Section 3 (a): Positive Student Behavior
A wide range of strategies have been suggested as best for creating safe and supportive environment for learning. Restorative practices in the form of school-wide positive behavior support and positive management approaches aimed at rebuilding and restoring relationships at school. Australian curriculum focuses on developing personal and social capability as they undergo learning and work learn. Student's moral values like justice and fair play are inculcated and encouraged (Department of Education Training, 2014).
Section 3(b): Strategies Used in Class Rooms
References
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UN-OHCHR. (2002). Convention on the Rights of the Child. Geneva. Retrieved from. http://www.ohchr.org/EN/ProfessionalInterest/Pages/CRC.aspx
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