Managing Behaviour Within the Inclusive Organisation
Module 4 – Managing Behaviour within the Inclusive Organisation.
Section 1
The environmental conditions conducive to effective learning.
According to Johnston and Nahmad-Williams (2009) the environment in which we live and work affects us all, Cowley (2003) echoes this and states if you live or work in a cluttered environment, you are likely to feel depressed and mentally overcrowded echoes this statement. Jenson (2009) agrees that environments either impair or support the learner and points out that there are four environmental domains in which all student learning occurs: cultural, physical, academic and social.
Taking the above into account, the classroom environment should be appropriate for all learners and should establish a feeling of safety and security; this in turn will assist in receiving the desired behaviour response and achievement in academic learning. When students feel safe, they will be more relaxed and open to learning
The use of the physical classroom space is essential to develop and sustain a positive and conducive environment for learning. Ginnis (2002) suggests that a constant supply of oxygen and cool temperatures are required for the brain to function efficiently. He also stresses the importance of colour, aromas, lighting and furnishings because they can affect the mood of the learner. Furthermore he encourages the use of music, believing that music has a positive effect as the brain turns music into electrical energy. Consequently the electrical energy feeds the brain.
An area which is well-ventilated, spacious, open and light assists in creating a more positive mood, as a result the learners will be more relaxed and their work enhanced. Learners will also absorb information from peripheral material such as display boards,
The identification of situations likely to cause unwanted/challenging behavioural responses
Cowley (2003) states Teachers need to be aware of the emotional and psychological factors within
Section 1
The environmental conditions conducive to effective learning.
According to Johnston and Nahmad-Williams (2009) the environment in which we live and work affects us all, Cowley (2003) echoes this and states if you live or work in a cluttered environment, you are likely to feel depressed and mentally overcrowded echoes this statement. Jenson (2009) agrees that environments either impair or support the learner and points out that there are four environmental domains in which all student learning occurs: cultural, physical, academic and social.
Taking the above into account, the classroom environment should be appropriate for all learners and should establish a feeling of safety and security; this in turn will assist in receiving the desired behaviour response and achievement in academic learning. When students feel safe, they will be more relaxed and open to learning
The use of the physical classroom space is essential to develop and sustain a positive and conducive environment for learning. Ginnis (2002) suggests that a constant supply of oxygen and cool temperatures are required for the brain to function efficiently. He also stresses the importance of colour, aromas, lighting and furnishings because they can affect the mood of the learner. Furthermore he encourages the use of music, believing that music has a positive effect as the brain turns music into electrical energy. Consequently the electrical energy feeds the brain.
An area which is well-ventilated, spacious, open and light assists in creating a more positive mood, as a result the learners will be more relaxed and their work enhanced. Learners will also absorb information from peripheral material such as display boards,
The identification of situations likely to cause unwanted/challenging behavioural responses
Cowley (2003) states Teachers need to be aware of the emotional and psychological factors within
Bibliography: Class handout ARCS Model of Motivational Design (Keller) Cowley, S. (2003) Getting the Buggers to Behave: Herts: Biddles Ltd. Fontana, D. (1985) Classroom Control: Leicester: Wheatons of Exeter. Ginnis, P. (2009) The Teachers Toolkit: Carmarthen Wales: Crown House Publishing Ltd. Hammersley-Fletcher, L. Lowe, M. Pugh, J. (2006) The Teaching Assistant’s Guide: An Essential Textbook for Foundation Degree Students. Oxon: Routledge Farmer Jenson, E. (2009) Fierce Teaching: Calafornia: Corwin Press (class readings) Johnston, J. Nahmad-Williams, L. (2009) Early Childhood Studies: Pearson: Longman. (class readings) Word count 1059