C3258482

Rebecca Beer
EDUC2181
Assessment- 1
Theoretical position statement that articulates a planned personal approach to managing the
classroom.

As I am at the start of my university degree in high school teaching, Im not yet fully coherent
in understanding classroom management theories, and my goal going forward in my degree is
to progress as I encounter new theorists and management strategies that I could implement in
a junior-level English classroom. In caparison to where I place myself on Porters Continuum, it
would be in the mixed category with cognitive behaviourism and Neo-Adlerian theory Commented [bb1]: Here I stated were on the cognitive
behaviourism spectrum I am.
(McDonald, 2013). I perceive myself in this category as I resonate with the notion that sharing
the power would encourage my students to engage with their learning. By sharing the power
and acting as a facilitator, I am in a position where I can influence the students behaviour
towards learning whilst also encouraging autonomy and allowing independence to flourish.
The theories that have shaped the development of my pedagogical practices are William
Glasser, Rudolph Dreikurs and Spencer Kagan, Patricia Kyle and Sally Scott. The main theory
that has shaped my own formulation of pedagogical practices towards classroom management
is William Glassers Choice Theory, which is a mixed teaching approach that emphasises the
role of student choice in the learning environment emphasise on forming a more democratic
learning style (Glasser, 1998). Choice Theory recognises that all students have needs that the
educator must recognise and incorporate into his or her classroom in order to reach the
students full potential (Glasser, 1998). By incorporating the four physiological needs
(belonging, power, freedom, and fun) into my pedagogy, students will choose to exhibit
appropriate behaviour and forego misbehaviour (McDonald, 2013). Commented [bb2]: I stated that I will be incorporating in my
classroom management the Four Physiological needs to identify
why my students are misbehaving in a certain way instead of
treating the incident as a one off.

Glasser recognised that the teachers role is to lead students towards satisfying their needs
through appropriate behavioural choices rather than forcing them to comply with the rules set
in place (Lyons, Ford & Slee, 2014). In a classroom setting, Glassers Theory can be executed
starting with the physical layout of the learning environment. The layout can reflect the
encouragement of belonging by moving chairs and tables into group tables where students
face each other and must work together in order to complete tasks (McDonald, 2013). Group
interaction and peer tutoring is crucial within the classroom as students are more likely to
retain information through collaboration and cooperation (Killen, 2016). Students motivation Commented [bb3]: I include that group work and peer tutoring
will be included within my teaching to benefit my students learning
is stimulated through working with others, either through collusion or in competition, and needs.
their work ethic can be influenced by intrinsic and/or extrinsic rewards for good work (Irvine,
2015 and Duchesne & McMaugh, 2016). For example, I would have the students work in pairs
where they read each others work and determine what the text was about based on the
students response. This interaction gives students a chance to gain feedback in a non-
threatening way, but also provides them with an opportunity to build social interaction and
social support (State of NSW, 2003). Other additional physiological needs are required to be Commented [bb4]: I provided an example of how the
interactions will look within my English classroom and how the
adapted into the classroom by the teacher to be able to connect with and satisfy students interactions will allow students learning to development without
requirements (McDonald, 2013). me using direct teaching.

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C3258482
Rebecca Beer
EDUC2181
Assessment- 1
Theoretical position statement that articulates a planned personal approach to managing the
classroom.
The expectations between teacher and students should incorporate the students need for
autonomy to naturally occur with teachers giving freedom to students within reasonable
boundaries (Olutayo, 2012). The teacher can exchange their ultimate control of the activities Commented [bb5]: My teaching philosophy of students need
for autonomy occurring naturally but with clear boundaries to
to the students by giving them choices within the lesson. For example, giving them a variety of ensure safety concerns.
activities that can express their autonomy in individual, group or pair work would be beneficial
to individual students learning needs whilst still creating a safe environment. By giving
students a selection of activities to choose from, students gain independence and can focus on
identifying their own personal learning style from the activities available.

All students need to feel important and respected by being heard on more than a basic level
(VideoCourseForTeachers, 2016). By teachers engaging students outside of an academic sense
and learning about their students lives, students will be motivated to engage in their academic
work (Duchesne & McMaugh, 2016). Teachers can implement this by creating breaking the
ice activities that give students the freedom to express their interests and hobbies in an
introductory setting; this fosters positive relationships between educator and student from the
onset (Irvine, 2015 and Rose, 2003). Thereby, through creating a supportive environment in
which students feel like they belong and are respected by the teacher, the teacher should be
able identify each student by their name and interests. This would work within my teaching
Commented [bb6]: I emphasises the important of knowing
your students in order to engage them academically within the
classroom setting.
Commented [bb7]: The important teacher and student
relationships and how to build on rapport with student using Ice
Breaking activities. Links to Standard 1: Knowing your students and
how they learn.

method as I believe in getting to know my students in a professional manner that would

encourage students to work productively and encourage them to feel safe communicating
academic and personal issues to my knowledge.

A classroom that incorporates fun is stimulating for the students and it is within the teachers
role to build a sense of enjoyment into the lesson plans (Erwin, 2004). Fun can be incorporated
into lessons through using physical games, mind games or drama games chosen appropriately
based on students and their interests. Through these the teacher can help energise the
students and practice social skills (Erwin, 2004). For example, students might throw around a
soft ball and when each catches it they must tell an interesting fact they learnt about in class
or in their unit of study. This activity is an example seen in the information process model
where students build on schemes (building blocks) by recalling information they have retained
in our working memory (Duchesne & McMaugh, 2016).

These phases have to be implemented within the required setting in relation to what best suits
the students and environment. Not all the four physiological needs phases can be
implemented within one lesson and they are designed to be built upon as the class settles into
your classroom expectations (McDonald, 2013). By working through each phase, students will
engage in English and their academic performance will improve (McDonald, 2013). Another

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C3258482
Rebecca Beer
EDUC2181
Assessment- 1
Theoretical position statement that articulates a planned personal approach to managing the
classroom.
implication for the teacher is that it demonstrates standard four of the Australian Professional
Standards for Teachers, giving me as a teacher the necessary steps to implicate Choice Theory
within my classroom while also complying with the Australian Institute of Teaching and School
Leadership (Australian Institute of Teaching and School Leadership, 2011 & Glasser, 1998). Commented [bb8]: Identifies that standard 4 is what my choice
of classroom management relates to.
However there are limitations are that within a discipline setting certain aspects of Choice
Theory may not be ideal in reaching a student who is misbehaving in a violent outrage
(Glasser, 1998).

Overall, Choice Theory demonstrates that teachers who are failing to meet one or all of the
four basic needs will see a negative impact on their students retention rate, academic
achievement, and personal misdemeanour, leading to a wide array of issues that will disrupt
the learning environment (Glasser, 1998). Glassers Choice Theory is one of many other
theories that I will be incorporating within my classroom management portfolio to build upon
within my lesson to maximums my students learning experience. Commented [bb9]: I state that Glassers choice theory is only
one of the many theories that I will be implementing and
alliterating based on my students personalities and how they best
learn.

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C3258482
Rebecca Beer
EDUC2181
Assessment- 1
Theoretical position statement that articulates a planned personal approach to managing the
classroom.
Bibliography
(2011). Retrieved from Australian Institute of Teaching and School Leadership:
http://www.aitsl.edu.au/

Dushesne , S., & McMaugh, A. (2016). Education psychology for learning and teaching.
Melbourne, Australia: Cengage Learning.

Erwin, J. C. (2004). Classroom of choice: Giving students what they need and getting what you
want. ASCD.

Glasser, W. (1998). Choice theory: A new psychology of personal freedom. New York, USA:
HarperCollins.

Irvine, J. (2015). Enacting Glasser's (1998) Choice Theory in a grade 3 classroom: a case study.
Journal of case studies in education , 1- 14.

Killen, R. (2016). Effective teaching strategies . Melbourne : Cengage Learning Australia.

Lyons, G., Ford, M., & Slee, J. (2014). Chapter 2: Classroom management theory. In G. Lyons,
M. Ford , & J. Slee, classroom management: Creating Positive Learning Environment
(pp. 18 - 41). South Melbourne: Cengage Learning Australia.

McDonald, T. (2013). Classroom management: Engaging students in learnings . South

Melbourne: Oxford University Press.

Olutayo, G. B. (2012). USING GLASSER'S CHOICE THEORY to FOSTER CREATIVITY. International

Journal of Choice Theory & Reality Therapy.

Rose, S. W. (2003). The relationship between Glasser's Quality school concept and Brain- Based
theory. International Journal Of Reality Therapy, 52-56.

VideoCourseForTeachers, Q. (2016, Feburary 26). The classroom of choice: Motivation and

needs. Retrieved from Youtube: https://www.youtube.com/watch?v=5oL4xIaG7fI

State of NSW, Department of Education and Training. (2003). Quality teaching in NSW public
schools: A classroom practice guide. Ryde, Sydney: Professional Support and Curriculum
Directorate.

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