Creating Positive Learning Environments: Antecedent Strategies for Managing the Classroom Environment &amp;amp; Student Behavior

Banks, Tachelle

doi:10.4236/ce.2014.57061

Cited by 33 publications

(33 citation statements)

References 7 publications

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“…A great deal of research has been done on children's definition and perception of peace (Covell, Rose-Krasnor, & Fletcher, 1994;Hakvoort & Hagglund, 2001;Hakvoort & Oppenheimer, 1993;Hakvoort & Oppenheimer, 1998;McLernon & Cairnes, 2001;Oppenheimer & Kuipers, 2003). A considerable amount of research has been done on school climate (Banks, 2014;Brand, Felner, Shim, Seitsinger, & Dumas, 2003;Cohen, Mc-Cabe, Michelli, & Pickeral, 2009;Egeberg, McConney, & Price, 2016;Gage, Prykanowski, & Larson, 2014;Hernandez & Seem, 2004;Koth, Bradshaw, & Leaf, 2008;Thapa, Cohen, Guffey, Higgins-D'Alessandro, 2013;Turner, Reynolds, Lee, Subasic, & Bromhead, 2014). In these studies, it was concluded that children can feel the concept of peace from an early age in relation to their cognitive development, and positive school climate predicted many variables, such as academic achievement, self-esteem, and well-being.…”

Section: Introductionmentioning

confidence: 99%

Peaceful and Happy Schools: How to Build Positive Learning Environments

Calp¹

2020

iejee

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It is very important for students and teachers to have a positive learning environment. The school that is an institution for educating children should be a peaceful and happy environment. There are principles such as love, respect, honesty, courage, empathy and kindness in the peaceful and happy schools. This study examined the concept of a "peaceful and happy school" and aimed to describe a peaceful and happy school from the point of view of primary school teachers and primary school students. It was designed with a case-study research model. A peaceful and happy school climate is the "case" of this study. The participants of the study consisted of 126 persons, 103 primary school students, and 23 primary school teachers from public schools in Turkey. Data were collected through face-to-face interviews from primary school students and teachers. Semi-structured interview form was used for both groups. At the end of the study, primary school teachers' and students' definitions of a peaceful and happy school were presented. It was understood from the findings that primary school students and teachers want to improve the same basic issues related to a peaceful and happy school.

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Section: Introductionmentioning

confidence: 99%

Peaceful and Happy Schools: How to Build Positive Learning Environments

Calp¹

2020

iejee

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“…Good interactions between teachers and students have been proven to be the biggest contribution of a positive environment (Banks, 2014;Luz, 2015). Somsai & Intaraprasert (2011) prove that communication strategies can assist students to cope with face-to-face oral communication problems.…”

Section: Introductionmentioning

confidence: 99%

Investigating Teacherâ€™s Sense of Humor in Indonesia

Tunnisa

Mahmud

Salija

2019

ijole

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This study investigates the use of humor in teaching English in an English course in Indonesia. It aimed to find out the kinds of humor employed by the teacher and to explore the students’ perspectives toward it. This study employed a qualitative research design and focused on one English course in Makassar, Indonesia. One teacher and one class consisting of seven students were taken as respondents. Data collections relied on observation and interview. Five meetings of classroom interaction were observed and recorded. Seven students from the class were also interviewed deeply. The recordings were transcribed and analyzed based on the framework of Wanzer & Frymier (1999). Findings show that there are some kinds of humor that were employed by the teacher in teaching, namely related humor, unrelated humor, self-disparaging humor, and unplanned humor. New kinds of humor were also found namely unresponded humor and remind humor. Those kinds of humor were proved to give benefits in English language teaching process. The teacher who employed humor in teaching English made the students easy to get the knowledge. Teacher’s humor reduced tension, made the students more comfortable in the teaching-learning process, created good interactions, led to more enthusiastic teaching-learning process, encouraged students’ attendance, and reduced the number of students who felt sleepy in the class. Findings from this study provide significant input for teachers to create effective interaction between teachers and students in English language teaching in Indonesia.

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“…When teachers create environments of care, they create settings where potential challenges are planned for, rules and consequences are established, positive behaviour is the focus for classroom supports, redirection rather than reprimand is the vehicle for behavioural change, and students are offered a variety of choices to reach an agreedupon instructional goal. Teachers that create positive classrooms pay close attention to all of the environmental stimuli that are present in their educational setting (Banks, 2014).…”

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confidence: 99%