Kaitlyn McDonald

30306186
EDBED 2109
Assessment Task 2: Classroom
Management Plan (Research
Essay)
My Philosophy
I believe that the students I teach are our future. Each and every student has the
potential to bring something useful and unique into the world. Teaching gives me the
opportunity to impact on student’s lives in a positive way where I will influence the
miracles, laughter, learning and healing that occurs in an everyday classroom. As a
Pre service teacher, I aim to create a classroom that encourages curiosity and
sheer determination. I want my classroom to be a place where students feel as
though they belong, are respected, feel important and are believed in. I want to use
all my knowledge and theory to ensure I can create a positive learning environment
where student can reach their full potential, learn from their mistakes, create and
give one hundred percent.

I understand that students learn in different ways and as a future teacher I need to
cater for these different learning styles. There are seven categories that students fall
under when it comes to the way they learn, however most students will learn in more
than one way. These different learning styles include Visual: Using sight, Auditory:
Using songs or rhythms, Verbal: Speaking out loud the information, Kinaesthetic:
Using touch and taste to explore the information, Logical: A more mathematical
approach to concepts, Interpersonal: Learning in groups and Intrapersonal: Learning
alone. With this in mind I believe it is important to vary the learning activities, include
ICT, use different tools to engage my students and get to know my students so I can
create activities based on their different personalities. Using ICT is an important
factor that will engage and motivate my students. This is because students
nowadays are digital natives and have grown up with technology.
I believe students misbehave because they are disengaged, the work is too easy or
too hard, the work does not harness their interests and because they are seeking
attention. To prevent misbehaviour it is important to create activities that engage
students, continually track students learning to ensure you are providing them with
appropriate work and to set clear rules, consequences and rewards. When creating
these rules, consequences and rewards it is important to use inclusive language to
create ownership, focus on what to do instead of what not to do and have clear rules,
rewards and consequences so there is no confusion. The rewards gives students
something to look forward to and to work towards as a group. By having this reward
it promotes a positive learning environment where students must work together to
achieve or gain the specific reward. I personally believe a strike system works quite
well, however I believe the student should not leave the class on their final strike
(depending on the situation) because it stops them from learning and thy have
achieved what they wanted to. Instead of isolating students in another room I could
set up an area or desk away from other students, this ensures the student does not
miss any work and is continuing to learn.

My role as an educator is to teach students certain academic knowledge, social

skills, life skills, and basically provide them with skills that will help them in their
future. It is also to provide students with resources and information that will guide
and improve their learning. I also must develop relationships with students and
parents to ensure my students are getting the best out of my class and I am creating
a warm positive learning environments for my students. Some values I like to follow
and bring into my class when teaching include believing any student can learn, to
always display enthusiasm and passion about what I am teaching, to improve
students skills and capabilities, to provide a positive learning environment, to plan
lessons, to document student learning to track progress, to provide feedback so
students can improve and above all always continue to learn. It is important for me to
continue to learn to ensure that I am providing my students with the best possible
resources to learn and improve.

Theory

Kounin and Ginotts Mixed teaching approaches

Creating a positive learning environment where students belong and feel comfortable
is essential in student learning. Teachers can create this particular environment by
preventing misbehavior, clear and respectful communication and using effective
lesson management plans. These three factors are explored in Kounin and Ginott’s
theory about teaching approaches (McDonald, 2013, Ch. 3). Both theories have
mixed teaching ideas that focus on behaviorism and Neo-Adlerian theory (McDonald,
2013, Ch. 3). Kounin focuses on instructional management where teachers use
techniques, such as group awareness and smoothness of lesson delivery, to
influence student’s behavior (McDonald, 2013, Ch. 3). This approach ensures there
are no distractions and students are engaged learners. Barge (2014) share similar
views as Kounin and suggests that teachers should consistently apply rules, monitor
student behavior, take preventive rather than reactive management actions and
transition between class activities smoothly. Barge and Kounin’s ideas both reiterate
my teaching philosophy as I believe in making a clear lesson plan to ensure my
lessons are organized and using rules, rewards and consequences to prevent
student misbehavior. Ginott believes in disciplining students with dignity and
compassion by focusing on their feelings about situations and themselves
(McDonald, 2013, Ch. 1). He believes in focusing on the behavior rather than the
student because it is the behavior that is bad and not the student (McDonald, 2013,
Ch. 1). To do this teachers should offer choices, acknowledge feelings, encourage
independence and the effective use of ‘I’ statements. Teachers create a positive
learning environment when being aware of student feelings and focusing on the
behavior being bad because students feel respected, valued and develop a
relationship with the teacher. I believe it is important to focus on the negative
behavior and not the student to ensure I don’t undermine my students and make
them feel worthless. This is a major factor that is evident in my teaching philosophy.

Skinner and Canters Authoritarian teaching approaches

It is important to set clear rules, rewards and consequences in a classroom at the
start of the year to ensure the students know that the classroom is a place of
learning and the expectation is that when in the classroom students are learning
(McDonald, 2013, Ch. 5). Skinner and Canter both have an authoritarian approach to
learning that believe teachers and students should agree on unified expectations,
rules and procedures (McDonald, 2013, Ch. 3). Skinner’s ideas are based around
behavior modification where the teacher shapes the student behaviour through
rewards and consequences (McDonald, 2013, Ch. 3). Whereas Canters theory is a
based on assertive discipline that focuses on enforcing the rules, rewards and
consequences (McDonald, 2013, Ch.3). Determining set classroom rules,
consequences and rewards and outlining their benefits is a critical factor in the first
week of a new classroom (Gimbert, 2010). These integral factors of your classroom
management plan help to promote appropriate classroom behavior, prevent student
misbehavior and create a sense of to order and predictability in your classroom
(Gimber, 2010). Creating these guidelines are can be a vital factor to some students
learning because they know what is coming next. By having certain rewards is
increases the students desire to follow rules and make the right behaviour choices.
These theories align with my teaching philosophy because I believe in setting clear
rules, consequences or actions and rewards. I believe it sets a feeling of structure as
well as allowing students to take responsibility for their actions. It also creates a
positive learning environment where students feel valued and an active member of
the classroom community.

Albert and Rodgers mixed approaches to teaching

When people work into certain classrooms they can really ‘feel it’. The classroom is a
good place to be in and has a positive atmosphere (Pickett & Fraser, 2010). Alberts
mixed approach to teaching focuses on discipline being best achieved through
cooperation (McDonald, 2013, Ch. 3). She believes it is important for teachers to
develop an environment where students feel safe, connected and belong (McDonald,
2013, Ch. 3). In order to develop this environment Albert believes that students
should partake in the development of the classroom code of conduct and any
misbehavior should be viewed as an opportunity for learning (McDonald, 2013, Ch.
3). Rodgers shares similar beliefs while focusing on positive behaviour leadership.
He believes that all students should have shared rights and responsibilities when it
comes the classroom community (McDonald, 2013, Ch. 3). He also believes that
students need to be offered choices, be accountable for their actions and behaviors
and be involved in developing classroom rules and consequences (McDonald, 2013,
Ch. 3). By implementing Rodgers theory teachers can create a positive learning
environment where all students are seen as equal. Specific research and evidence
has suggested that the quality of the classroom environment created by teachers
has a significant impact on student learning (Pickett & Fraser, 2010). This is why the
classroom environment hosts a major factor in my teaching philosophy. The ideas
from Alberts and Rodgers theory about creating a positive learning environment for
students to thrive in and everyone being seen as equal are significant factors in my
teaching philosophy. This is because of the colossal impacts they have on student
learning and development.

Practice

Preventive approaches

When you take a class for the first time it is important to establish particular rules,
expectations and rewards to minimise misbehaviour. McDonald (2013) suggest that
students will most likely follow the classroom preventative approaches when set out
in the first few days of teaching. This is because the expectations have been set
early and students know how the classroom will run. In my classroom I will develop a
set of classroom rules with my students, as it is important to make them feel as
though their opinion is valued. I would like to include inclusive wording and a positive
behaviour in the rules as it makes students feel more accountable and show
students the right thing to do. An example of a rule and wording I would like to use is
‘We listen to others when they are speaking as it shows them we respect them’. As
well as having rules up on the board in my classroom I would also like to have
consequences. As well as having rules and clear expectations it is important to also
have classroom rewards and individual rewards that students can work towards. The
idea of having term rewards as well as monthly rewards appeals to me, as students
will be more motivated when the reward seems closer. The rewards could be
anything from a movie or a game outside. I have developed these ideas that
surround my preventative approaches from Skinner and Canters Authoritarian
teaching approaches. By using similar ideas as skinner and canter I can create a
positive learning environment where my students can have the opportunity to
blossom.

Creating a positive classroom environment for students is a vital factor to their

learning. To create this positive environment in my classroom I will focus on building
student relationships and creating a warm, comfortable feeling. By developing
student relationships I can make students feel welcome and as though they are a
part of the classroom community. To develop these relationships I will get to know
my students and include fun activities that are student driven. In order to create
these relationships I also need to focus on the environment my students will spend
around two hundred days a year. I would like to fill my classroom with bright,
informative posters and display students work on the walls. The tables will be
grouped, students will have a ‘relaxing’ area, items and tubs will be labelled and my
classroom will be a place where students want to be. McDonald (2013) believes that
when students feel significant, as though they matter and as though they are
appreciated, they will generally act in a more connected and cooperative way. These
feelings are what I want to achieve in my classroom in order to create an
environment similar to the on in Alberts theory (McDonald, 2013).

Supportive approaches
As an educator it is important to differentiate curriculum and content to meet the
individual needs of the students. By using multiple resources in the classroom it
improves student motivation and engagement towards certain tasks as it caters for
students different learning styles (Foster, Winter & Goldspink, 2016). Not only is it
important to differentiate curriculum for motivation purposes but it also targets
students who come from cultural and diverse backgrounds (McDonald, 2013). In my
classroom I will use a variety of resources to meet the needs of my students. Some
of these resources include smartboards, iPad, computers, group work, worksheets,
hands on activities, flashcards and games. I would also like to have term or monthly
topics that some of the curriculum will be based. These topics will be brainstormed
by the class to ensure they are learning about something they are interested in. As
well as differentiating the content in my classroom I think it is important to have a
structured plan that allows the lesson to run smoothly. According to Rodgers theory,
this ensures students are engaged with their learning and there are no surrounding
distractions (McDonald, 2013). The way I communicate with my students will also
play an important roll in my classroom. I will show respect, use a calm kind voice,
smile and acknowledge students, greet students as they come into class, ‘be human’
and involve myself in some classroom activities (McDonald, 2013). By including
students with curriculum choices, differentiating the curriculum, communicating with
students and providing students with a positive classroom environment it shows that
I support their learning and they are more likely to succeed in the classroom
community (Foster, Winter & Goldspink, 2016).

Corrective approaches
Correcting student’s behaviour is an important factor to their learning as it allows
them to learn from their mistakes and grow as a student. Albert’s theory suggests
that student misbehaviour should be used as an opportunity for learning (McDonald,
2013). This is a vital factor that I will bring into my classroom as a corrective
approach to ensure students learn from their behaviour. I use appropriate
consequences to make students feel responsible for their actions as well as verbally
questioning them to ensure they understand why and what they did wrong. Some
consequences I would like to use is taking away a reward sticker (or something
similar) so they are further away from getting their class reward. I would also like to
develop a strike system where there is three strikes and the last strike involves
students being separated in an area in the classroom, the strikes will depend on the
severity of the student’s action. I think it is important to be consistent with my
consequences to ensure students are treated equally and feel as though they are
valued in the classroom community. To ensure I respond appropriately to student
behaviour I will develop a positive learning framework (PLF). Some techniques I will
use which will be evident in my PLF include, using an assertive tone through eye
contact to avoid disruption, gestures and signals, defer to a private catch up, tactical
ignoring and offering choices giving my students responsibility for actions
(McDonald, 2013, Ch.1). These corrective approaches will have a positive impact on
students academic, social and emotional development as well as providing a positive
learning environment for students.

References
Barge, J. (2014). Teacher Assessment on Performance Standard 7: Positive Learning Environment.
Retrieved from Georgia Department of Education: https://www.gadoe.org/School-
Improvement/Teacher-and-Leader-
Effectiveness/Documents/FY15%20TKES%20and%20LKES%20Documents/QG%20-
%20TKES%20-%20TAPS%207%20Positive%20Learning%20Environment.pdf

Gimbert, B. (2010). Creating and Implementing Effective Rules and Consequences. In Classroom
Management & Culture. Retrieved from
http://teachingasleadership.org/sites/default/files/Related-Readings/CMC_Ch2_2011.pdf

Goldspink, C., Winter, P., & Foster, M. (2016). Student Engagement and Quality Pedagogy. Retrieved
from South Australia: Department for Education and Child Development :
https://www.decd.sa.gov.au/sites/g/files/net691/f/student_engagement_and_quality_peda
gogy.pdf

McDonald, T. (2013). Classroom Management: Engaging Students in Learning (2nd ed.). Australia :
Oxford University Press.

Pickett, L., & Fraser, B. (2010). Creating and Assessing Positive Classroom Learning Environments.
Childhood Education, 86(5), 321-326. doi:DOI: 10.1080/00094056.2010.10521418