As I write this post on creating safe learning spaces and behavioural management, I want to acknowledge that this topic has come at a personally challenging time for me. This week, I've experienced a wide range of emotions, from celebrating my daughter's 18th birthday to mourning the passing of my wife's grandmother and attending my brother-in-law's wedding. These personal experiences have highlighted the wide spectrum of emotions that life brings, giving me a deeper understanding of the joys, struggles and challenges many of our students face daily. It reinforces for me the critical importance of effective understanding, practicing empathy, displaying an attitude of patience and support within our school communities as we develop safe learning spaces and behavioural management practices.
In schools, creating a safe and secure learning environment is not just an optional add on, it's the very foundation upon which the educational trust rests. As educators, we understand that a student's emotional and psychological wellbeing is inextricably linked to their academic success.
In this blog post, I explore how behaviour management shifts from mere rule enforcement, to become a cultural cornerstone for cultivating a learning space that fosters holistic development, engagement, and joy.
My teaching philosophy posits that safety extends beyond the physical realm. It encompasses emotional and spiritual security, where students feel comfortable expressing themselves, taking risks, and actively participating in their learning journey. This sense of security fosters an environment where learning is not just a passive acquisition of knowledge, but a joyous experience for each individual where their passions, hopes and dreams are nourished.
Effective behaviour management goes beyond simply establishing and enforcing rules. It's about cultivating a culture of respect, empathy, and understanding. By setting cultural norms, clear expectations and consistently applying routines that foster positive relationships, I aim to create a space where every student feels valued, cared for and supported. In such an environment I believe, students are motivated to succeed academically and encouraged to explore their capacity, contributing to a positive and dynamic learning community.
This secure and supportive atmosphere allows students to ask questions without fear, embrace mistakes as learning opportunities, and engage actively in the learning process. By prioritising their emotional wellbeing, schools can create a space where their students' curiosity is nurtured, their voices are heard, and their individuality is celebrated.
This approach to behaviour management draws inspiration from various sources:
Positive psychology
This is a branch of psychology that focuses on emphasising the positive aspects of human experience, rather than just treating mental illness. It looks at how people can lead fulfilling and meaningful lives, cultivating strengths and virtues that help them thrive.
In schools, positive psychology can be a powerful tool for promoting positive behaviour management. Here's how it can be applied, focusing on strengths, building self-esteem, and fostering a growth mindset:
Strengths-Based Approach: Positive psychology encourages identifying and developing students' strengths rather than focusing solely on their weaknesses. By recognising and nurturing what students are good at, educators can help them build confidence and motivation (Seligman & Peterson, 2004).
Building Self-Esteem: Positive psychology emphasises the importance of building self-esteem in students. Teachers can use strategies such as praising effort, providing constructive feedback, and creating a supportive classroom environment to help students develop a positive self-image (Baumeister & Leary, 2007).
Fostering a Growth Mindset: Positive psychology promotes the idea of a growth mindset, which is the belief that abilities and intelligence can be developed through effort and perseverance. Teachers can encourage a growth mindset by praising students' efforts, teaching them about the brain's ability to grow and change, and providing opportunities for them to learn from failures (Dweck, 2006).
Social-emotional learning (SEL)
This is the process through which individuals acquire and effectively apply the knowledge, attitudes, and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.
In schools, SEL programs are designed to foster these skills in students, promoting their emotional intelligence and social awareness. Here's how SEL can be used to promote positive behaviour management in schools:
Emotion Management: SEL helps students recognise and manage their emotions effectively. By understanding and regulating their feelings, students are better able to handle conflicts and respond to situations in a calm and constructive manner (Greenberg, Domitrovich, Weissberg & Durlak, 2017).
Relationship Building: SEL teaches students how to build and maintain healthy relationships. By emphasising empathy, communication, and cooperation, SEL helps create a positive and inclusive school environment where students feel connected and supported (CASEL, 2023).
Responsible Decision-Making: SEL equips students with the skills to make responsible decisions. By teaching them to consider the consequences of their actions, weigh alternatives, and solve problems effectively, SEL helps students make choices that align with their values and goals (Durlak, Weissberg, Drakoni & Pergamon, 2011).
Positive Behaviour: By developing students' emotional intelligence and teaching social skills, SEL can lead to a reduction in negative behaviours such as aggression, bullying, and defiance. Instead, students learn to express themselves constructively and resolve conflicts peacefully (Greenberg, Domitrovich, Weissberg & Durlak, 2017).
Academic Success: Research has shown that SEL is linked to improved academic performance. By enhancing students' ability to focus, manage stress, and collaborate with others, SEL can lead to better academic outcomes and overall wellbeing (Gueldner, Feuerborn & Merrell, 2020).
Responsive Classroom
This is an evidence-based approach to teaching and learning that emphasises creating a positive, engaging, and inclusive school environment. It's grounded in the belief that social-emotional learning is foundational to academic success. Here's how it works and how it can promote positive behaviour management:
Morning Meeting: Each day begins with a Morning Meeting where students and teachers gather together to greet one another, share news, engage in a brief activity, and review the day's schedule. This ritual fosters a sense of belonging and community, setting a positive tone for the day (Responsive Classroom, 2023).
Rules and Logical Consequences: Instead of simply imposing rules, Responsive Classroom encourages teachers to involve students in the rule-making process. By collaboratively establishing clear expectations and discussing the rationale behind them, students are more likely to internalise and adhere to these rules. Logical consequences are also employed, focusing on teaching rather than punishment, helping students understand the impact of their actions (Jones & Jones, 2013).
Interactive Modeling: Teachers use interactive modeling to demonstrate desired behaviours, allowing students to actively participate in the modeling process. This helps students understand expectations and provides them with concrete examples to follow (Responsive Classroom, 2023).
Guided Discovery: Teachers facilitate guided discovery activities to introduce classroom materials and procedures. This allows students to explore and learn about their environment in a structured and supportive manner, promoting independence and responsibility (MacKenzie, 2018).
Classroom Meetings: Regular classroom meetings provide opportunities for students to discuss concerns, solve problems, and celebrate successes as a group. By fostering open communication and collaboration, classroom meetings help build a supportive and respectful classroom community (Responsive Classroom, 2023).
Academic Choice: Responsive Classroom emphasises providing students with meaningful choices in their learning, such as selecting from different assignments or projects. This promotes student autonomy and engagement, reducing the likelihood of disruptive behaviour (Jones & Jones, 2013).
Positive Teacher Language: Teachers use positive and respectful language when interacting with students, focusing on affirming their efforts and contributions. This helps build positive relationships and reinforces desired behaviours (Wachob, 2014).
Cooperative Learning: Collaborative learning activities are incorporated into the curriculum, allowing students to work together to achieve common goals. This promotes teamwork, communication, and problem-solving skills while reducing competition and fostering a sense of belonging (Jones & Jones, 2013).
Restorative Justice
This is a philosophy and set of practices that focus on repairing harm caused by wrongdoing rather than just punishing the wrongdoer. It emphasises accountability, reconciliation, and building relationships within a community. In schools, restorative justice can be a powerful tool for promoting positive behaviour management.
Focus on Relationships: Restorative justice prioritises building and maintaining positive relationships among students, teachers, and staff. By nurturing these relationships, schools can create a sense of belonging and community, which can prevent behavioural issues (Moore, 2014).
Accountability and Responsibility: When a student behaves inappropriately, restorative justice encourages them to take responsibility for their actions. This may involve acknowledging the harm they caused and working to make amends (Braithwaite & Braithwaite, 2000).
Reparation and Restoration: Restorative justice seeks to repair the harm caused by a student's behaviour. This could involve apologising to those affected, performing community service, or other actions to make things right (Moore, 2014).
Conflict Resolution: Restorative justice provides a framework for resolving conflicts in a constructive manner. Instead of escalating conflicts, students are encouraged to communicate openly, listen to each other, and find mutually acceptable solutions (Moore, 2014).
Prevention and Education: By promoting empathy, understanding, and respect, restorative justice can help prevent future behavioural issues. It also serves as an educational tool, teaching students valuable life skills such as communication, problem-solving, and emotional regulation (Braithwaite & Braithwaite, 2000).
By incorporating these principles into their approach to behaviour management, educators can create a positive and supportive learning environment that helps students develop the skills and mindset needed to succeed academically and in life.
Here are some specific strategies I have employed throughout my career to cultivate a safe learning space:
Establishing clear expectations and routines: This provides a sense of structure and predictability, reducing anxiety and promoting positive behaviour.
Building positive relationships: Taking the time to get to know each student individually, fostering trust and open communication.
Using positive reinforcement: Recognising and rewarding desired behaviours, creating a positive feedback loop.
Teaching social-emotional skills: Explicitly teaching students how to manage their emotions, resolve conflicts peacefully, and show empathy.
Creating a responsive classroom environment: Providing opportunities for student voice and choice, fostering a sense of ownership and belonging.
To that end, I aim to create learning spaces within my school by implementing these strategies to allow students to feel safe, supported, and empowered to reach their capacity. This journey of cultivating a safe learning environment is recognised as an ongoing process, one that requires continuous reflection, adaptation, and collaboration with students, parents, and the wider school community. Ultimately, I believe that it is through this commitment to holistic wellbeing that the transformative power of education can be truly unlocked for each and every student.
Stay the Course!
References
Baumeister, R. F., & Leary, M. R. (2007). The need for belonging: Physiological dependence on interpersonal relationships. Journal of personality and social psychology, 92(3), 497-509.
Braithwaite, J., & Braithwaite, H. (2000). The restorative justice idea: Reshaping the justice process. Routledge.
CASEL. (2023). Collaborative for academic, social, and emotional learning. https://casel.org
Durlak, J. A., Weissberg, R. P., Drakoni, E., & Pergamon, C. (2011). The impact of social and emotional learning on academic achievement and social competence. Metaanalysis. Annals of the New York Academy of Sciences, 1231, 43-53.
Dweck, C. S. (2006). Mindset: The new psychology of success. Ballantine Books.
Greenberg, M. T., Domitrovich, C. E., Weissberg, R. P., & Durlak, J. A. (2017). Social and emotional learning as a public health approach to education. The future of children, 13-32.
Gueldner, B. A., Feuerborn, L. L., & Merrell, K. W. (2020). Social and emotional learning in the classroom: Promoting mental health and academic success. Guilford Publications.
Jones, V. F., & Jones, L. S. (2013). Comprehensive classroom management: Creating communities of learners (9th ed.). Pearson.
MacKenzie, T. (2018). Inquiry Mindset. Elevate Books Edu
Moore, D. (2014). Restorative justice in education. Routledge.
Responsive Classroom. (2023). Responsive classroom. https://www.responsiveclassroom.org/
Seligman, M. E. P., & Peterson, C. (2004). Character strengths and virtues. Oxford University Press.
Wachob, H. (2014). Building positive relationships in the classroom. ASCD.
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