After establishing an evolving personal pedagogical stance, and critiquing relevant theories that support this pedagogy I have been able to deconstruct 5 principles that help create a positive learning environment which nurtures holistic wellbeing. These 5 principles have been carefully chosen to interconnect with both my personal pedagogical beliefs and the Democratic Group Management theories witch act as the foundation of my classroom management practice. 

 

In order to create a positive learning environment which nurturers holistic well being these five principles need to be followed:

 

1 . The learning environment is safe and supportive .

 

The Group Management theory believes A teachers personality and how they react to student behaviours strongly influence student behaviour. A teacher who is more democratic rather than autocratic, has a greater capacity to support students to become personally responsible learners and gives them the competence to build respect (Lyons , Ford , & Arthur-Kelly, 2011).

 

This first principle emphasises the importance of building a positive relationship which values each student. Through classroom modeling and strategies such as building positive relationships, valuing each student, promoting self-confidence and acknowledging effort as well as ability an environment is created where students feel comfortable to ask questions and be themselves. They begin to take responsibility for their learning and are encouraged to follow their inquisitiveness (State Government Victoria Department of Education and Training, 2013).

 

2. The learning environment encourages self-motivation through independent group activity and assessment.

 

The Group Management theory believes misbehaviour will only improve when students understand their motives and learn alternative appropriate ways to meet their needs. Teachers assist in this by offering appropriate behavioural choices that help foster independence,interdependence and self motivation. By assessing and monitoring students learning and development Assessment criteria are explicit and feedback is designed to support students' further learning and encourage them to monitor and take responsibility for their own learning.(Lyons , Ford , & Arthur-Kelly, 2011).

 

As a teacher I would facilitate a democratic classroom where students are involved in the decision making within the classroom. This is also established by looking at how the students learn and encouraging them to take responsibility of their learning through the setting of goals and self-monitoring. By assessing and providing an explicit list of learning outcomes at the beginining  of a unit of work, giving opportunities to review prior ideas comparing them with recently gained knowledge and by ensuring team building skills and peer assessment are also included in my lesson plans students learn the importance of self satisfaction, collaboration, negotiation and contribution. All these activities foster a positive learning environment and nurtures holistic wellbeing (State Government Victoria Department of Education and Training, 2013).

 

3. Lessons are prepared not only to meet the syllabus but also the students needs, backgrounds and interests.

 

Both Dreikur and Glasser believe people are social beings who want to feel accepted and desire to belong to a social group. All student behaviours are directed towards feeling a sense of satisfaction, principally belonging, control, freedom and/or fun (Lyons , Ford , & Arthur-Kelly, 2011).

 

A number of strategies are used to assess and respond to students' different learning needs, social needs, and cultural perspectives. Classrooms should be an interesting and adaptable to suit a wide range of dispositions. By creating an environment filled with encouragement allowing them to contribute their personal stories to class discussion, creating units that involve a range of students' personal interests eg incorporating sport, creative lessons and utilizing technology and by addressing and acknowledge gender, personal and religious differences students' will see their lives and interests being reflected in the classroom making them feeling included and creating a sense of belonging (State Government Victoria Department of Education and Training, 2013).

 

 

4. Each student’s behavioral and academic development is encouraged to evolve through a challenging yet supportive environment.

 

The Group Management approach believes misbehaviour will only improve when students understand their motives and learn alternative appropriate ways to meet their needs. Teachers assist this by offering support and develop a deeper level of thinking through behavioural choices (Lyons , Ford , & Arthur-Kelly, 2011).

 

Academically students are challenged to explore, question and engage with significant ideas and practices, this will help them move from a basic quite closed off understanding to a deeper knowledge and a higher order of flexible thinking. By providing stimulus materials that challenge students' ideas and encourages discussion, promoting suggestions and speculation through carefully planned open ended questions and linking current content to work previously done and home life a deep level of thinking should begin to develop and a continual of receptive ideas and practices will arise (State Government Victoria Department of Education and Training, 2013).

 

 

5. The learning environment is not confined to the walls of the classroom. Students understand how their learning connects to the communities in which they belong.

 

The group management theory believes behaviour is ‘orderly and purposeful’ and seeks to achieve social recognition and self- determination. All behaviours are internally motivated and only the individual can control where and how this motivation is directed and applied (Lyons , Ford , & Arthur-Kelly, 2011).

 

By fostering students' learning needs to connect with their current and future lives, they begin to use their internal motivation to not only benefit themselves but also thinking with the broader community in mind. By establishing a variety of links between the classroom life and the local and broader community, students develop a rich view of knowledge and practice. By interlinking the two through excursions to a variety of local community based venues, and using parents with special expertise to provide input or support in a topic and inviting visiting speakers and practitioners social and recognition comunial belonging and relevant ethical issues will be addressed.

 

By incorporating aspects of my own personal pedagogy as well as Dreikurs’ and Glasser’s Group management approach I have been able to devise five classroom principles that create a positive learning environment which nurtues holistic wellbeing.