Part Three:

BEHAVIOUR MANAGEMENT PLAN

Behavioural -Respect to whoever is talking during whole class teaching, whether it be the
expectations teacher, students or guest. This includes active and attentive listening.

-Respect of individual, peer and school belongings. This

includes the natural and built environment.



- Respect and awareness of others feelings and emotions


How you will - During the first few weeks of term one these exceptions will be explicitly
make clear communicated.

your 

expectation - Having clear posters and images displayed around the room.
s for 

behaviour? - Through punishing misbehaviour and by rewarding appropriate behaviour.


- By reiterating at the beginning of certain activities, i.e. if students are engaging in

an activity that is likely to excite them and cause disorder to the classroom.

- Acknowledging: “ I can see that Jimmy is actively listening.. Who else can I
Strategies you see…"

will use to 

promote and -Thanking: "Thank you Jimmy for raising your hand before talking”
reinforce -Rewarding: Selecting Jimmy who raised his hand over a student who called
appropriate out
behaviour.
- Reward chart: This will be closely monitored and not be used for every act of
good behaviour. The reward chart will allow students to work towards certain
goals which will be listed next to the rewards chart, such as five minutes of free
time on the computer or having the comfy teachers chair etc.

Strategies - The classroom and class activities will be engaging


you will use 

prevent - All students will have a clear understanding of the expectations and behaviour
inappropriate guidelines, as they will have contributed to creating and enforcing them

behaviour.
-The classroom will be arranged in a way to minimise chaos and misbehaviour
i.e. strategic seating plan, the ‘flow’ and ensuring that the arrangement of the
classroom is appropriate etc.
-As Kounin (1970) highlights the importance of efficient organisation and
planning as the main goal for preventing misbehaviour, individual issues and
preferences will be addressed, i.e. Tasks are altered to be enabled or
extended for students who may need it, in order to prevent students getting
frustrated, distracted and bored by the work.
- Students will have opportunities to have ‘time in’ if they require a moment to
clam themselves.
Strategies you A series of steps will be followed for constant small miss-behaviours such as
will use to disruptiveness.
address
misbehaviour 1. 1st Warning. A verbal warning and an orange card will be given to
the student. The orange card can be retracted if students correct
their behaviour.


2. 2nd warning. A red card is given to the student. The red card can be
replaced by the orange card or taken away completely if the students
correct their misbehaviour. If the student is holding the red card at the end
of the lesson they will stay back and have a chat to the teacher in order to
understand why the behaviour was occurring. i.e. Why do you have the
card? So you know your behaviour was inappropriate, why did you
continue to do it? How else could you have dealt with the situation? etc.


3. If the student continues the behaviour after they have the red card they
will be required to have ‘time in’, and may be sent to another classroom,
the principles office or spend time with the teacher at lunchtime

If the behaviour is more sever than disruptions or clowning around then the
warning system may be skipped. If applicable parents may be called or a
meeting with the principal may be arranged.

Strategies to - If the same students are always engaging in misbehaviour and are
monitor student constantly getting warnings and having to be reminded of the expectations
progress to then a personalised behaviour plan should be collaboratively created with
identify if desired the student. If necessary a support staff member or parents may be involved;
outcomes have
been reached Teacher and student will work together to establish a short term goal and
reward and a long term goal and reward.

i.e. Short term; “ My aim today is to receive no red cards, if I can achieve this I get
two points on the rewards chart”

Long term; “My aim by the end of the week is to not have to stay behind once.
If I can achieve this then I get to select a reward from the award chart (or create
my own reward if they do not excite me)”

—> As the students behaviour progresses then the goals will become more
challenging i.e. My aim is to not get a single warning all week.

By this system being enacted, the teacher and the student will both be
keeping track of if the goals are being achieved.

—> If they are not being achieved the teacher needs to look at the external
and internal factors that may be hindering the improvement.. I.e. Issues at
home, lack of sleep, issues with a certain peer etc.
• A crisis plan – In the event of a crisis my main objective would be to remove the student or
(What you will do if students away from the rest of the class or visa versa and ensure that all
the wheels fall off). students are way from any immediate danger or harm.

1. Quickly assess the situation. - Who is in danger?


- What/ who is causing this danger?
- Will it be quickest/easiest to remove the 

‘danger’ or to remove those who are 

in danger? 



2. Remain as calm as possible in order to make rational decisions and
communicate effectively.



3. If the teacher or another responsible adult is unable to use the phone,
have a reliable and responsible student who is not involved in the situation to
use the classroom phone to call the principle and state that it is a crisis. 





4. Ensure that you have a nearby ‘buddy’ class, where there is a mutual
understanding with the other teacher that in the event of a crisis the students
who are in danger can quickly seek refuge in their classroom until the
situation is defused.



5. When trying to deal with or negotiate with the students who is
misbehaving in a crisis situation, use your knowledge on their individual
needs and requirements in attempt to quickly defuse the situation.

• Strategies for - Have a mutual agreement that students who have been sent out of the
integrating with the classroom for continuous misbehaviour can go to each others
school and other classrooms, where they will carry out their punishment. 

teacher’s 

classroom -Organise nearby ‘buddy’ classrooms, where there is a mutual
management
policies understanding that in the event of a crisis the students who are in danger
can quickly seek refuge in either classroom until the situation is defused.



- If there is a common misbehaviour throughout the school, or the local
community this behaviour could be targeted in an information session or
intense workshop. i.e. If smoking is prevalent across all grade sixes in
multiple schools within the community, an excursion or incursion on the
dangers of smoking may be organised in order to target the issue.