Creating a positive classroom environment.

Unleashing the desire to learn is linked to student engagement, however, this can be coupled with a student’s sense of self worth (Riggs & Gholar, 2009). Early adolescents face numerous issues that can impact on their sense of self worth, one of which is safety in the schools for both boys and girls (Bosworth, Espelage, & Simon, 1999). Cumming (1998) notes the need to feel safe is an essential requirement for early adolescents. Bullying, either physically in the school or emotionally, can impede middle school students’ education. As indicated by Nessin and Brazee (2005) middle school teachers

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have a responsibility to ensure their school and classroom environment is safe and the consequences of bullying for “bullies, victims and on-lookers” is realised (p. 41).

Emotional issues arising from physiological changes and personal difficulties such as family or peer conflicts can impact on the early adolescent’s desire to learn (Dinham & Rowe, 2009). Middle school teachers need to be aware of the issues facing students in their class so that support can be offered. As noted by Carrington (2002), it is important for teachers of early adolescents commit to “providing supportive environments in the middle years” (p. 8). A desirable attribute for teachers is the ability to create a safe and supportive learning environment (Queensland College of Teachers, 2006) and this is a priority for middle schooling to ensure the safety and well being is at the forefront of teaching practices (Barratt, 1998; Carrington, 2002; Hester, Gable, & Manning, 2003; Jackson & Davis 2000; National Middle School Association, 1995; Rumble & Aspland, 2010).

As highlighted in Section 2.3, early adolescents are in a vulnerable period of human development, where many are moving away from parental influence to that of peers and those they respect around them (Bahr, 2007a; Pendergast et al., 2007). Carrington (2002) notes that some early adolescents may be at risk as they seek independence from family members and investigate new relations among peers. Due to their physiological and social development, some middle school students may search for the excitement of risk taking opportunities (Boyd, Maroulis, & Richardson, 1998; Carrington, 2002; Pendergast, 2006). Middle school teachers are well positioned to create positive relationships with their students, modelling appropriate social interaction and enthusiasm for learning, to guide and monitor students within the school environment (National Middle School Association,

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2001; Pendergast et al., 2005). Middle school teachers need to provide an environment where early adolescents are guided to interact with a range of peer groups and have opportunities to experience risk taking in their learning in a well supported classroom (Arnold, 2000; Boyle, 2009). Indeed, Erb (2001) notes that the indicators of a positive learning environment is one that promotes creativity, encourages mutual respect, and, responsible and supportive risk taking where students and teachers feel safe. Middle schooling teacher education courses need to incorporate such practices into their teacher preparation programs to ensure responsive strategies are implemented in middle years classrooms (Bryer & Main, 2005; Jackson & Davis, 2000; National Middle School Association, 2001; Pendergast et al., 2005).

Pendergast (2006) notes that early adolescents in Australia are diverse which is representative of the changing societal, cultural, and economic contexts. Lyon (2009) documents evidence that preservice teachers arrive at university with limited experiences of interacting with the diversity of students they will encounter in school contexts. She further articulates the need for preservice teachers to understand the requirements of diverse students (see also Queensland College of Teachers, 2006). Indeed, “many teachers have not had sustained contact with people of diverse backgrounds, nor have they learned about people different from themselves in other ways” (Nieto, 2005, p. 217). Teachers are in prominent positions where their views presented in classrooms can impact on students’ attitudes and values. Promoting respect of other cultures, backgrounds and difference, including those associated with early adolescent development, can have positive effects on the classroom climate and relationships (Nessin & Brazee, 2005). Cumming (1998) notes that creating a supportive environment in the middle years is about celebrating diversity

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and ensuring that issues relating to discrimination and harassment are addressed. Indeed, catering for diversity is necessary for early adolescent education and middle schooling. Teachers need to posses the skills and practices to engage the diversity of students from the range of cultures and backgrounds indicative of the Australian context (Chadbourne, 2001; Luke et al., 2003).

Australian early adolescents have a great range of learning needs including diverse interests, gifted and talented education, remedial education, and English as a foreign or second language (EFL, ESL). The nature of Australian society, the influence of

technology, and globalisation has meant that middle years students come to the classroom setting with a range of learning styles, interests and knowledge (Arnold, 2000; Bahr, 2007b; Chadbourne, 2001; Luke et al., 2003; Pendergast et al., 2005). Skills for creating a learning environment that caters for diversity of learning styles and considers the needs and interests of the individual learner are required by the middle schooling teacher graduate. Middle years preservice teacher education coursework must prepare preservice teachers with the skills, knowledge, and practices required to cater to the vast range of learning styles and needs of their students.

Early adolescents can vacillate in their behaviour during their physiological and psychological developments, and middle school teachers claim that behaviour management is a concern in many classrooms (Dinham & Rowe, 2007). Behaviour management that is developmentally responsive to the early adolescent is essential in the middle years of schooling to cater for the many changes the learner is experiencing (Barratt, 1998, Braggett, Morris & Day, 1999; Cumming, 1998). A study that collected

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data from six public schools in New South Wales with exceptional student welfare programs was documented by Paterson, Graham, and Stevens (2007). The results highlighted that these schools were effective in their middle schooling behaviour

management programs because they included: a framework that clearly outlined student rights and responsibilities; teachers who worked together and were innovative in their approaches to behaviour management; a positive environment that demonstrated care and concern for the students and a focus on the development of positive relationships within the school community (Paterson et al., 2007). De Jong’s (2010) six principles of behaviour management for middle school students confirms the need for developmentally responsive behaviour management strategies and concurs with much of the findings of the study noted above, stressing the importance of a supportive classroom environment, schools with teachers that promote inclusivity, a student-centred philosophy and positive relationships within the school and classroom. As suggested by O’Connor (2008), teachers need to demonstrate a caring approach with a professional and philosophical dimension that can influence student behaviour. The development of behaviour management strategies suitable for early adolescents is an essential component of middle schooling teacher preparation (see also Queensland College of Teachers, 2006).