The strategies that principals employ to establish focused and orderly classrooms can make all the difference between cultivating a culture of calm or allowing chaos to take root.
Indeed, this is a growing challenge for many schools across Australia, as research shows.
A Senate committee report released in February detailed how disruptive classrooms are leading to lower student achievement, pointing to the PISA 2022 results which found that Australia ranks below-average in classroom orderliness when compared to fellow OECD countries.
A growing body of evidence shows the impact of effective classroom management is strengthened when it is practised as part of a consistent, effective whole-school approach. This in turn can increase positive student behaviour, reduce negative behaviour and improve learning outcomes for all students.
In September, the Federal Government announced the second set of ‘Engaged Classrooms’ resources, developed by the Australian Education Research Organisation (AERO) in consultation with teachers and classrooms management expert, Dr Tim McDonald.
Giving leaders rich insight into staff and student progress
Dr Jenny Donovan, CEO of the Australian Education Research Organisation (AERO), said the new classroom management resources help school leaders build a shared understanding of evidence-based approaches across their staff and wider school community.
“The resources also help leaders and the teachers they work with, monitor their own effectiveness and consistency as they apply these approaches,” Dr Donovan told The Educator. “They set out in detail the steps teachers should take to apply the classroom management practices and skills in their classrooms.”
Dr Donovan said this enables school leaders and teachers to better understand which parts of the practices are being applied well and which parts could be strengthened.
“Such insight can provide an important whole school picture or ‘measure’ of success, as well as identify areas for further development.”
Importantly, the resources don’t require adaptation for schools with limited staffing, Dr Donovan noted.
“Leaders can consider how best to use the resources in the contexts of their own school, such as by taking smaller steps to building a whole school approach. For example, they might choose to prioritise one practice, such as a consistent entrance routine,” she said.
“Teachers can then use AERO’s resources to help them establish this routine, and share reflections on progress during staff meetings to build a shared understanding and consistency.”
Dr Donovan said AERO’s most recent resources have been released in advance of the new school year so schools can share and use these in staff development days at the start of term 1.
“This will help schools with limited staffing, as they may find it harder to bring teachers together during the busy term so this dedicated time can kickstart their work to build a whole school approach.”
Bringing individualised support to every classroom
In an interview with The Educator in September following the announcement of the ‘Engaged Classrooms’ resources, Matthew Johnson, president of the Australian Special Education Principals Association, said that for students with complex needs, such as those with autism or other developmental disabilities, behaviour support plans must be highly individualised.
“These plans typically include specific interventions that address each student’s individual triggers, sensory sensitivities, and communication challenges,” Johnson said.
“While the whole-school approach has the potential to reduce negative behaviours and enhance learning outcomes for many students, its true effectiveness for students with complex needs lies in its ability to incorporate specialised, individualised behaviour support strategies.”
Responding to this, Dr Donovan said evidence shows students with diverse needs particularly benefit from positive teacher-student relationships, high-expectations, and routines and rules, which create safe, predictable and calm learning environments.
“Establishing these environments is what our existing classroom management resources help schools to do,” she said. “We also recognise there are other important considerations for teachers and leaders when supporting students’ diverse needs.”
Dr Donovan said this was a key factor behind AERO developing additional evidence-based guides, which will focus on supporting students’ specific needs relating to communication, physical differences, sensory needs, emotional regulation and social interactions in mainstream classrooms.
“These guides will support teachers to collaboratively identify students’ strengths and needs and support them using evidence-based approaches. They will be released in early 2025.”
Minimal prep, maximum classroom impact
Andy Mison, president of the Australian Secondary Principals Association, said current workload pressures faced by many school leaders and teachers may limit their capacity to fully engage with AERO’s resources, particularly the pre-requisite handbook readings.
“We note also that many of the complex behavioural challenges faced by schools require a broader range of support and investment beyond classroom management strategies, and we urge all levels of government to collaborate in providing the necessary resources to ensure the wellbeing and success of every student,” Mison said.
When asked can school leaders ensure these resources lead to meaningful change in classroom behaviour without requiring excessive handbook readings or preparatory work, Dr Donovan said AERO’s resources to support a whole school approach comprise adaptable presentations and a supporting guide.
“While we suggest some pre-readings, these are intended for the person delivering the presentations, so they can explain the guidance to participants. Teachers don’t need to have completed the pre-reading to engage effectively in the presentations being delivered,” she said.
“These resources have been carefully designed to be useful and practical. Although any school improvement activities, including presenting professional learning to staff, require planning and preparation, such requirements have been consciously minimized with this material.”
Dr Donovan said the resources are “ready to pick up and use” and are easily adaptable to include specific information about an individual school.
“They make the job of building a staff’s knowledge, shared understanding, and effective practice of evidence-based classroom management approaches much easier.”