Positive Learning Environments: Creating and Maintaining Productive Classrooms introduces the key concepts you need to know to create and maintain your classroom as a positive learning environment. It begins by introducing four essential components that create a positive, productive learning environment. These positive practices help you establish classrooms that recognise and encourage appropriate behaviours while reducing the probability of inappropriate behaviours. It then examines the four main groups of evidence-based approaches to managing student behaviour: behavioural, cognitive behavioural, psychoeducational and social justice approaches. For each it discusses the theories that inform them, their practical applications for fostering appropriate behaviours and also when and how to use them to proactively intervene, if necessary. By the end you are empowered to develop your individualised classroom management plan: one that suits your own theoretical beliefs, professional philosophy and teaching style.
1. An introduction to positive learning environments (PLEs)
2. Classroom climate
3. Classroom culture
4. Physical environment
5. Instructional practice
6. Behavioural approaches
7. Cognitive behavioural approaches
8. Psychoeducational approaches
9. Social justice approaches
10. Planning for a positive learning environment
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John De Nobile
John De Nobile is Senior Lecturer in Education and Coordinator of the primary teacher education program in the Department of Educational Studies at Macquarie University. He has also worked in schools in a range of roles, where his experiences included working with many students with significant behavioural problems, and with their teachers and families, to achieve positive academic and social outcomes. His current research interests include the impacts of whole-school behaviour management systems on student behaviour and teacher wellbeing.
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Gordon Lyons
Dr Gordon Lyons is a lecturer and researcher in the teacher education program in the School of Education at The University of Newcastle. He has been a classroom, support and executive teacher in primary, secondary and special schools, working substantially with students with intellectual disabilities and/or challenging behaviours. His ongoing research interests include the development of school-wide approaches to improving student welfare, and the education of people with profound multiple disabilities.
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Michael Arthur-Kelly
Michael Arthur-Kelly is a teacher and researcher in the School of Education at the University of Newcastle. He has experience as a classroom teacher in both regular and special schools, as a consultant and as a teacher educator. Throughout his career in schools and universities his goal has been to support students with disability to reach their potential. He is especially interested in translation of theory and research to practice in schools and classrooms.
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Enhanced layout and NEW full-colour visual design for improved student navigation of the key issues, theories and concepts covered in this valuable resource for pre-service and graduate teachers
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End of chapter activities that demonstrate a more practical approach by connecting to the 'Starter stories' and 'Stories from the field', and also activities for group debate. These encourage students to consider their own understanding and philosophies and uncover and share understandings in a group
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Expanded coverage of important topics such as open-plan learning spaces, trauma-informed practice, judicious discipline and friendly schools, Rational Emotive Behaviour Therapy (REBT), and recent research in Social Cognitive theory. There are also NEW sections on Universal Design for Learning (UDL), and Positive Behaviour Engaging Learners (PBEL)
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Important key terms which are marked in bold in the text and a NEW glossary with key term definitions support readers to improve their professional vocabulary
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MindTap for blended learning delivery incorporating readings with video activities, 'Your philosophy for a positive learning environment', flashcards and revision quizzes
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Each chapter begins with a list of learning outcomes that foregrounds what readers are about to learn
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A ‘Starter story’ sets each chapter in a personal context, highlighting the relevance of the material that is about to be explored
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‘Professional reflection’ activities help students to explore their theoretical beliefs about and preferred approaches to creating and maintaining positive learning environments, leading them towards creating their own philosophy for a positive learning environment
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‘In Practice’ boxes with NEW discussion questions give practical advice to help put theory into practice
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‘You be the judge’ boxes challenge learners to take an informed position on theories and real-life classroom dilemmas
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Pre-service and early career teachers share their experiences in ‘Stories from the field’, bringing key concepts to life in school settings
Instructor Website for De Nobile's Positive Learning Environments
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Positive Learning Environments : Creating and Maintaining Productive Classrooms Instructor's Manual
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Positive Learning Environments : Creating and Maintaining Productive Classrooms PowerPoint Slides
9780170450980