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EDAC314 - Assessment 2

Part 3: Behaviour Management Plan


Strategies I will use to reinforce appropriate behaviour
Acknowledgement
Non-Verbal
Example

Smiling, nodding or a thumps up signal.

Verbal
Encouragement and Feedback

Use student names to further acknowledging them.

Encouragement is focused on the processes of students learning such as concentration,


persistence or enjoyment (Krause, Bochner, Duchesne, & McMaugh, 2010).

This helps focus on students development of internal standards and self-evaluation


(Porter, 2007).

Example

Ana, you must have had fun writing this story; I enjoyed reading it (Krause et al., 2010).

Focused Support and External Reinforcement

Positive time away - If students have handled a potentially negative situation positively
they can go to this space to calm themselves down. Is a comfortable space with resources
such as music and books (Porter, 2008).

Small immediate tangible reinforcers for lower years such as stickers

Rewards will be managed through a token economy method to encourage consistent


positive behaviour (Krause et al., 2010)

These will be paired with verbal acknowledgements

Examples of reinforcers

Small prizes such as packs of stickers, bracelets or toy cars

Activity reinforcers for high years such as computer time

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EDAC314 - Assessment 2

Strategies I will use to prevent inappropriate behaviour


Learning Environment
The learning environment is critical to both the quality of learning as well as the attitudes that
students develop in relation to themselves as learners (Arthur-Kelly, Lyons, Butterfield, &
Gordon, 2007).

It is easy to move around the classroom and access all individual and group working areas

The teacher is able to see all students at all times

Contains a large floor space for whole class teaching

Ensure lessons and activities are:

Purposeful: Tell students the purpose and expectations for each lesson

Relevant and interesting to students

Engaging, including a range of resources and delivery methods

Achievable: Setting appropriate levelled tasks so students are challenged but do not
repetitively fail.

Ensuring success: Adaptable lessons to suit ability. Mastering of individual goals instead
of providing classroom comparisons assists focus on effort
(Arthur-Kelly et al., 2007; Charles, 2008; Krause et al., 2010).

Relationships and Community


Teacher-Student
Develop relationships with students through positive communication techniques which
demonstrate respect, interest and care for each child (Lyons, Ford, & Arthur-Kelly, 2001).
Examples

Non-verbal signals such as eye-contact and calm body language.

Using students names as often as possible (Porter, 2007).

Saying thank you and modelling manners (Morgan, 2009).

Student-Student

Teach students to work cooperatively by providing opportunities to work together


(Krause et al., 2010)

Class meetings where students choose the topics and issues to discuss (Porter, 2007).

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EDAC314 - Assessment 2

Class expectations which are relational.

Explicit Teaching
Teach methods and skills which students can use to recognise, monitor and positively manage
negative thoughts and feelings. Skill development should focus on the abilities to focus,
monitor their own actions, control impulses, set goals, communication and decision making,
recognition of accomplishments and critiquing their own performance (Porter, 2007).
Example

The Stop, Think, Do Traffic Light system (Krause et al., 2010)

How I will make my expectations for appropriate behaviour clear


Rights, Responsibilities and Consequences
Class expectations will:

Be developed using the rights, responsibilities and consequences perspective to


encourage correct behaviours

State the students rights and the responsibilities that relates to them (Lyons et al., 2011).

Be written inclusively and relationally to encourage a sense of community

Be developed in discussion with students so they can make meaningful contributions to


what their ideal classroom would be like. This includes discussion about the logical and
natural consequences for misbehaviours (Charles, 2008; Porter, 2007).

Example

We have the right to be safe and the responsibility to keep our classroom a safe. (Lyons et
al., 2011)

Class expectations will be displayed in the classroom

Teacher may refer students back to expectations when they are successfully displaying or
disregarding them.

How I will address inappropriate behaviour


Whenever possible I will use strategies which minimise intrusion and encourage student
cooperation and ability to self-regulate (Henley, 2010; Krause et al., 2010).

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EDAC314 - Assessment 2

Communication strategies
Non-Verbal:

Proximity to student, eye contact, touching their shoulder or work (McDonald, 2010).

Verbal:

Refer student to the class expectations.

Clarify with students what the expectations are for the lesson and provide assistance with
work.

Use students names.

Reinforcing adjacent peer behaviour so the misbehaving student recognises expectations


as a result of the ripple effect (Lyons et al., 2011)

The use of positive statements as guiding actions.

Example

We listen to others when they are speaking instead of Dont interrupt (Johnson,
2010).

Use of Logical and Natural Consequences

Ensure to verbalise the connection between the students action and the consequence
(Krause et al., 2010)

Examples

Logical: students who draw on the wall having to clean it

Natural: students who do not put their equipment away have difficulty finding it later.
(Krause et al., 2010; Porter, 2007)

Focused Support and External reinforcement

Response cost - removal of token economy points (Arthur-Kelly et al., 2007)

Sending the student to the positive time away area (Porter, 2008)

How I will monitor student progress


For consistent misbehaviour:
This process recognises thoughts, feelings and behaviours and is used to bridge the gap
between student reliance on external consequences and self-regulation.

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EDAC314 - Assessment 2

1. Observe the behaviour over several days and take ABC and anecdotal records which
include the setting events leading up to the antecedent.
2. Identify the target behaviour
3. Discuss the behaviour and goals with students. Decide on and teach self-regulation
strategies (such as an emotional temperature card) consequences, rewards (using token
economy) and a recording process for the student.
4. Monitoring:

Correct use of strategy results in reinforcements and misbehaviour in


consequences

Student recording of own behaviour

Record the frequency, intensity and duration of misbehaviours

5. Evaluating and generalising

Reduce access to external reinforcements as student improves.

Continuing to acknowledge and encourage through communication strategies

Evaluate changes across contexts through contact with other teachers and parents
(Arthur-Kelly et al., 2007; Lyons et al., 2011)

How I will identify if desired outcomes have been reached


6. Outcomes have been reached when the students targeted negative behaviour is replaced
by positive strategies with the consistency decided upon in the initial behaviour plan
(Arthur-Kelly et al., 2007).

My behaviour management strategies and individual student plans will need to be


reviewed by myself and co-workers and altered if the undesirable behaviours are not
decreasing to improve their effectiveness within the classroom.

A crisis plan

If a student is a safety risk to themselves or others the behaviour must be stopped


immediately.

Use the students name

Ask them to stop

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EDAC314 - Assessment 2

Give them an alternative option such as positive time out.

Do not confront or threaten with consequences.

Do not discuss consequences until the student is ready.

Once ready, facilitate logical and natural consequences for the student

After immediate threat is stopped, seek help from other colleagues if you need advice or
guidance.

Strategies for integrating with the school and other teachers classroom management
policies

Make your expectations and consequences clear at the beginning of the


year/semester/term

Include a follow school rules expectancy as part of your student expectations; this way
discussion of whole-school rules can take place while discussing classroom expectations
(Krause et al., 2010).

Use of external reinforcers may be necessary for all students in the beginning and so
gradual decrease of these initial reinforces will need to implemented so students are able
to develop internal reinforcement of their behaviour.