Classroom Management Plan

Pre-service Teacher: Teal Vitler

My management
style (links to

Class: 2D

As a teacher it is my intention and commitment to ensure every learner under my care feels a sense of belonging to the
class and has an opportunity to engage in meaningful learning (MCEETYA. 2008). William Glassers Choice theory (1998)

philosophy and

identifies the necessity for learners basic needs to be met before learning can occur. These needs are: students need to feel

learning theories)

that they belong to the class and groups within the class; need freedom to make choices so they can develop as individual and
independent learners; need to experience fun and enjoyment in their learning; need to some sense of power, control over their
learning and empowerment to act on it. (Glasser, 1998). To me the Glassers needs support my philosophy as they provide a
basis for a positive classroom culture in which learners feel comfortable and motivated to engage (Churchil, et. al. 2012). In
regards to providing opportunities, for me this is not only about offering differentiation and inclusion to medically diagnosed
learners (Hyde, Carpenter, & Conway, 2012; Churchil, et al. 2013). Opportunities also need to be provided to engage with the
diverse learning styles (Gardner, 1993), inter-dependent and intra-dependant learning, cater to the diverse ability groups through
from low to high, as well as the mild to intense behavioural students, and even those un-diagnosed and troubled learners (Hyde,
Carpenter, & Conway, 2012; White, Hayes & Livesly, 2012; Churchil, et al. 2013).
Engagement for me means learners are actively participating and connecting with the learning, also that they want to
improve and challenge themselves to achieve their best (AITSL, 2014; Fredricks, et. al. 2004). A contributing factor to
engagement is the motivation of students; it is the role of educators to develop positive attitudes towards school and education
(Hoepper & McDonald, 2004; Fetherston, 2006). In order to make learning meaningful, it needs to: appropriately challenge
students, be relevant, differentiated, students know what the expectation is for themselves, and that students feel encouraged
and recognised (Vygotsky, 1978; Bloom, 1956; Churchil, et. al. 2012; Hyde, Carpenter, & Conway, 2012; AITSL, 2014; Fredricks,
et. al. 2004). I hope to create a classroom live with activity, a positive environment where learners feel comfortable to question,
be wrong, and participate without fear of failure (White, Hayes & Livesly, 2012).
Management:
It is important to know your students and how they learn, in order to prevent and respond to silent struggling learners,
and disruptive and challenging behaviour (AITSL, 2011). It is my belief that the behaviours exhibited by learners are the result of
their conscious and unconscious emotions/feelings (Churchil, et. al. 2012). Disruptive behaviour stems from what Kagan (2014)

defines as an attempt to meet a basic human need. Using Kagans (2014) seven reasons for behaviour as a guide it is possible
to identify the need of the individual, then the teacher can implement a plan or guide the learner to choose non-disruptive ways
to meet their needs. Dreikurs (1972) corroborates Kagans ideas that all behaviour has a purpose. However, Dreikus (1972) also
expands upon the practice that power is share between teacher and students, that together they should set expectations for
behaviour and decide upon logical consequence for when behaviour agreements are broken. This democratic and logical
approach is also expanded upon by Bronfenbrenner (1971).
Strong positive teacher-student relationships are a huge benefit for a good working classroom. Churchil et. al. (2012)
stipulate that these relationships must be a professional relationship based on mutual respect and on the understanding of the
roles of the teacher and student for learning to be optimised. It has been proven by Bronfenbrenner (1971) that children thrive
when they are surrounded by caring adults, teachers and communities. As such it is advocated that teachers recognise that
students need communities that nurture their physical, emotional and intellectual needs; school is a community and as such we
need to have these positive relationships (McDonald, 2013). Relationships also provide the foundation for restorative practices
which are an alternative to the classic consequence approaches, in that they provide an opportunity for learners to develop
autonomy as they assume responsibility for their actions and work towards a solution with those involved and the teacher
(McDonald, 2013). This democratic process allows learners to develop autonomy through self-regulation and internal control
(McDonald, 2013). I believe that this is an important strategy to approach respond to challenging behaviour as it develops life
skills to admit wrong doing and take the opportunity to make up for mistakes, correct behaviour through consequences.
As another guide for my management strategies the 10 essential skills (Education Queensland, 2007) outline ways to set
expectations, use acknowledge, and correct behaviours. The ten essential skills for classroom management (2007) are teacher
strategies adapted from education theorists Glasser (1990), Richmond (1995), and Rogers (1995). What these skills high light is
the importance of not focusing solely on the negative behaviours, but also acknowledging positive behaviours (Education
Queensland, 2007). In my plan for classroom management, these skills provide strategies to employ throughout the day and in
individual lessons to ensure engagement and motivation, as well as strategies to respond to behaviour.
Finally, in the classroom motivation and engagement is supported by the extrinsic and intrinsic systems in place.
Extrinsic motivation is the encouragement to complete or do something for some for a reward or to avoid a punishment (Pavlov).
On the other hand, intrinsic motivation is the self-determination to achieve and overcome difficulties (Hyde, Carpenter, &

Conway, 2012). The key components to ensure students are motivated intrinsically include: Offering hope, ensuring
achievement of all students, presenting mistakes as learning opportunities, acknowledging effort, and using student choice to
motivate (Hyde, Carpenter, & Conway, 2012).
It is my anticipation that by employing all of these strategies, I will be able to eventually focus less on micro-managing
disruptions because I have in place to systems to prevent them. This will allow me to focus on content and the learning of my

My expectations
of learners

class (McDonald, 2013).

I have high expectations for all learners to achieve to the best of their ability; academically and behaviourally.
Expectations have been discussed with learners. The school rules and classroom rules are acknowledged and used as a basis
for expectation in school. At the beginning of sessions, the expectations for lessons and equipment are repeated. Then when
expectations are not met they can be readdressed, stating and reasoning that this was the expectation and you have not met
it, then go through with consequences.
Lesson:
-

Talk in turn: active listening (eye contact, hands empty, respond according to talker), hands up and wait to share.

Students recognise as respect from school behaviour matrix.

Respect: through speech, listening and actions towards others, the teacher, self and property (equipment, furniture and

structures)
If you interrupt the learning of others, you will be warned and your name will be move on the chart.
Cueing for attention, respond accordingly: *clap clap, hand up. Verbal Thankyou *

Equipment:

Class rules and

- Sit equipment at the top of desk, arms are crossed until given instruction
- If you cannot control yourself not to touch, place equipment on the group
- Chairs flat on the ground
Class rules are reflected by the expectations but as a school the explicit rules for behaviour are categorised under safety,

consequences

learning and respect. These rules are integrated into my expectations of learners to: feel safe emotionally and physically; in
learning the right to be in a cooperative environment free from disruption; everyone is respected and treated with courteously. If
learners are meeting the expectations or they disregard them, they will receive the relevant consequence mentioned bellow:

Behaviour chart with names on pegs: outstanding behaviour through to ready to learn, then first warning, second
warning, responsible thinking desk and finally buddy class. If you interrupt the learning of others, you will be warned and
your name will be move on the chart.

Responsible thinking plan: school behaviour response for when one of the school expectation rules are broken. This is

an official reflection sheet which the student fills out about their behaviour and works towards improving that behaviour.
Table group points receive points if all on task, first table ready, other positive behaviour as a group. Then points are

removed if the table is disruptive. This is for a reward at the end of the week.
Raffle tickets (individual students) receive individually if on task, give a great answer, good behaviour in class, listening,

ready to learn. Draw one girl and one boy at the end of the week for a prize.
Nicholas individual behaviour management plan for calling out in class (extrinsic motivation: behaviour chart and reward
chart separate to the whole class models, these are specifically for his calling out) Sticker at the end of day on chart if
doesnt call out. If he has 5 (one every day) stickers for the week, he receives a reward.

Strategies
Preventive focus on meeting

Strategies to incorporate explicitly into my lessons

-

students needs, scaffolding

lessons to assist with
engagement and thus reducing
the risk of undesirable
behaviour. Preventative
discipline promotes
constructive behaviour and

Strategies to use throughout the day

Know your learners and how they learn: identify behaviours,

Plan lessons that are relevant, meaningful and

learning types and academic levels to ensure that you can

engaging
Plan for behaviour
Establish clear expectations
Give clear instructions
Consistency
Encouragement
High expectations and achievable goals

monitor their engagement as well as respond to needs

Use students names
Reminders of expectations
Reinforce positive behaviour
Use waiting and scanning (In moderation)
Acknowledge students on task
Demonstrate encouraging body language
Descriptive encouraging
Make learning enjoyable, challenging and achievable

Observe and assess the needs of individual learners and

prevents the conditions for

misbehaviour. C.M Charles

Supportive are designed to

Use of:

be implemented once you

suspect that students are

wandering off task. It involves
changing strategies during the
lesson as a way of supporting
student learning. Effective or

Body language
Eye contact
Proximity
Voice
Silence
Praise and feedback
Social dynamics (recognise appropriate responses to
scenarios and the flow of the lesson without

respond accordingly. Discuss with the individual and find a way

-

to Fix it with the learner.

Have a quiet chat with when appropriate
Transparent in case of abnormal behaviour of a learner and
discuss with class (honesty and non-judgmental)

with-it teachers can identify

signs of restlessness, and

work clearly and responds to and allows learners to

respond when students

raise issues of concern)

become agitated or
disengaged. C.M Charles

overstepping role)
Clarity of explanations (Is clear and concise: explains

Ensure learners feel:

-

Valued
Heard
Included
Belonging
Encouraged

Corrective are the final resort

for teachers, they aim to
correct inappropriate or

Using de-escalating language, acknowledging the learners

need and the highlighting the strengths of their behaviour

Work with learner one on one to solve the problem: setting an
achievable goal, and finding non-disruptive ways to meet

undesirable behaviour in the

classroom as it occurs. C.M
Charles

Cueing with parallel acknowledgement

Selective attending
Giving a choice
Following through
Defusing
Body language
Cueing with parallel acknowledgement
Consequences

needs
Transparent: discuss behaviour with the class and decide
democratically as a group the best solution and consequence
for the learner. Identify if this is abnormal behaviour for the key
individual, to consider if different consequence is necessary

due to personal issues.

Address violence Talk about choices and repercussions of
these decisions; make real world connections to
consequences. It has no place in our schools, homes or wider

community.
Ensure learners feel valued and that the class is concerned
about them and their behaviour, that maybe something has
happened; offer non-judgmental support, to listen to worries.

Restorative Practices strategies to retain strong relationships with the learners after corrective strategies have been used

As mentioned in my management style, relationships play a crucial role in the classroom, therefore it is imperative that after and during implementation of
consequences and what learners perceive as discipline it is important to restore those relationships to prevent resentment and negative dispositions toward the
educator and school. In order to maintain or restore positive learner-learner and learner-teacher relationships it is important to acknowledge the emotions/feelings of
those involved in a situation. When deciding a consequence, the democratic process and inclusion of the at-fault learner in the decision is an influential practice to
strengthen relationships; this way the disruptive learner admits wrong and assumes responsibility, and have the opportunity to redeem themselves.
Before this decision can be made it is important to have a private chat with the learner(s) involved. In this discussion it is important to listen to the learner,
assessing for an insight into the situation to find out what has happened, any motives or influences leading up to and during, as well as the learners feelings/emotions
and needs that may have impacted their decisions. It is important to acknowledge the learners feelings and inner conflict, but then to discuss that the actions that they
chose to take went against expectations and were disrespectful. Then allow for time to reflect upon the situation and possible ways they could rectify the situation.
Depending on the scale of the situation and impact on the class as well as whether this is a repeated behaviour, common behaviour or abnormal behaviour should be
acknowledged and responded to accordingly. If repeated behaviour need to set in place a behaviour plan or set behaviour goals to meet any possible needs as well as
to take focus off negative by providing achievable goals working towards positive non-disruptive ways to express feelings. As a common behaviour it may not be all the
time but should be analyses to identify the consistencies in the lead up as to what the influence is of the behaviour; then to respond either by removing the behaviour
provoker or setting in place strategies to deal with it. Finally, if this is an abnormal behaviour, quiet discussion and listening to the learner to assess the purpose of the
behaviour; then discussing a reasonable consequence democratically with the class.

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