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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
Proactive
Thomas
Gordon:
Teacher
effectiveness
training model
(Edwards &
Watts, 2008)
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).
First days/weeks
as required
Rudolf
Dreikur:
Democratic
discipline
model
(Edwards &
Watts, 2008).
First days
Thomas
Gordon:
Teacher
effectiveness
training model
(Edwards &
Watts, 2008).
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).
Always
Correctiv
e
Reactive
strategies
to
implement
when all
else fails
Williams
Glasser:
Choice theory
(Edwards &
Watts, 2008).
First week,
ongoing
Bill Rogers:
Positive
behaviour
leadership
model
(Edwards &
Watts, 2008).
Promptly when
misbehaviour
occurs
Rudolf
Dreikurs
Democratic
discipline
model
(Edwards &
Watts, 2008).
When possible
Ed Ford:
Responsible
thinking
process
(Lyons, Ford,
& ArthurKelly, 2011).
Promptly when
misbehaviour
occurs
(Cope,
2005).
William
Glasser:
Choice theory
(Burden,
2006).
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).
When other
strategies do not
work (and
particularly when
students are at a
safety risk)
If strategies have
failed and
misbehaviour
persists