productive learning in a diverse classroom

Productive/Positive/Practical Learning in a Diverse Classroom

ETL 121

Written By Jesse Kings193157

Productive/Positive/Practical Learning in a Diverse ClassroomETL 121Jesse Kings193157

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Berk (2009) states “The field of child development is becoming increasingly aware that children grow up in distinct contexts”. Anyone who has walked into a school in the last ten years will agree that the 21st century classroom is a diverse place. The ease and frequency of global migration has changed the face of education. Within a group of thirty children, teachers will find there is a broad range of cultural, physical, social and educational diversity. This has probably always been the case, but with improvements in areas such as equal rights, human development, social justice and educational learning strategies, diversity in the classroom is a relevant topic to both new and experienced teachers alike. Teachers need to continuously adapt and modify their classroom learning environments to support and develop productive/positive/practical learning environments in line with the ever changing diversity within Australian schools.

Productive learning has many different academic titles but is basically a variety of strategies that increase the likelihood of a student achieving. There are a number of models that can be utilised to attain a productive learning environment based on individual teacher needs. One such model was developed by Arthur-Kelly, Butterfield, Gordon and Lyons (2003) and is a continuous model based on planning, implementation and review to help achieve and maintain what they call a “positive learning environment”. This model will be discussed in further detail later in this essay. Whether a teacher uses a model or not when planning, each classroom needs to be inclusive of each student’s individual needs so that they may achieve as individuals.

A productive learning environment is something that every competent teacher strives for. Productive learning environments need to be inclusive of all needs for each individual student. However, Stamopoulous (2006) argues that while inclusion is a broadly accepted notion in modern classrooms, the practice of classroom inclusion needs to be better understood to prevent inclusive practices that continue to marginalise children. This highlights the importance of teachers to better understand in theory and in practice classroom inclusion strategies.

A productive/positive/practical learning environment is created through a range of different strategies. These include aesthetic properties of the classroom, conduct of the teacher and individual needs of the students.

Aesthetic variables in the classroom include classroom layouts, seating plans and decorations. The layout of desks in a classroom is important as it affects how a student perceives their classroom. Individual seating plans are also used in classrooms to create a more productive environment. When using a seating plan, teachers should think about what parts of the room that child will be able to view. This may affect what is placed on the walls in which location. Resources that a teacher puts on the walls of their classroom can greatly increase the effectiveness of a child’s ability to learn. Age appropriate educational resources that relate to topics or basic principles of the subject can help students to form an autonomous understanding of the content.

While classes will be based in a traditional indoor setting, they do not need to always have four walls. Some children flourish when in an outdoor environment. Teachers need to be creative and aware of just how many lessons can be taught outdoors.


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A practical environment will help children retain knowledge through and beyond their formal education years.

Individual needs in a classroom are a major factor when teaching in a diverse classroom. Some students will require more one-on-one time while others may work better within a group setting. An expert understanding of how children learn is required by all teachers. One important learning theory is Multiple Intelligences. While some teachers might think that this means planning eight or nine different lessons for each topic, Gardner, Kornhaber and Moran (2007) state that “what you really should be doing is designing rich learning experiences that nurture each students combination of intelligences”. Gardner, Kornhaber and Moran (2007) also argue that “Intelligences are not isolated; they can interact with one another in an individual to yield a variety of outcomes”. This is also true when utilising key learning theories and teachers should use a variety of approaches when planning and delivering classes.

With the amount of study happening worldwide of teaching and learning, there is any number of different models that have been developed to assist teachers in creating a productive learning environment. One such model is The Integrated Model of Classroom Management. Designed by Arthur-Kelly et al. (2003) “The Integrated Model of Classroom Management provides a sound, theory-based and practical scaffold for the development of a personal model of classroom management”. The model uses a number of classroom elements including; an ecological perspective, key theories, key preventative practices and key interventions. These elements are used throughout the plan, implement and review process.

While these approaches and others theoretically create a productive learning environment, in practice it will always differ. Individual behaviour of children is something that teachers are required to learn quickly and adapt to. An example is some children who may have a high inter-personal capacity may still have to sit separate from groups as they are still unable to control this and can disrupt a class. A teacher then needs to gauge other strengths for these students and adapt their strategy. Teachers (especially in middle and senior school years) may change classrooms constantly throughout a week. This complicates using subject specific aesthetics in the classroom as other teachers will also be using the room. One thing teachers can always rely on is their understanding of how a child learns. Having a solid grounding in all areas of teaching and learning and constantly gaining new skills and techniques allows teachers to be flexible and adapt approaches constantly.

Most new teachers will usually base their strategies on a model that suits their classroom needs. Experienced teachers may use what has worked before and adapt to the student’s needs. The most important part of any strategy is the review process. A model will not make your classroom productive and engage every student, the teacher will. By periodically reviewing classroom practice and strategies, teachers give their students and themselves the best chance of success.


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Lillejord and Dysthe (2006) state “In a changing labour market with high expectations for lifelong learning, students are expected to develop a variety of skills, critical thinking and problem solving abilities”. Teachers can use models, seating plans, decorations etc. to achieve this outcome but the most important strategy is to discover and encourage each individual students learning style. Teachers need to be able to nurture every student and the diverse ways these students think, learn, act and feel in their classrooms. A productive classroom environment in our diverse culture is attainable through understanding, communication, sensitivity and solid planning.


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References

Arthur-Kelly, M., Butterfield, N., Gordon, C. & Lyons, G. (2003) Classroom Management: Creating positive learning environments (2nd ed.). South Melbourne, Victoria, Australia: Cengage Learning Australia

Berk, L.E.(2009). Child Development. Boston, MA: Pearson Education.

Dysthe, O. & Lillejord, S. (2008). Productive learning practice – a theoretical discussion based on two cases. Journal of Education and Work, 21(1), 75-89. Retrieved from A+ Education Database.

Gardner, H., Kornhaber, M. & Moran, S. (2007). Multiple Intelligences: Building Active Learners. Teacher: The National Education Magazine, 177, 26-30. Retrieved from A+ Education Database.

Stamopoulos, E. (2006). Empowering preservice teachers to embrace diversity. Australian Journal of Early Childhood, 31(4), 30-39. Retrieved from A+ Education Database.


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productive learning in a diverse classroom

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