HANDBOOK

…on promoting a positive learning

environment
- 1st edition

Figure 0: An example of a corrective discipline in play

ANTON KYUSEOP SUH

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 Introduction
"A teacher is two jobs. Fill young minds with knowledge, yes. But more
important, give those minds a compass so that that knowledge doesn't
go to waste."
- Principal Jacobs, in Mr. Holland's Opus (1995)

Teachers can often be remembered as distasteful memories to many students, accused of

either abusing their power to put students under their thumb, or being so incompetent that
their subject content is all but a distant memory from another life, being forever rehashed
as the protagonist of non-flattering stories over a high school reunion drink.
Of course, there will always be a student who cannot engage for many different reasons,
but a competent teacher must never use that as an excuse to cease trying. To maximise
engagement, and therefore, learning, a teacher must create a positive learning
environment, which involves having the students:
 Feel safe and comfortable
 Lead towards important and meaningful learning that has both short- and long-term
goals
 Engage in tasks that are interesting and challenging, but also realistically achievable
 Feel valued for their efforts and deem these efforts to be important for future
endeavour
 Adapt to both independent and collaborative tasks
 Feel trusted but also responsible for their own actions
 Be allowed to have full and equal opportunity for participation
- From Killen (2006)

This is an ideal environment that has proven to work for both the students and the teacher,
but employing it is easier said than done. There are several obstacles that must be
overcome to achieve an ideal positive learning environment:
 Differing brain mechanism (e.g. Gardner’s Theory of Multiple Intelligences – Gardner,
1993; Plucker, 2013) that leads to unequal progression of learning, which in turn
leads to a spectrum of different levels within a classroom
 Difference in behaviours and responses, where every student will respond differently
(or lack thereof) to disengagement
These responses may include attention-seeking, kinaesthetic disruptions, daydreaming, etc.
According to psychoeducational theories (e.g. Dreikurs’ Goal Centred Theory – Dreikurs &
Grey, 1993; Glasser’s Choice Theory – Lyons et al., 2003), students’ behaviours are
indication of their attempts to meet certain needs and teachers must strive to scaffold their

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lessons to meet these needs. Many theories can explain these desires, but one prominent
one is Maslow’s Hierarchy of Needs (Maslow, 1954).

Figure 1: Maslow’s Hierarchy of Needs (McLeod, 2017). A teacher should especially focus on the top two needs
of the pyramid, because they may be the only person in power to provide such needs.

In the context of creating a positive learning environment, a teacher’s job, then, should be
to:
a) Differentiate content delivery styles and assessment to minimise gaps between
students that arise from different brain functionality, but if struggles are evident,
b) Employ variety of classroom strategies that seek to satisfy the needs outlined above
(particularly psychological and self-fulfilment needs), and thereby decreasing
misbehaviours and enforcing wanted behaviours
In this handbook, I will focus on part (b) and outline these strategies below in three
categories: preventative, supportive, and corrective methods, as outlined by Charles
(2002).
* The KEY CASE STUDIES referenced in the following “strategies” section can be found in the
Appendix.

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Preventative strategies
“You can prevent most misbehaviour if you treat students
sensitively, provide an interesting curriculum, and use a helpful
teaching style.” (Charles, 2002)
The best cure for something is to prevent it from happening in the first place. This goes for
bad habits, diseases, and most certainly classroom misbehaviours as well.
Strategies that aim to improve delivery of the content will help the students feel motivated
and is a preventative strategy, but such techniques should be an obvious prerequisite of
being a teacher and should be more relevant in lesson and unit planning. Thus, lesson
delivery strategies will be omitted in further discussions.
Skinner’s Theory of Classroom Management is perhaps the most widely-adopted theory
among modern western classrooms, making use of the tried-and-true operant conditioning.
Skinner was a strong believer of behavioural management through rewards, categorising
types of reinforcers (Andrius, 2012):
 Social – certain actions by the teacher given to the student, such as praises
 Graphics – visual indication of approval, such as smiles and nodding
 Activity – activities that student prefer over the main task may be given as a form of
a reward
 Tangible – actual objects earned as rewards, such as stickers, lollies, etc.

Before you move on…

However, Skinner’s Theory has a strong opposition, Alfie Kohn being the main voice of the
criticism. His main disagreements are as follows:
 Skinner’s approach to classroom management is widely used among schools, but it
may over-rely on rewards, paving way for pure intrinsic motivations instead of
encouraging extrinsic motivations (Kohn, 1993).
 This may also cause students to be trained into always expecting rewards, and
overuse of Skinner’s methods may lead to students failing to find motivation in the
absence of rewards
Alfie Kohn’s Theory instead strives to incorporate intrinsic rewards instead of Skinner’s
extrinsic rewards, highlighting the importance of learning as a reward itself. Although this is
a good point, I believe it to be naive to always avoid some form of extrinsic rewards to
create motivation. However, both theorists favour preventative strategies to keep control of
the class; below is a list of strategies that takes into account the rewards suggested by

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Skinner and the intrinsic motivation tools suggested by Kohn (see KEY CASE STUDY 1 for a
particularly good use of both of these theories).
Preventative strategies in this handbook has two key aspects:
1. Prevent misbehaviours by engagement and elimination of boredom (Democratic)
2. Prevent misbehaviours through strong first impression and giving clear outlines of
expectations (Autocratic)

The Strats:
 Show that questions are valued by regarding every one with a nod and a smile,
complimenting their effort to know more before answering the question
 When questions are answered appropriately, thank the student for the response and
give them compliments for particularly well-articulated answers
 When giving compliments, like when answering questions like above or on desired
behaviours, give specifics on what the students have done well instead of general
praises (see KEY CASE STUDY 1)
 Praises should, however, be given sparingly – this puts weight on to every praise
instead of saturating it as a common response
 Take opportunities to group students for discussions, which can often eliminate the
need to impose forced silence while also asking for answers to a question (see KEY
CASE STUDY 1)
 Allow for linguistic freedom when students articulate their point of views, focusing
on the content rather than the formalities (see KEY CASE STUDY 1)
 Give personal flares to set yourself up as an individual that is relatable, and someone
a student can trust to teach and rely on (see KEY CASE STUDY 2)
 Set up clear behavioural expectations right from the start with an authoritative
presence, which will hold students accountable for their actions when they disrupt
the class – however, may need to have a prior knowledge of the nature of the class
beforehand (see KEY CASE STUDY 2)
 Make an unconfident student explain a concept when it is clear they have the
knowledge, which can boost confidence (see KEY CASE STUDY 3)
 Enforce peer compliments through applauses (see KEY CASE STUDY 1 and KEY CASE
STUDY 3)
NOTE: While David (KEY CASE STUDY 2) is showcased here as a vector for preventative
discipline, it’s important to remember that his methods can easily become corrective
discipline if warnings are issued after misbehaviours.

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Supportive strategies
“Despite your best efforts, students will at times become restive and
can easily slip into misbehaviour. This is the time for you to use
supportive techniques, which are pleasant yet effective in keeping
students engaged in their work.” (Charles, 2002)
In a nutshell, supportive actions aim to maximise flow of the lesson while minimising
interruptions (Levin & Nolan, 2003). This might be an oversimplification, but it is easier to
think of it as a compromise between preventative and corrective strategies: while
preventative strategies are ideal, misbehaviours are unavoidable at times but many
corrective strategies may come in conflict with the flow of the lesson.
When students slip into inappropriate behaviours, the biggest danger the classroom faces is
its vulnerability to lose focus while the teacher attempts to correct these behaviours. To
prevent this outcome, one can heed to Jacob Kounin’s Theory of Classroom Management
(Kounin, 1977).
o Awareness of individuals, or at least parts of the classroom and their needs at all
times (so-called “with-it-ness”)
o Providing an engaging flow to the lesson, where students have clear instructions and
goals to follow
o Encouraging group alertness, where every member of a group is naturally seen as
accountable, whether it be through achievements or misdeeds
o Utilising various content delivery methods to keep a range of intellects engaged, and
to using these methods to provide a sense of progress within the students
Although the theory is versatile and can reach other discipline strategies, the main theme of
Kounin’s theory is to be on one’s toes (“with-it-ness”) and keep the lesson’s momentum
flowing. Kounin is big supporter of “rolling-with-the-punches”, and encourages spontaneous
adaptability to changes in situations. This way, a teacher can continue their teaching with
minimal disturbances.
Fred Jones’s Theory of Classroom Management is the perfect tool to achieve Kounin’s ideal
outcome, and specifies subtler techniques. Jones believes an effective teacher can remove
bad behaviours through body language alone (Jones, 2000). These can include:
 Maintaining confidence, dignity, and self-control
 Direct but brief eye contacts
 Using facial expressions and movements to show disapproval
 Using physical proximity
- From McInerney & McInerney (2002)

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Before you move on…
Subtlety is probably the hardest concept to master in a teaching environment, where
situations can become stressful very quickly and it is easy to lose one’s composure. In a way,
preventative and corrective methods are ways to avoid such sticky situations in the first
place; preventative strategy, of course, aims to prevent unfavourable situations pre-
emptively, while corrective strategy, although confronting, can be an easier way to control
students, albeit being less effective with some. In this way, supportive strategy is like typing
with all ten fingers as opposed to two fingers; difficult to master, but ultimately much more
efficient.

The Strats:
 Provide constant feedback that is both constructive but also motivating to try better
the next time (see KEY CASE STUDY 1)
 Encourage desired behaviours instead of criticising unwanted behaviours (e.g.
“Come on, I want to hear you talking” - see KEY CASE STUDY 1)
 Suggest following the actions of other well-behaving students, which has the benefit
of being supportive of the target student but also praising the other students at the
same time – be careful not to sound mocking, though (see KEY CASE STUDY 1)
 Try to use peer assistants for struggling students, such as letting another student
provide an answer if the underachieving student struggles to articulate a response –
other children’s voice can have more comforting weight than an adult’s, and this can
also give the underperforming student a socially safe “exit” to a confrontation
without feeling too embarrassed (see KEY CASE STUDY 3)
 Use subtle body languages, such as slightly shaking heads
 Make use of physical proximity; a lot of the times, the proximity coupled with the
awareness of the teacher’s awareness is enough to direct the student’s behaviour
without need for corrective discipline (see KEY CASE STUDY 4)
 Give the “troublemaker” of the class a simple task to keep them busy (see KEY CASE
STUDY 5)
 Insert pauses in speeches – the uncomfortable stillness in the atmosphere is a
natural way of getting immediate attention from off-task students (see KEY CASE
STUDY 6)

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Corrective strategies
“We have to accept that while good discipline systems can prevent
most misbehaviour, you students will nevertheless break rules at
times and you must deal with the transgressions. If you approach
misbehaving students in a sensitive manner, you can help them
return to their proper behaviour with no ill feelings.” (Charles, 2002)
It is easy to mistake corrective discipline with authoritarianism and punishments – however,
most theorists of corrective nature state the opposite, and there are numerous anecdotal
and empirical evidences that suggest punishments are ineffective methods of controlling
behaviours (Lieberman, 2000).
Haim Ginott’s Theory of Classroom Management is a good example of this. He believed
that there were only unacceptable behaviours, not unacceptable children (Ginott, 1972).
Therefore, he was a strong advocate of non-confrontational language when correcting
behaviours, preferring to address the action itself rather than attaching personal
identification. For example, when a student is being particularly loud, it is better to say “I am
not liking the amount of noise going on right now” instead of personalising the situation by
saying “Why are you always talking? I have told you to stop talking.” Although a subtle
change, it was Ginott’s strong belief that maintaining positive relationships with the
students through establishment of mutual respect was the key to maintaining the class
itself, even through corrective discipline.
Thomas Gordon was of similar opinion: his theory’s central theme was to build mutually
beneficial relationships with the students, where Gordon believed conflicts between the
teacher and students (which are intrinsically inevitable) can be resolved in a way that can
actually strengthen the relationship rather than sour it (Gordon, 1978). Contrary to Ginott’s
theory, however, Gordon pushes the teacher to become more personal with the student; by
having an open and honest conversation with the student that involves discussion of
personal feelings, Gordon believed that a teacher and a student could reach a new height of
relationship through mutual understanding, acceptance, and respect, which can hopefully
lead to the change in misbehaviour. Of course, one needs an ample time to discuss with the
student one-on-one, so this should only be implemented while the other students have
tasks to busy themselves.
Overall, corrective discipline is an art of redirecting students to the correct path, and the
methods used can be subtler than expected (e.g. intentional ignoring).

Before you move on…

It is important to remember that at the end of the day, corrective discipline should always
come after trying preventative and supportive disciplines. Although resolving conflicts are

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an important aspect of teaching, preventing conflicts are even better. If expectations are
not properly set from the beginning, then it is hard to determine if a student is misbehaving
because of external factors or if they are simply confused (Kounin, 1977).
It is also often unreasonable to assume that a mature conversation is within the scope of a
student’s ability, whether it be because of a lack of lingual articulation skill or because of
emotional deficiency. In this case, an honest and personal discussion may not be ideal.

The Strats:
 Avoid confrontational accusations that may sound personal
 Use proximity and the whisper technique, which has the benefit of not disrupting the
whole class when giving corrective measures (see KEY CASE STUDY 4)
 Whisper techniques can be implemented in a variety of ways; it can be a simple
warning, or a quiet discussion
 Avoid consequential statements whenever possible, opting for a gentler statement
(e.g. “Is this your seat?” – see KEY CASE STUDY 4)
 However, when the student is directly seeking attention, avoid direct
communication – instead, direct attention to the good students while keeping the
proximity to mischiefs, which can make the misbehaviours realise the only way to
get proper attention is to do the given task (see KEY CASE STUDY 5)
 Remove the “object of seduction” (such as a phone) when necessary, but give them
a warning in the form of a choice first (see KEY CASE STUDY 6)
 Keep the main mischievous student seated at the front of the class (see KEY CASE
STUDY 6)
 Avoid separating two or more disruptive friends, as it is likely they will disrupt other
students when moved anyway
 The “choice technique” above can be used as a response to a variety of other
misbehaviours
 Although exceptions may apply, almost always try to use humour to win students
over, even when issuing warnings (see KEY CASE STUDY 2)

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 Conclusion
At the end of the day, a handbook is merely a guide, and a guide is merely just that: a guide.
A handy instruction booklet to advise on general situations that may arise, but real life tends
to never be made of “general” situations, and even less so when teaching.
The one fact that any teacher will agree on is this: every student, while we try our best to
categorise into archetypes, is ultimately different, and in turn every class is different. There
will inevitably situations that no guide can ever help with, and the best way to learn when
that time comes is to remember Kounin’s “with-it-ness”.
There is also a degree of flexibility within the guide as well. One obvious example is David
Torn’s preventative methods of setting up rules and expectations (KEY CASE STUDY 2),
which can easily be converted to corrective methods for issuing warnings. Same goes for
different theories: although a theory may be strongly associated with one discipline, it is
essential for an effective teacher to remember to be flexible with interpretation, and take
different theories to combine it into one fluid, well-structured, and most importantly, fun
lesson, not chopped up into disjointed categories.
When life gives you lemons but no sugar or water to make lemonade with, remember these
words:

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References
Andrius, J. (2012). The Skinner Model of Discipline. Retrieved from Teaching Matters:
http://www.teachermatters.com/classroom-discipline/models-of-discipline/the-skinner-
model.html

Charles, C. M. (2002). Building Classroom Discipline, 7th Edition. New Jersey: Pearson.

Dreikurs, R., & Grey, L. (1993). Logical Consequences: A New Approach to Discipline. New York:
Plume.

Gardner, H. (1993). Frames of Mind: The Theory of Multiple Intelligences, 2nd Edition. Fontana Press.

Ginott, H. G. (1972). Teacher and child : a book for parents and teachers. New York: Macmillan.

Gordon, T. (1978). A Credo for My Relationship with Others. Retrieved from Gordon Training
International: http://www.gordontraining.com/free-workplace-articles/a-credo-for-your-
relationships-with-others/

Jones, F. (2000). Tools for Teaching. Hong Kong: Jones & Associates, Inc.

Killen, R. (2006). Foundations for quality teaching and learning1. In Effective Teaching Strategies:
Lessons from Research and Practice (pp. 1-44). Thompson.

Kohn, A. (1993). Punished by rewards: The trouble with gold stars, incentive plans, A's, praise, and
other bribes. Boston: MA: Houghton Mifflin.

Kounin, J. S. (1977). Discipline and Group Management in Classrooms. New York: R. E. Krieger.

Levin, J., & Nolan, J. F. (2003). What every teacher should know about classroom management.
Pearson.

Lieberman, D. A. (2000). Learning: Behaviour and Cognition. Wadsworth.

Lyons, G., Ford, M., & Arthur-Kelly, M. (2003). Classroom management theory. In Classroom
Management: Creating Positive Learning Environments. Melbourne: Cengage Learning.

Maslow, A. H. (1954). Motivation and personality. New York: Harper and Row.

McInerney, D. M., & McInerney, V. (2002). Classroom management and cooperative group work for
effective learning. Pearson.

McLeod, S. A. (2017). Maslow's hierarchy of needs. Retrieved from

www.simplypsychology.org/maslow.html

Plucker, J. (2013). Howard Gardner - Biological Profile. Retrieved from Human Intelligence:
http://www.intelltheory.com/gardner.shtml

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 APPENDIX
KEY CASE STUDY 1
Phil Beadle is a winner of UK’s Secondary Teacher
of the Year. He is a master at engaging
underperforming students, employing fun
activities with awareness of what the students
find enjoyable. In this case, for one, he adopts an
“argument tennis”, a game of competition that is
suitable for young boys. His tactics and a mixture
of preventative and some supportive strategies
work wonders on the effectiveness of the class
Link to a video: https://www.youtube.com/watch?v=zr2xdjQPH4I

KEY CASE STUDY 2

David Torn is a former Teacher of the Year, who has a
reputation for employing an autocratic approach to learning,
and has tamed many difficult classes using this method. The
most important step to this approach is the very beginning of
the first class, where he sets boundaries, expectations, and
accountabilities right from the start, cementing him as the
“guy who’s in charge” before misbehaviours even show.
While preventative discipline is largely associated with fun,
free-spirited classroom atmosphere, David Torn shows this
does not necessarily have to be the case with his autocratic approach (although he does
bring in the fun later in the class!)
Link to a video: https://www.youtube.com/watch?v=ec0v4kzYkCY

KEY CASE STUDY 3

John is a relatively new teacher that struggles to keep a class’s
attention. He improves on his shortcomings through a variety
of preventative and supportive techniques.

Link to a video: http://archive.teachfind.com/ttv/www.teachers.tv/videos/too-much-

talk.html

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KEY CASE STUDY 4
Amy is an accomplished teacher who were hired to
teach classes with motivation and self-esteem
problems. In her class she shows a variety of
techniques all across the three categories of
classroom management strategies, such as praises,
“whisper techniques”, and establishing concrete
structure.
Link to a video: https://www.youtube.com/watch?v=KkXRjrSsMQg&feature=youtu.be

KEY CASE STUDY 5

In this case study, a French teacher has difficult
time controlling the class, due to not one, but
multiple attention-seeking students. She later
solves this problem through mixing proximity and
indirect corrective techniques, and then
employing preventative strategies once the
attention-seekers sought attention through
desired behaviours.
Link to a video: https://www.youtube.com/watch?v=pXhtwDK4oHw&t=3s

KEY CASE STUDY 6

A young teacher is tasked with keeping control a class scheduled for the last lesson of
Friday. She manages through a largely autocratic methods of corrective techniques.

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