Management Plan:

1.0 Classroom Rights and Responsibilities:

1.1 Negotiation: Start a brainstorming session on the board with student input. Ask
them what their rights are in the classroom and those of their classmates. Then
proceed to ask them what responsibilities they have in order to uphold these rights.
Have the below rights and responsibilities pre brainstormed on a large piece of
poster paper to compare with the students after the activity in order to reach an
agreement.
1.2 Rights:
Every student and teacher has the right to a safe and positive learning
environment.
To their own learning space.
The right to speak freely and politely without being interrupted by another.
1.3 Responsibilities:
Bringing appropriate equipment to class.
Speaking politely to all other students and teacher.
To respect others and your own learning environment.
To arrive at class on time.
To respect the views and thoughts of others.
Not only the students or teachers job to uphold these rights and responsibilities but
also classmates responsibility to ensure others are meeting them.
2.0 Establishing relationships:
Establishing relationships with the students and knowing their interests and learning
styles is highly important for classroom cohesion. This classroom cohesion helps
student-teacher trust and understanding.
To initially build these relationships a number of icebreakers and get to know you
activities could take place in order to form a deeper relationship with the students.
Giving you an insight into their interests and personalities.
3.0 Behavioral Management (Proactive/Preventative):
-Setting up a safe and open classroom in which the students can feel wanted, free and
have fun (Glassers choice theory).
-Setting up good student-teacher relationships. Hopefully they can progress and the
teacher can be placed within that students quality world as a result.
-Planning engaging lessons. By engaging the students, behavioral issues are decreased
due to students enjoying and having fun in the content delivered.
-Changing teaching methods and activities.
-Room arrangement.

4.0 Positive strategies acknowledging effort:

-Verbal recognition.
-Private written praise (on assessed work etc)
-Reward system.
Rewarding students with free time and slightly looser boundaries (drink breaks
when they want, toilet breaks, iPod time) when personally excelling at tasks.
Points system. Notes taken on extra and improved effort. Once the students
reach a certain number of points they get a reward. Rewards can be negotiated
between student and teacher (free time, computer use etc).
5.0 Non-disruptive, off task behaviours:
5.1 If during verbal lesson:
1. Take note: Examine and take note of student behaviour and the distracting nature.
2. Judgment call: Judge if action is distracting student or other students around them.
3. Acts or Disregard: If distracting employs response 5.1, if not disregard initially
whilst monitoring throughout lesson.
5.2 If during task/activity:
1. Address/Enquire: Ask the students by name what they are doing in an enquiry type
manner, and what they are up to in the set task.
2. Monitor: Keep a watchful eye on the students progress and engagement levels with
task.
3. Re-enquire/Assess: Check in what the student is up to in the set task/activity. If
behaviour has proved a negative one on task/activity carry out response 5.1.
Example:
What is that you have there John? Can I have a look?
How are you going with your activity sheet?
6.0 Response to disruptive behaviours:
Things to remember:
-Remain calm.
-Keep eye contact.
-Keep voice at a controlled level.
-Keep in your adult.
6.1 Low level:
-Call student by name. Eye contact
-Let them know that the behaviour being undertaken is not appropriate.
-Why it is inappropriate
-The behaviour or activity they should be doing instead.
Example:
Johnnie should you be talking right now?
Remember this is a silent reflection task we are doing.
Lets try and get back on task quietly thank you.
6.2 Medium level:
One-offs:
-Call student by name. Eye contact.
-Call out disruptive behaviour. Inform it is not appropriate.

-Explain to them what they should be doing.

-Warn them if misbehavior continues they will be moved to the spare desk (Drawn up
in classroom setup) to finish their work.
Example:
Johnnie why are you distracting the class by throwing a tennis ball around?
Please put the tennis ball away and continue on with your work please.
If it happens again Ill be taking the ball and you will have to finish your work
on the spare desk.
Repeats:
-Call students name. Eye contact.
-Inform them that their disruptive behaviour hasnt changed which is unacceptable.
-Ask them to move to the spare desks.
Example:
Johnnie I told you to put the tennis ball away.
You are being far to disruptive to the others and their right to do their work.
Hand me the tennis ball and please continue your work at the spare desk.
I would also like to speak to you after class.
6.3 High level:
-Call student name. Eye contact.
-Inform that their behaviour is unacceptable within the classroom and is not upholding
the rights and responsibilities that we agreed upon.
-Ask them to move straight away to the spare desk.
-If any more misbehavior occurs they will be removed from the classroom.
-See them after class to discuss behaviour.
Example:
Johnnie stop pushing David right now thank you.
You are distracting David, invading his personal space and right to learn.
Touching others when it is unwanted is not something that happens in this classroom.
Please move straight to the spare desk for the remainder of the lesson.
I would like you to also remain behind at the end.
If misbehavior of any kind continues the student will be sent to the year level
coordinator. Parent may be contacted (would generally be left to the discretion of the
coordinator).
6.4 After class chat:
-Sitting down together in a comfortable setting.
-Using I-messages (I am very disappointed in your behaviour etc).
-Comparing behaviour to the agreed upon rights and responsibilities.
-Inquiry as to why the behaviour occurred and the need for it to continue on.
-Discussion of future behaviour plans and strategies to avoid incidents in future
classes.
7.0 Repairing relationships:
Methods could include:
-Clean slate (no behavioral presumptions for the next class).
-Commitment to do better.
-Verbal or written contract from the student.

-Saying sorry (if it is a teacher fault, dont be afraid to say sorry when you have done
something wrong, helps build trust).
References:
Glasser, W. (1997). "Choice theory" and student success. The Education
Digest, 63(3), 16-21. Retrieved from http://search.proquest.com/docview/218173649?
accountid=12001