Excerpt from Assessment task 1 EDF4250

By Sarah Irving Page 1

Classroom management Plan of action, processes and expectations
I will arrive to class before the bell goes each day, and be fully prepared in relation to
lessons meeting the needs of all my students. By arriving to class on time, I expect
to show respect to my students, whilst also modelling appropriate behaviour. By
being fully prepared and ensuring the work is catered for all levels within the
classroom, I expect that students would be engaged with their work, so fewer
disturbances may happen as a result of boredom or frustration, and students have
the opportunity to reach their full potential.

I will immediately take the time to create a classroom discussion in relation to
classroom management. I will ask the children to brainstorm ideas of how they would
like their classroom to look like, feel like and sound like. By doing this, I will be
expecting students feel a sense of belonging, as they are given the opportunity to
have their say. I will also expect the classroom to become more comfortable for them
as they will explain what they need in order to have their needs met.

After brainstorming ideas with the students, I will discuss behaviour standards and
expectations for me as the teacher and for the children. Brady and Scully (2005)
suggests if a classroom does not have clear rules or norms, it can quickly loose
order. Brady and Scully (2005) also suggest the class should value respect,
otherwise children will not be engaged in class or fully appreciate the rules or
expectations set out. Therefore by discussing expectations, I expect to retrieve some
sort of order in the classroom; however I must also communicate respect, so these
Excerpt from Assessment task 1 EDF4250

By Sarah Irving Page 2

expectations may be appreciated. When talking about behaviour standards, I will
guide discussions in areas such as safety, student effort, respect and self-
responsibility. I will then ask the children to think about logical consequences for
repeatedly uncooperative behaviour. After coming up with a list of expectations, I
would ensure all children fully understood them, in terms of what is appropriate, what
isnt and why. According to Dreikurs view of classroom management (Brady &
Scully, 2005) logical consequences are more effective then punishment, this is
because punishment can be seen as associated with the punisher instead of the
behaviour. By asking the students to come up with logical consequences, I will be
encouraging an inclusive classroom in which deals with behaviour instead of
punishing a person. Throughout this process, I will be continually encouraging
participation so students needs may be met.

Next I would change the layout of the classroom. I would also ensure students feel
comfortable with whoever they were sitting next to. According to Arthur-Kelly et al
(2006) changing the seating arrangements within the classroom can help regain
control over the classroom. Therefore by changing the layout, I expect and hope to
regain some order in the classroom. The seating plans I would choose would be the
u shaped, as this plan has the best of both worlds. Arthur-Kelly et al (2006)
suggests the u shaped classroom arrangement allows for attention to the teacher,
whilst also allowing for student interactions.

In cases where students are misbehaving, I would use I-messages to get them back
on track. In the circumstances of extreme and persistently uncooperative behaviour,
Excerpt from Assessment task 1 EDF4250

By Sarah Irving Page 3

I would speak to the students individually, in the hope of finding the cause of this
behaviour. During this discussion, I will apply the reality therapy by Glassor, in the
hope of providing students with self-awareness, and a plan for having their needs
met in an appropriate way (Goodtherapy.org, 2012).

As a preventative approach for classroom management, I will adopt the use of active
listening, the use of encouragement and build relationships with all individuals. I will
always be open to holding class meetings and encouraging students to have their
say. This plan will be reviewed by the teacher at the end of every day. The teacher
will also review class expectations with class members whenever they feel it be
necessary.










Excerpt from Assessment task 1 EDF4250

By Sarah Irving Page 4

References
Arthur-Kelly, M. et al. (2006) Classroom management: Creating positive learning
environments. Sth Melbourne: Thomson, pp. 60-85, 115-158.
Brady, J., & Scully, A. (2005) Engagement inclusive classroom management
Pearson Education Australia, pp. 103-139, 140-179.
GoodTherapy.org. (2012). Reality Therapy. Retrieved from
http://www.goodtherapy.org/reality-therapy.html