Assessment 1d

Analytical Reflection
Sarah Weidemann
17711596
Throughout my later years placement at St. Arnaud Secondary College many
management strategies were evident. The most obvious approaches utilised
throughout my placement were the model of control, assertive discipline and the
model of influence. This piece encapsulates the teaching staff and my own personal
classroom management experiences relating to theory. Additionally, it discusses the
fundamentals for creating a safe, inclusive, positive and engaging learning
environment.
A management strategy the teachers at St. Arnaud Secondary College used and
relied greatly upon was shifting students. This approach affiliates heavily with Ramon
Lewis model of control (1997). This usually involved removing a student, or students
away from their friends to a spare seat across the other side of the room. This
approach is seen as an effective way to punish a child without harming them mentally
and physically (Lewis, 1997). According to Lewis (1997) students dislike this form of
punishment. This was evident throughout my placement, as students would often
argue with the teacher about being moved. Similarly another style of management
from the model of control was used where students are isolated in another classroom
or outside of the their current classroom (Lewis, 1997). This approach is supposed to
be an unenjoyable experience for the students whereby they are given time to think
about what they have done (Lewis, 1997). This style was predominately used in the
younger years throughout my placement, as behaviour was more of an issue and this
strategy gives the students a sense of punishments (Lewis, 1997). Students would be
sent to another classroom where they could still be managed and given work to
complete if the negative behaviour was serious.
Additionally, these two management techniques were often used hand in hand as
students would cause a fuss over moving away from their friends, and their
behaviours would result in them being sent out of the classroom. This model is
completely teacher oriented, meaning the teacher decides how they want their
students to behave and what punishments and rewards are given (Ming-tak & Wai-

shing, 2008). One of the teachers during my placement took a power stance by
threatening a couple of students. The threat was not being allowed to attend a sporting
day if their inappropriate behaviour continued; this seemed to control their behaviour
(Ming-tak & Wai-shing, 2008). The teacher created this punishment on the spot and
made it directly personal to students involved.
An approach I used throughout my placement was assertive discipline where the
learning environment was organised and teacher run (Ming-tak & Wai-shing, 2008).
Teachers often assume that students know how they are expected to behave when
really they do not; therefore it is important to inform students from the beginning of
your behavioural expectations (Canter, 1989). During my teaching I made it clear to
my students at the beginning that when I am talking they are not. This made the
management of my classes easy, especially in a later years setting. According to
Canter (1989) it is important that once the expectations are explained that the teacher
also models this behaviour. Throughout my teaching I showed the same respect to my
students that I expected in return for example when they were talking I was not. Once
these expectations are expressed, it is important to focus on the people who are
portraying positive behaviours rather then those who are not (Canter, 1989).
I found myself occasionally focussing on the negative behaviours when
constantly waiting for the students to listen. However, I made it my focus to then
praise those that were doing the right thing. Whilst praising those students it then
made those who were not doing the right thing aware of the fact that I was waiting for
them to stop talking. Inappropriate behaviour causes distractions for the
entire class and unless acted upon appropriately can escalate to a
point teaching staff can no longer control (Kennedy, 2005). The
teaching staff were effective in terms of shutting down the minor
distractions before they turned into major issue. One distraction
usually results in another distraction occurring if not managed
effectively, therefore setting and following rules and expectations
within the classroom is important in managing behaviour (Kennedy,
2005).

Ramon Lewis model of influence was another technique used by the staff at St.
Arnaud. This approach aims to allow students to take responsibility for their actions
rather than the teacher believing it is for them to deal with (Lewis, 1997). The
teachers at St. Arnaud would often have a conversation with a student about their
behaviour, allowing them time to discuss why they behaved in a particular way and
what punishments they deemed to be suitable (Lewis, 1997). The students tend to
respond well to their punishments when they have had some input rather then the
teacher dishing out punishments. The desire to belong is one of humans
biggest and most forceful motivators in behaviour, and providing
students with the opportunity to explain and take responsibility for
their actions allows them to gain a sense of inclusion (Balson, 1997).
This management technique was used to help students realise
for themselves why their negative behaviour was such a problem
(Lewis, 1997). The teachers showed an understanding and
acceptance when students where explaining why they acted out.
This allowed students to feel as though their punishments were fair
(Lewis, 1997). This management strategy links closely with Dreikurs
logical consequences model when exploring the idea that teachers
should avoid taking a power stance over the students and work with
them in a positive manner (Malmgren, Trezek & Paul, 2005). From
my experience students reacted positively to teachers that listened,
were accepting and took a reduced power stance approach.
Conversely, teachers that focused primarily on having the power
over their students were found to have more issues with behaviour
in the classroom.
The classroom management strategies explored are just some of
the numerous approaches available for teachers to adopt.
Throughout my placement many management strategies were
evident however the approaches discussed were relied on and
utilised by a number of teachers throughout the school.
Furthermore, to create a safe, inclusive, positive and engaging

learning environment it is important to consider different

management strategies; choosing ones that work for you. However,
it is imperative to make sure all students are aware of and have
input into the creation of the behavioural expectations and
punishments at the beginning. Additionally, it is important to
incorporate punishments that students will dislike but would not
harm them physically or emotionally.

References:
Balson, M. (1997). Discipline; An old problem in a new world.
Retrieved from:
https://lms.latrobe.edu.au/pluginfile.php/2273856/mod_book/c
hapter/96849/Dreik

urs%20by%20Balson0.pdf

Canter, L. (1989). Assertive Discipline: More than Names on the

Board and
Marbles in a Jar. The Phi Delta Kappan, 71(1), 5761. Retrieved
from
http://www.jstor.org.ez.library.latrobe.edu.au/stable/20404058
Ming-tak, H., & Wai-shing, L. (2008). Classroom Management:
Creating A Positive
Learning Environment. (First ed.) Hong Kong: Hong Kong
University Press.

Kennedy, M. (2005). Inside teaching. Cambridge, Mass.: Harvard

University Press.

Lewis, R. (1997). The discipline dilemma (Second ed.): Australian

Council for
Educational Research.
Malmgren, K. W., Trezek, B. J., & Paul, P. V. (2005). Models of
classroom

management as applied to the secondary classroom. The

Clearing House, 79(1), 36-39. Retrieved from
http://ez.library.latrobe.edu.au/login?
url=http://search.proquest.com/docview/196863668?
accountid=12001