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If students
are in a safe environment, then learning can take place. This doesnt necessarily mean punishing
behaviour problems but rather a combination of setting the tone in a class, preventing behaviour
problems with interesting and engaging curriculums, and effectively including all students in the
classroom so that their needs are met. Having the right environment for all students to learn is my
major goal of implementing good classroom management - without it the students would not be
able to learn.
My behaviour plan consists of 9 strategies for preventing and dealing with student
misbehaviour. These include:
1. Recognise the responsible behaviour of individual students and the group as a whole
3. Positive Reinforcement
Acknowledge
I can see youre working on this now well done.
How are you going with that problem now?
Thats it; you did that part well...
Reward positive behaviour with praise, ticks, stamps, stickers, class Dojo and privileges.
It is important that the teacher is aware enough to be able to anticipate or recognise when
misbehaviour may occur and to use non-verbal messages to prevent escalation.
Body language, facial expressions, gestures and eye contact can be effective in promoting
self-control.
Strategies also include pausing, moving closer to the student and checking their work.
8. Direct Statement
Any attention seeking behaviour that markedly infringes on the rights of others can be
addressed by a direct statement.
Use firm eye contact.
Speak briefly without sarcasm.
Remain calm.
David, put those scissors down now.
4.1 - Support student participation This artefact is my classroom behavioural Regular and consistent use of
Identify strategies to support inclusivemanagement plan for a Year 1 class. The plan was classroom rules and my behaviour
student participation and engagement constructed with deep thought into ensuring management plan helps me manage
in classroom activities. individuals as well as groups, were responsible for challenging behaviour (APST: 4.3). As the
their own actions; ignoring attention seeking students are then well aware of classroom
4.2 - Manage classroom activities behaviour; using lots of positive reinforcement and expectations and the repercussions if
Demonstrate the capacity to organise inclusive diversionary strategies to manage students are not following them, helps me
classroom activities and provide clear challenging behaviour to better manage classroom eliminate or move challenging or unsafe
directions. activities while maintaining student safety and support behaviour in order to maintain student
student participation (Rodgers, 2011). By being safety (APST: 4.4). This then allows me to
4.3 - Manage challenging behaviour consistent in my behaviour management, students better manage classroom activities (APST:
Demonstrate knowledge of practical understand what the repercussions will be for both 4.1), and support student participation
approaches to manage challenging negative and positive behaviours (Newell & Jeffery, (APST: 4.2) as distractions are removed
behaviour. 2002). In being very specific with my verbal praise and and the students know and understand that
positive reinforcement, I am constantly using the they are in a safe and supportive learning
4.4 - Maintain student safety students behaviour to reinforce wanted behaviours environment (APST: 4).
Describe strategies that support (Gordon, Arthur-Kelly & Butterfield, 1996). Through
students wellbeing and safety working the use of ignoring low level, negative, attention
within school and/or system, curriculum seeking behaviours and using inclusive diversionary
and legislative requirements. strategies, I allow time for the students to recognise
wanted behaviours, take responsibility and change
their own behaviour as they realise I will not react or
give a response to it (Gordon et al., 1996). When
students are not displaying the ability to independently
manage their own behaviour, the use of verbal and
non-verbal hinting, I-messages, direct statements or a
restatement of class rules is used as a reminder or
first warning. If the behaviour continues the student is
directed to the quiet spot as a second warning which
is followed by a visit to the buddy class, then the
principals office if it still continues. By being
consistent in both discipline and praise, students know
what the consequence will be to certain behaviours
which generally, minimises negative behaviour
(Morgan, 2009).
References
Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. Retrieved from:
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list
Gordon, C., Arthur-Kelly, M., & Butterfield, N. (1996). Promoting positive behaviour: An Australian guide to classroom management. South
Melbourne: Thomas Nelson Australia.
Morgan, N. (2009). Quick, easy and effective behaviour management ideas for the classroom. Philadelphia: Jessica Kingsley.
Newell, S., & Jeffery, D. (2002). Behaviour management in the classroom: A transactional analysis approach. London: David Fulton.
Rogers, W. (2011). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support (3rd ed.).
London, England: SAGE Publications.