Professional Documents
Culture Documents
Part 1
Describe your personal philosophy of teaching as it relates to
classroom management. How do you view students, your role as a
teacher, and how students learn?
I believe that the teacher should be proactive rather than reactive in order
to limit disruption to student learning. I would establish a short number of
rules which communicate clear expectations of students which will lead to
their success. Rules within my classroom would centre on a safe, positive
and involved working environment which increases enthusiasm and self-
worth. Rules and routines are to be displayed around the classroom along
with visuals to ensure they are clear and concise for students. Through
these guidelines I aim to build students confidence and personal sense of
responsibility, not only for their learning but the learning experiences of
the whole class. I will need to continually reflect on the success of my
teaching in the classroom to adapt content and the manner in which I
teach to ensure all children are well provided for.
Part 2
From the range of behaviour management theories described by
Porter (2007) discuss which theory influences you most and
why/how it is reflected in your own teaching philosophy.
Part 3
Develop and present your own classroom / behaviour
management plan that is transferable to any setting in which you
will teach and is practically orientated.
Your plan should include:
Establish clear expectations from day one. Rather than simply announcing
these tasks I will take the time to teach and define parameters to students
in a meaningful context. For example in a class discussion I would teach
students I expect them to raise their hand to speak and demonstrate what
this looks like. My expectations will be displayed so they are easily seen
across the classroom environment. It is important that these rules of
conduct are enforced from the very first day of school and that this is
done fairly, consistently and equitably.
A crisis plan
Beaman and Wheldall (2007) discuss the important roll schools can play in
preventing problem behaviour and that for this reason all members of the
EDAC314 S00170593
Assessment 2 Rebecca Calleja
Part 4 1 Page
Re-design the format of your Plan as detailed in Part 3 in a one-page
format for easy referral within your teaching context.
References
Beaman, R., Wheldall, K., & Kemp, C. (2007). Recent Research on Troublesome
Classroom Behaviour: A Review. RAJE, 31(1), 45-60.
http://dx.doi.org/10.1080/10300110701189014
Foster, S. L., Brennan, P., Biglan, A., Wang, L., Al-Ghaith, S. (2002). Preventing Behaviour
problems: What Works. Educational Practices Series-8. International Beureau of
Education. Retrieved from
http://www.ibe.unesco.org/fileadmin/user_upload/archive/Publications/educationalpractice
sseriespdf/prac08e.pdf
Porter, L. (2002), Critique of the theories, in Porter, Louise. Student behaviour: theory and
practice for teachers, 2nd edition, pp. 190-214.
EDAC314 S00170593
Assessment 2 Rebecca Calleja
Sandall. S.R., Schwartz, I. S., (2002). Helping Children with Challenging Behaviours
Succeed in the Classroom. Retrieved from
https://www.naeyc.org/files/yc/file/200307/HelpingChildren.pdf