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Personal philosophy

I believe that teachers should strive to create a positive, safe and supportive learning environment for all children. Teachers should seek to
develop strong relationships with students that are built upon mutual-respect, trust, and honesty. Diversity should be embraced, and all
students should be treated equally, regardless of their race, religion, language, gender or abilities.
In order to maximise student learning, the classroom needs to be well-managed. Behaviour expectations and rules should be negotiated with
students, made explicit, and kept consistent. Behaviour management strategies should focus predominantly on prevention, however
supportive and corrective strategies need to be in place for when prevention fails. The use of reinforcement and/or punishment by teachers is
not ideal; instead teachers should model, guide and teach students to make appropriate choices. Students should be given an element of
ownership over their own behaviour and should be supported to develop the skills needed to self-regulate, and adapt their own behaviours.
Context
The students whom this behaviour management plan has been designed for, are aged eleven and twelve years, and are in a single stream
Grade 6 class. There are 12 females and 10 males in the class, who are from relatively low socio-economic status families, and English is the
main language spoken at home.
The Foundation to Year Six primary school is located in a country town, with is very community focused, one hour south-east of Melbourne.
There are no significant learning difficulties, and most students are working at the expected level. There are some behavioural issues,
particularly related to a group of boys in the grade who are disruptive when working together during class time. Students possess a wide
variety of learning styles which need to be considered when planning engaging learning experiences.
Phase

Approach

Strategies

Implementation Links to school wide plan

Proactive

Thomas
Gordon:
Teacher
effectiveness
training model
(Edwards &
Watts, 2008)

Build quality teacher-students relationships


Learn and use students names on, or prior to, day one.
- Use previous years school photos to learn names
- Give students name tags
- Play name games
Get to know students early on in the year on both a
personal and academic level
- Send letters to students before school starts
- Eat lunch with students
- Plan activities and/or projects that allow students
to share their personal experiences and interests.

All members of the school


community are actively
Prior to first day, encouraged to Maintain
first day, first
mutual respect for each other
week, ongoing
at all times (Yuleba State
School, [YSS] 2008).
Prior to first day,
first days,
ongoing

Processes
and
strategies
to
implement
at the
beginning
of the
year, to

prevent
misbehavi
our (Cope,
2005).

Supportiv
e
Provide
students
with
ongoing
support
and a
predictable
environme
nt (Cope,
2005).

Evertson,
Emmer &
Worsham
(Evertson,
Emmer, &
Worsham,
2003).

Establish classroom and school procedures and routines


Entering and leaving classroom procedures
Homework
Class participation
Finishing work early

First days/weeks
as required

Effective behaviour support


includes supportive and
collaboratively developed
programs and procedures
(YSS, 2008).

Rudolf
Dreikur:
Democratic
discipline
model
(Edwards &
Watts, 2008).

In collaboration with students, establish clear rules,


behaviour expectations and consequences.
Conduct a rule-setting discussion at the beginning of
the year
Place list of rules and consequences in a prominent
position in the classroom throughout the entire year so
that students can refer back to them.
Make rules precise and not open for individual
interpretation.
Develop a class agreement for the teacher and students
to sign.

First days

Each class is to develop and


publish its own plan for
managing behaviour (YSS,
2008).

Thomas
Gordon:
Teacher
effectiveness
training model
(Edwards &
Watts, 2008).

Be approachable and keep communication open


Listen to students
Avoid Gordons 12 roadblocks to communication
(Edwards & Watts, 2008).
Make time to communicate with students
- Encourage students to send you emails
- Eat lunch with students

Always

Communication which is
open and honest between all
community members is
essential for our school to
operate in an effective
manner (YSS, 2008).

William
Glasser:
Choice theory
(Burden,
2006).

Provide engaging learning opportunities for students


Understand students preferred learning styles and plan
lessons/activities to suit a range of learning style

Always

Effective behaviour support


includesquality teaching
and learning practices [and]
effective behaviour support
includes a balanced,
relevant and engaging
curriculum (YSS, 2008).

Effective behaviour support


includes clearly stated,
simple effective rules that
are reinforced in the
classroom, playground and
on parade (YSS, 2008).

Correctiv
e
Reactive
strategies
to
implement
when all
else fails

Williams
Glasser:
Choice theory
(Edwards &
Watts, 2008).

Provide opportunities for students to have meaningful


contact with their peers
Adopt a buddy system within the classroom
Plan lessons & activities that involve collaborative
work

First week,
ongoing

Bill Rogers:
Positive
behaviour
leadership
model
(Edwards &
Watts, 2008).

Use both descriptive statements and non-verbal messages


to raise behaviour awareness
Eye contact
Moving closer to students who are misbehaving
Use statements such as John, you are calling out and
John, you should be up to the last question by now.

Promptly when
misbehaviour
occurs

Rudolf
Dreikurs
Democratic
discipline
model
(Edwards &
Watts, 2008).

Reinforce good behaviour


Provide acknowledgement of effort and good work

When possible

Positively encourage and


reinforce appropriate
behaviour (YSS, 2008).

Ed Ford:
Responsible
thinking
process
(Lyons, Ford,
& ArthurKelly, 2011).

Encourage students to monitor their own behaviour:


Ask students questions that promote reflection, such
as:
- What are you doing?
- What are the rules?
- What do you want to do now?
- What will happen if you disrupt again?

Promptly when
misbehaviour
occurs

We intend to help students


become self-directed, show
concern for others and have
self-discipline (YSS, 2008).

(Cope,
2005).

William
Glasser:
Choice theory
(Burden,
2006).

Conduct reality therapy interviews

As misbehaviour
occurs

William
Glasser:
Choice theory
(Burden,
2006).

Remove distraction:
Move disruptive students to quiet space in the
classroom
Send disruptive student to buddy classroom

When other
strategies do not
work and
students are
distracting other
students from
their work

Canter &
Canter:
Assertive
discipline
model (Canter
& Canter,
2001).

Introduce punishments and/or withhold rewards to weaken


behaviour of students who repeatedly misbehave
Removal from class
Rubbish duty during lunchtime
Detention
Notify parents

When other
strategies do not
work (and
particularly when
students are at a
safety risk)

Consequences will depend


on the age of the student, the
seriousness of the offence
and whether or not the
behaviour has happened
before (YSS, 2008).

Referral to principal/parental contact

If strategies have
failed and
misbehaviour
persists

When to contact the


principal and/or parents is
specified in the school wide
plan (YSS, 2008).

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