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Appendix 7 Classroom Management Plan

Pre-service Teacher: Larissa Kirwan


Class: 4/5/6
My management
style (links to
philosophy &
learning and
discipline
theories)

Philosophy: I believe that a positive classroom environment can only be achieved if the educator knows their
learners and are able to construct engaging and relevant lessons for learners. Another factor that is important
within a successful classroom environment is the promotion of feeling welcome, valued, safe and able to
speak their opinion on scholar topics. I think that learners excel within their learning when there are clear
expectations, rules and consequences allowing them to make choices in regards to their own learning.
Another point that I think will help a learner excel within the classroom is the reinforcement of positive and
productive work and behaviors modeled within the classroom. I think that a range of different teaching
pedagogies such as explicit lesson, group work, rotations and discussions will help promote successful
educational outcomes as well a welcoming and productive classroom learning environment.
Discipline: Discipline involves and includes methods to help prevent and respond to behavioral issues so they
it prevents them from occurring in the future (Slavin, 2009 as cited in Ambrosetti, 2016). My belief is that
negative behaviors requiring discipline are displayed within the classroom as a result of how learners feel in
the classroom and their interest and engagement level. One theory that I think is a positive way to reflect my
philosophy and practice is the Logical Consequences Theory by Driekurs (Ambrosetti, 2016). This needs
based theory promotes treating children with a positive approach to learning and by acknowledging unfulfilled
needs that are at the centre of the behavioral issues (Ambrosetti , 2016). From this it is promoted that a task/
activity is selected to help cater for or fulfill the need to ensure learners engagement and to stop issues of the

learners disruptive behaviour. Following Driekers theory, positive classroom behaviour is orderly and
purposeful; in my learning environment I wish to ensure that with effective discipline will help achieve this.
Another theory that I feel reflects my approach to discipline is the assertive discipline theory from Lee and
Marlene Canter. This theory focuses on establishing a disciplining plan and setting clearer rules to be set and
explicitly taught within the classroom (Gordon, Ford & Arthur-Kelly, 2010, p. 11). This process allows me as
educator to be assertive yet also supportive and approachable for my learners.
Learning: I believe that the learning theory that best relates to my learning classroom is Gardners Multiple
Intelligences theory (Gardner, 2015). I think that this theory best fits for my learning environment as it
promotes the importance of catering for diverse needs within the classroom as it recognizes that all learners
think and learn in different ways. It relatable as it applies opportunities of differentiation, as well as helps
introduce concepts in a way that children will be learn through (Gardner, 2015). Similar to Gardners theory,
my classroom expectations are of a high standard and relate to students motivation to learn and try their best
at all set tasks (Marsh, 2010).
I expect that all my learners will aim high as I believe that high expectations are essential, as they drive
learners to strive and I plan to implement them within my teaching. I expect that all try their hardest in every
My expectations
of learners

situation they encounter. I wish to ensure that all learners feel comfortable in their learning environment so that
they are willing to ask questions when unsure and are willing to investigate topics in which they struggle with.
I expect and wish that all my learners and I share a respectful relationship so that we can work together to

Class rules and


consequences

create positive and productive outcomes for all.


In my learning environment that rules and expectations of learners are that they:
-

Follow the daily five (eyes on teacher, ears listening, mouth quiet, shit up straight, arms and feet still)

Be positive and supportive of peers and educators


Be respectful (School value)
Be safe (School value)
Be a learners (School Value)
Be Responsible (School value)
Use manners
Include others
Raise your hand if you wish to contribute
Try your best
Do work given to you
Dont talk over others

Consequences of not following rules:


Strategies
Preventive

Give choice/warning
Move student away from their
Write the name of the child disrupting on the whiteboard.
Time out time where they are required to sit out of activities and write out why they are doing so.
Phone call home to parents or guardians.
M Card (suspension warning card)
Rule reminder
Complete work in own time
Rule reminder
Detention (sitting in library at lunch doing maths or English work)

Strategies to incorporate explicitly into my lessons


Preventive strategies are used to prevent and avoid

Strategies to use throughout the day


- Remind learners of classroom and school

situations where behavioral issues may occur. Educators


-

rules
Make students aware of classroom

need to be aware and perceptive on what is occurring in


their learning environment, so that they can prevent
instances of misbehavior.
-

Plan lessons that are engaging and relatable to

learners to prevent behavioral issues


Create positive relationship with learners based on

trust and respect


Meeting individual learners needs
Using inclusive practices
Outline clear expectations to learners when

starting the lesson.


Setting clear instructions and a routine for the day/

sessions so that learners know whats ahead.


Be consistent throughout the lesson.
Transparent discipline.
Arrange groups in a way that reduce behavioral

issues (Separate Darcy/Josh)


Promote individual work
Remind learners in the lesson the positive results

of working well.
Use and promote gestures such as hands on
head/ nose to signify finish of task. (Can be used
as a way of seeking readiness of learners as well

expectations
Reinforcing and commend positive

behavior
Wait for silence, making learners aware

that you are waiting


Call upon students using their name
Reinforce positive and fun learning
Reinforcing and acknowledge effort
Address behavioral issues directly and
quickly so it doesnt interrupt. Dont let it

dwell on.
Remind learners of the daily 5: eyes on
teacher, ears listening, mouth quiet, arms
by your side, and feet still.

as an engagement strategy)
(Marsh, 2010, p.213)
Supportive strategies are used to help support learners

Evaluating and assessing a learners

needs.
Having a quiet discussion with learners

and to help cater for minor off task behavioral issues.


Supportive strategies are not seen in a negative light but

about how they are feeling and ensuring

are used as a way of showing learners that you are

that they are feeling supported within the

supportive of their learning.


To incorporate a supportive learning environment
students should feel:

Supportive

Appreciated and valued


Included within the classroom
Accepted and acknowledged
Encouraged and motivated
Their voice is heard
Welcome within the classroom

Other strategies include:

Corrective

Using direct eye contact with learners


Pause during speaking and give eye contact and

silence to the offending learners


Use proximity also
Thank learners for behaving well

(Marsh, 2010, p. 222)


Corrective strategies are used after the behavioural issue

classroom.
Encourage learners and providing them

with positive reinforcement.


When learners do something correctly give

them a compliment.
When learners are struggling give them

positive advice to improve.


Show appreciation for learners.
Enforce Daily five - eyes on teacher, ears
listening, mouth quiet, and arms by your
side, and feet still.

Use approachable language such as You

has occurred and it has gone beyond a minor incident.

are acting very disengagement and

This is when the supportive strategies have not worked

uninterested with this lesson. This lesson is

effectively. Corrective strategies are a quick fix approach

important for you learning so ensure you

and do not act as a long-term behavioural strategy.

listen. Thank you for listening so far, keep it

Educators are to use corrective strategies such as:


-

up.
Asking and engaging learners by asking for

assistance from them.


Restating the rules and expectations when

then raising your voice.


The look: By making eye contact with a learner

learners are disruptive.


Talk about choices and repercussions of

doing the wrong thing it makes them away that you

bad choices.
Enforce Daily five - eyes on teacher, ears

Non Verbal:
-

Proximity: By making learners aware you are


watching or around it can prove more beneficial

are watching meaning that they are more likely to

listening, mouth quiet, and arms by your

stop.
Tapping a learner on the shoulder.
Signalling or making gestures to ensure they stop.
Pausing and waiting for learners.
Maintaining calmness, respect and detachment

side, and feet still.

when talking to a learner misbehaving.


Approach learners in a non-threating manner.

Verbal Redirect
-

Follow through, acknowledge those doing the right


thing and remind those you are not what the rules

of the classroom are.


Debrief the learner on where they went wrong with

their behaviour (individual close talk).


Curriculum refocus
Question (What are you doing)
Use humour
Call students name
Redirection given
Individual

Redirection
-

Stimulus/topic changes
Defuse the negative situation
Practice and promote active listening skills
Enacting consequences

* The last four essential skills have a focus on corrective


strategies (Selective attending, Redirecting to the
learning, Giving a choice, Following through) These
skills can be adapted through the strategies above.
(Marsh, 2010, p. 231-232)
Restorative Practices strategies to retain strong relationships with the learners after corrective strategies have been used.
Engage in a restorative discussion with the learner:
- Discuss the behavioral event with the learner
- Assess for the learners understanding and awareness on the situation.

Explain and sympathies with the learner how they have not met the expectations and broke classroom rules.
Explain where you think they went wrong and explain the possible consequences of the issue they have created.

Re-entry/ Affective questions to help resolve the situation


- Explain what has happened and what you did?
- How did this situation happen?
- Why did this happen?
- How did you react in this situation?
- What rule/s did you break?
- What can you do to fix it?
- What could you do to fix it next time?
- What should happen if this behaviour happens again?
- What do you think the consequences of this should be?
(Christie & Grambower, n.d)

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