I believe Classroom Management is the key component in any educational setting.

If students
are in a safe environment, then learning can take place. This doesnt necessarily mean punishing
behaviour problems but rather a combination of setting the tone in a class, preventing behaviour
problems with interesting and engaging curriculums, and effectively including all students in the
classroom so that their needs are met. Having the right environment for all students to learn is my
major goal of implementing good classroom management - without it the students would not be
able to learn.

My behaviour plan consists of 9 strategies for preventing and dealing with student
misbehaviour. These include:

1. Recognise the responsible behaviour of individual students and the group as a whole

Very specific verbal praise -

I appreciated the way you shared your pencils today.
Non-verbal praise such as a smile, nod or thumbs up.
Communication to others such as notes on feedback, stamps and stickers.
The provision of special privileges, like free time, access to the computer or being a monitor.
Remember that it is the effort required to act responsibly that is rewarded not the behaviour.
All students have an obligation to behave responsibly to protect the rights of others.
We appreciate the effort youve made. I know its not always easy to do the right thing.

2. Consistently ignore low level, negative, attention seeking behaviour

Any acknowledgement even body language is giving the student attention.

Treat the student initially as if he/she is not there.

3. Positive Reinforcement

Acknowledge
I can see youre working on this now well done.
How are you going with that problem now?
Thats it; you did that part well...
Reward positive behaviour with praise, ticks, stamps, stickers, class Dojo and privileges.

4. Use inclusive diversionary strategies

Strategies which make a student feel a member of the group.

Strategies which may distract a student from misbehaving.
For example:
allowing a student to give out books, get equipment, and assist in routines.

5. Hinting Non-verbal communication Extremely Important Strategy

It is important that the teacher is aware enough to be able to anticipate or recognise when
misbehaviour may occur and to use non-verbal messages to prevent escalation.
 Body language, facial expressions, gestures and eye contact can be effective in promoting
self-control.
Strategies also include pausing, moving closer to the student and checking their work.

6. Hinting Verbal communication

Before teachers give verbal hints, it is assumed that they would have used non-verbal
hinting strategies as they are less disruptive to the group.
Can be directed at an individuals or a class responsibility.
General hint - describes the situation in a general way.
Some students are acting very responsibly.
Specific hint addresses specific behaviour but is still descriptive and doesnt present any
demand
It looks like most students have opened their books.
Re-emphasising the understanding shared between the class about what behaviour is
responsible.
We said students should talk positively to each other didnt we.
7. I-messages

Indicate the nature of the problem.

Indicate the behaviour thats causing the problem Indicate how the teacher is feeling about
it.
Im pleased to see that some students are waiting quietly to begin.

8. Direct Statement

Any attention seeking behaviour that markedly infringes on the rights of others can be
addressed by a direct statement.
Use firm eye contact.
Speak briefly without sarcasm.
Remain calm.
David, put those scissors down now.

9. Class Rule Restatement

Clearly restate the rule and the consequence.

Assume co-operation and give your attention to the class as soon as possible.
Immediately after the student has been directed back to the task, move on. Do not labour
the point or engage in discussion.
Annotations
Note the focus area and standard Describe the artefact / document and indicate the Describe how the artefact / document
descriptor/s the artefact / document possible impact or result on teaching and/ or student meet the standard descriptors you have
reflects learning identified.

4.1 - Support student participation This artefact is my classroom behavioural Regular and consistent use of
Identify strategies to support inclusivemanagement plan for a Year 1 class. The plan was classroom rules and my behaviour
student participation and engagement constructed with deep thought into ensuring management plan helps me manage
in classroom activities. individuals as well as groups, were responsible for challenging behaviour (APST: 4.3). As the
their own actions; ignoring attention seeking students are then well aware of classroom
4.2 - Manage classroom activities behaviour; using lots of positive reinforcement and expectations and the repercussions if
Demonstrate the capacity to organise inclusive diversionary strategies to manage students are not following them, helps me
classroom activities and provide clear challenging behaviour to better manage classroom eliminate or move challenging or unsafe
directions. activities while maintaining student safety and support behaviour in order to maintain student
student participation (Rodgers, 2011). By being safety (APST: 4.4). This then allows me to
4.3 - Manage challenging behaviour consistent in my behaviour management, students better manage classroom activities (APST:
Demonstrate knowledge of practical understand what the repercussions will be for both 4.1), and support student participation
approaches to manage challenging negative and positive behaviours (Newell & Jeffery, (APST: 4.2) as distractions are removed
behaviour. 2002). In being very specific with my verbal praise and and the students know and understand that
positive reinforcement, I am constantly using the they are in a safe and supportive learning
4.4 - Maintain student safety students behaviour to reinforce wanted behaviours environment (APST: 4).
Describe strategies that support (Gordon, Arthur-Kelly & Butterfield, 1996). Through
students wellbeing and safety working the use of ignoring low level, negative, attention
within school and/or system, curriculum seeking behaviours and using inclusive diversionary
and legislative requirements. strategies, I allow time for the students to recognise
wanted behaviours, take responsibility and change
their own behaviour as they realise I will not react or
give a response to it (Gordon et al., 1996). When
students are not displaying the ability to independently
manage their own behaviour, the use of verbal and
non-verbal hinting, I-messages, direct statements or a
restatement of class rules is used as a reminder or
first warning. If the behaviour continues the student is
directed to the quiet spot as a second warning which
is followed by a visit to the buddy class, then the
principals office if it still continues. By being
consistent in both discipline and praise, students know
what the consequence will be to certain behaviours
which generally, minimises negative behaviour
(Morgan, 2009).
 References

Australian Institute for Teaching and School Leadership. (2011). Australian professional standards for teachers. Retrieved from:
http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Gordon, C., Arthur-Kelly, M., & Butterfield, N. (1996). Promoting positive behaviour: An Australian guide to classroom management. South
Melbourne: Thomas Nelson Australia.

Morgan, N. (2009). Quick, easy and effective behaviour management ideas for the classroom. Philadelphia: Jessica Kingsley.

Newell, S., & Jeffery, D. (2002). Behaviour management in the classroom: A transactional analysis approach. London: David Fulton.

Rogers, W. (2011). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support (3rd ed.).
London, England: SAGE Publications.