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Introduction:
My
belief
with
behaviour
management
surrounds
the
importance
of
belonging
through
a
comforting
environment,
where
students
are
able
to
learn
from
one
another
and
grow
as
a
community
of
learners.
Its
important
to
ensure
students
recognise
their
strong
sense
of
responsibility
within
the
classroom
and
maintain
a
balance
in
ensuring
that
appropriate
behaviour
is
exercised.
I
understand
the
need
to
step
up
and
the
importance
of
equipping
students
with
the
appropriate
skills
for
conflict
resolution.
My
classroom
will
promote
learning,
personal
wellbeing,
social
skills
and
safety
(Lyons,
Ford,
Arthur
Kelly,
2006).
Additionally,
positive
student
engagement
in
school
life
is
a
key
endeavour
as
students
are
able
to
forge
positive
relationships
within
the
classroom
and
progress
to
create
a
school
community
through
acceptance.
Dreikurs
Goal
Centered
Theory
(GCT)
highlights
that
students
will
become
confident
individuals
with
a
sense
of
responsibility
whereby
discipline
procedures
will
be
firm,
fair
and
consistent.
Through
such
an
ideal
students
will
be
able
to
take
responsibility
for
their
behaviour
choices.
Dreikurs
GCT
focuses
on
the
importance
of
social
acceptance
and
the
understanding
that
positive
behaviour
is
able
to
occur
when
norms
are
followed
such
as
being
noticed,
exerting
influence,
being
respected
and
fairly
treated
and
when
students
are
supported
(Carroll,
2014).
Rogers
school
community
is
based
on
the
notion
of
rights,
respect,
relationships
and
rules.
The
positive
behaviour
leadership
model
(PBL)
highlights
that
all
discipline
is
directed
towards
enabling
students
to
own
their
behaviour
and
be
accountable
for
their
behaviour
choices,
respect
the
rights
of
others
to
learn,
to
feel
safe
and
to
be
treated
with
basic
respect;
and
build
workable
with
students
even
where
teachers
have
to
discipline
them
(Lyons
et
al,
2006,
p.23).
The
roles
which
PBL
identifies
and
I
endeavour
to
incorporate
include
lead,
guide,
support,
discipline
and
encourage
students
with
shared
rights
and
responsibilities
at
the
core.
I
recognise
the
paramount
nature
of
relationships
and
hold
these
as
crucial
within
my
classroom
(Edwards
&
Watts,
2006,
p.242).
Links
to
theoretical
model/approach
Teacher
actions/strategies
(Effective
Teaching-
ET,
Positive
Relationships-
PR,
Specific
Behavioural
Management
Strategies-
SBMS)
Preparatory
and
Establishment
phases
6.
The
GCT
reiterates
the
importance
of
ensuring
Preparatory:
1.
10.
11.
12.
13.
14.
Preventative
Measures
1.Relationships
are
perceived
as
pivotal
within
the
GCT
as
students
key
social
groups
are
school
groups
and
family
groups,
and
the
development
of
positive
relationships
in
these
is
central
to
needs
satisfaction
(Lyons
et
al,
2006,
p.7).
This
informs
the
necessity
for
developing
positive
relationships
within
the
classroom.
4.
Driekur
reflects
on
the
importance
of
ensuring
that
effort
is
at
the
forefront
of
praise
as
opposed
to
focusing
solely
on
a
students
level
of
achievement
(Edwards
&
Watts,
2004).
1.
2.
3.
4.
5.
6.
7.
expect
of
the
students
to
create
the
lists
together.
Use
this
as
a
class
contract
which
students
have
created
and
thus
must
follow.
(ET/
PR)
Hold
a
meeting
with
parents
and
use
this
time
to
talk
to
them
about
expectations.
(ET)
To
ensure
students
are
able
to
maintain
a
strong
sense
of
responsibility,
students
will
alternate
through
a
series
of
roles.
These
roles
will
include
2
maths
helpers,
2
environmental
leaders,
1
special
helper,
1
door
helper,
2
SRC,
1
Table
helper
per
group,
2
messengers,
2
library
monitors
and
2
lunch
order
leaders.
(PR)
The
classroom
will
be
set
up
in
small
groups
as
this
promotes
team
work
and
a
community
of
learners
all
student
will
be
seen
from
any
point
in
the
classroom.
(ET
/SBMS)
Discuss
expectations
assertively,
maintain
a
clear
voice
with
positive
body
language
and
gestures.
A
clear
class
routine
will
displayed
and
followed
daily.
(ET/
PR)
Discuss
with
students
what
bullying
is
and
how
it
will
note
be
tolerated
within
the
classroom.
(PR)
Provide
varying
opportunities
for
students
to
work
with
different
members
of
the
class.
(PR)
Provide
students
with
clear
instructions
to
ensure
on
task
behaviour.
(ET)
Ensure
tasks
are
fi
and
students
are
implicitly
motivated
with
necessary
scaffolding.
(ET)
Systematically
move
around
the
class
starting
with
the
weakest
student
to
see
the
leaning.
(ET)
Know
the
students
and
tailor
activities.
They
should
be
derived
from
students
interests
as
this
ensures
motivation
and
excitement
surrounding
the
completion
of
the
activity.
(ET)
In
the
form
of
rewards
(SBMS)
8.
v Rewards
will
differ
depending
on
the
age
and
stage
of
the
class
with
younger
students
presented
with
more
extrinsic
motivation
and
the
older
years
with
higher
levels
of
intrinsic
motivation.
v Students
will
be
rewarded
for
their
effort
and
achievement.
Positive
reinforcement
will
focus
on
what
the
students
have
achieved.
This
may
be
individualised
as
some
students
may
finish
activities
whilst
other
students
have
only
completed
half
of
an
activity.
Verbal
praise
such
as
fantastic
work
today
or
I
like
the
way
you
sat
down
quietly
after
lunch
acknowledging
the
appropriate
behaviour
students
should
be
demonstrating.
v Rewards
in
the
forms
of
stickers,
stamps,
table
points
will
be
given
to
students
with
a
clear
understanding
of
WHY
they
are
receiving
them,
The
setting
of
the
classroom
will
encourage
students
to
work
in
teams
supporting
one
another
and
in
turn
creating
a
supportive
learning
environment.
Being
prepared
for
each
lesson
with
adequate
resources
in
advance.
9.
Low
level/unobtrusive/
non-punitive
interventions
1. Rogers
reflects
on
the
importance
of
ensuring
Promoting
desired
behaviours
that
students
are
able
to
own
their
own
1. Commenting
on
a
student
doing
the
right
thing
such
as
Jack
I
love
the
way
you
behaviour.
This
enables
students
to
take
are
sitting
a
ripple
effect
is
created
as
all
students
suddenly
follow
(Lyons
et
al,
action
and
undertake
the
appropriate
2006)
(SBMS)
behaviour
on
their
own
accord
(Lyons
et
al,
2. Reminding
students
before
the
behaviour
is
asked
of
them
such
as
Im
looking
2006,
p.23)
to
see
who
sits
on
the
floor
quietly.
The
two
questions
which
should
be
directed
2. Rogers
identifies
the
importance
of
the
casual
to
off
task
behaviours
include
what
are
you
doing?
where
students
will
often
refocus
as
a
method
of
redirecting
off
task
respond
to
bluntly
of
which
the
question
which
should
come
next
is
what
behaviours
(Konza
et
al,
2001,
p.114).
should
you
be
doing?
(Lyons
et
al,
2006,
p.125).
(SBMS)
8.
The
teachers
look
is
seen
as
a
key
method
of
3. The
use
of
purposeful
roving
as
this
proximity
tends
to
put
students
on
track.
providing
students
with
assertive
and
direct
(ET/
PR
/SBMS)
messages
(Konza
et
al,
2001,
p.113).
Responding
to
inappropriate
behaviours
better
able
to
accommodate
the
student
needs
to
belonging
and
therefore
minimise
undesired
behaviours.
References
Carroll,
K.
(2014).
Lecture
4:
Behaviour
Management
Models
[Powerpoint].
Retrieved
from
http://www.leo.acu.edu.au/
Carroll,
K.
(2014).
Lecture
5:
Managing
Disruptive
Behaviour
[Powerpoint].
Retrieved
from
http://www.leo.acu.edu.au/
Edwards,
C.H.,
&
Watts,
V.
(2004).
Classroom
discipline
and
management:
An
Australian
perspective.
Milton,
QLD:
John
Wiley
and
Sons
Australia.
Konza,
D.,
Grainger,
J.,
&
Bradshaw,
K.
(2001).
Classroom
Management:
A
Survival
Guide.
Social
Science
Press.
Lyons,
G.,
Ford,
M.,
&
Arthur-Kelly,
M.
(2006).
Classroom
Management:
Creating
Positive
Learning
Environments.
Northshore,
NZ:
Cengage
Learning
Australia.