CLASSROOM MANAGEMENT PLAN

Within a classroom, students need to feel emotionally secure and valued, which can be achieved by
communicating expectations and standards to them (Marsh, 2010, 224; Bosch, 2006, 45, 54). To
manage my classroom, I intend to develop a code of conduct with my students, transforming my
expectations of them into rules that they agree to follow (Rogers, 2002, 27). By having students
contribute to these rules regarding appropriate behaviour, and expectations of work management,
they are more likely to abide by them (Bosch, 2006, 52-54). As a group, we will phrase this code of
conduct in a positive way, to promote what to do over what not to do (Cope, 2007, 22). As a pre-
emptive measure of behaviour management, I intend to include an aspect of positive reinforcement
whereby students are rewarded for exemplary conduct with incentives or preferred activities (Cope,
2007, 74). As a class we will also discuss these rules in a wider social context to demonstrate their
applicability within the real world (Rogers, 2002, 34). After the drafting phase, a copy of the conduct
will be sent to each students home, in an effort to have parents reinforce positive school behaviours
outside school hours (WikiHow, 2012; Marsh, 2010, 226). For this code of conduct to be successful,
students require consistent visual and verbal reminders of rules and consequences. When drafting
the consequences section of this code of conduct, I would like to apply a group-guidance approach in
that the students themselves suggest the consequences for violations of the established rules
(within the policies, guidelines and procedures that the school implements, of course) (Scarpaci,
2007, 13).
To engage my students in their learning, and reduce disciplinary problems and off-task distractions I
practice several behaviours and strategies (Bosch, 2006, 11). The first of these is to endeavor to
create positive, caring relationships with my students and identify their preferred learning styles
(Bosch, 2006, 63). In addition to this, it is necessary to consider the school year from students
perspectives when planning lessons, and adjust activities accordingly to maintain optimal student
engagement (Cope, 2007, 12). Some strategies that I personally use to engage students and
encourage students to become more responsible for their own learning are;
Linking the curriculum with students lives to emphasise relevance (Scarpaci, 2007, 21;
Arthur, Gordon & Butterfield, 2003, 24).
Teaching strategies such as elaboration, self-reference and organisation to increase learning
capacity (Arthur, Gordon & Butterfield, 2003, 35).
Meeting students psychological needs by instructing them on management skills, such as
self-discipline, conflict resolution and strategies to cope with stress (Scarpaci, 2007, 21).
Providing a supportive, tolerant and empathic environment for students (Scarpaci, 2007, 21).
Encouraging positive relationships among students to promote collaboration (Scarpaci,
2007, 21).
Enhancing content with visual displays, study guides and a variety of activities (Arthur,
Gordon & Butterfield, 2003, 35).
Regardless of the enjoyableness of the lesson, students will misbehave on occasions therefore I have
as store of behavioural management techniques to use if necessary. Some of these include;
Tactically ignoring minor off-task behavioiurs.
Pausing mid-sentence to regain students attention.
Making eye contact with students who are focusing on tasks other than their assigned work.
Walking around the classroom and using proximity to monitor and encourage on-task
behaviour.
Using the cross-praise technique to encourage the good behaviour of students who are on-
task, and reminds off-task students of what they should be doing without directly
confronting them.
Speaking directly to the student; reminding them of rules and expectations, emphasising
that they have choices with their behaviour and describing the misbehaviour while
indicating its adverse effects on teaching and learning.
Counting down from 3 to 1 when I want students to be silent, but dont want to raise my
voice over theirs.
Counting minutes on the board for every minute that students make me wait for silence. For
every minute of my time that they waste, I take a minute of their leisure time (recess, lunch
or afterschool) to compensate for the learning that has been missed.
When I make use of these strategies, I try to project an image of calm, non-confrontational authority
using a measured tone of voice, while also acknowledging my personal feelings in a professional
manner (Pearsall, 2012, 57, 62). This recognise and redirect technique communicates to students
that I understand their concerns, but also have some of my own (Pearsall, 2012, 58). It may also be
necessary to tell students that we can/will discuss this later/at a better time and continue with the
lesson (Pearsall, 2010, 39). In a seminar on Behaviour Management (24-03-2014), Glen Pearsall
demonstrated the successful use of pivotal phrases, such as nevertheless and thats not the issue
right now to prevent lengthy lesson interruptions and refocus the students.