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EDAC314 S00170593

Assessment 2 Rebecca Calleja

Philosophy of Teaching, and Behaviour Management Plan

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?

My teaching philosophy centres around my belief that teachers who show


genuine care, interest and support for their students will be able to most
effectively manage student behaviour. I place a high level of importance
on developing connections and a sense of openness with all my students.
From the beginning of the school year I would take time to talk to my
students to develop an understanding of their individual personalities.
Doing this would allow students to feel cared for but also allow me to
create a personalised teaching pedagogy, prevent occurrences of
behaviour issues and cope with problems as they arise. I would create a
well planned for environment which ideally offers choice and options, and
varied teaching strategies that way I am catering to all class members. All
students would be treated equitably and should be made to feel heard
and valued members of the classroom.

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.

Of all the theories of behaviour management as described by Porter


(2007) my teaching style is most connected with humanism. All theories
contend that teachers are obligated to act in the interest of their students
and remain calm when responding to disruptive behaviour. Specifically
though, humanism focuses on building a good teacher-student
relationship in order to determine outcomes which benefit both parties. An
issue with this approach can at times resort to students trying to coerce
teachers into getting their own way, however Gordon (1970) says
negotiations can work well once students believe in their teachers
EDAC314 S00170593
Assessment 2 Rebecca Calleja

integrity. Throughout my experiences on placement I have faced this


issue, whereby making myself an equal amongst students causes them to
view me more as a playground friend than a teacher. With experience
however I believe respect and discipline can be upheld while maintaining
an environment of equality. Humanistic approach also states that children
have free will, and it is my belief that teachers should not attempt to
control students as this coercion is an invasion of their rights. An
important aspect of the theory which would help my classroom
management is to ensure to maintain a democratic environment, whereby
teachers and students have equal rights but the teacher occupies a role
with greater authority.

Within my classroom I demonstrate to students my trust in them to be


responsible classroom members and active participants within the
learning process. Additionally humanists favour nurture for their students
which is reflected through the paramount intentions of my philosophy.
Humanists also acknowledge the uniqueness of each individual and that
experiences are influenced by the childs biological drives and needs,
therefore we should not place the same demands on all children. I also
agree with humanists nature of learning which states that children learn
when curricula are relevant their lives and interests (Porter, 2000). In
future I will place greater efforts into using my knowledge of students to
develop curricula and teach content in ways which are enjoyable to them.

Link the similarities of your chosen theory to your own philosophy


and briefly identify where significant differences with other
theories occur.

Porters (2000) theories of behaviour management


Similarities
Children are rational and trustworthy: I think it is important for
teachers to demonstrate trust in their students. If teachers treat
their students as though they need constant monitoring for
misbehaviour the child will more likely fulfil this expectation.
Teachers should act as facilitators to learning rather than wanting to
constantly control student learning. I mention in my philosophy
theory that it is important to develop a meaningful relationship with
students which assists in knowing how to promote curiosity and
enthusiasm in the classroom so students may seek to develop their
own learning.
All people are of equal worth: My philosophy centres around the
teacher-student relationship whereby both parties have equal rights
and teachers status is based on skill rather than power.
Teachers should aim to gain student cooperation. While other
theories are firm on order and obedience I believe classrooms
should allow children more freedom to explore content rather than
strict regimented learning
EDAC314 S00170593
Assessment 2 Rebecca Calleja

Differences: I feel that most methods of behaviour management which


are dominantly authoritarian are ineffective and disruptive. For
example limit-setting approaches and applied behaviour analysis
Control: My biggest area of disagreement with these theories is that
they explicitly state teacher have a right to control their students.
While I think teachers certainly have to manage students I dont
agree that teacher should force children to comply if the child is
having major difficulties as this is stressful and counterproductive.
Order: These theories place a lot of emphasis on order within the
classroom. I feel that the classroom is a place where students
should feel open to express themselves. Engaging activities which
encourage authentic participation can and should allow for students
to move around the classroom and take control of their own learning
which cannot always maintain the same order

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:

Your behavioural expectations

1. Arrive to class on time


2. Keep hands to yourselves
3. Listen when the teacher speaks
4. Respect & listen to classmates
5. Participate in classroom discussion
6. Raise your hand to speak

How you will make clear your expectations for appropriate


behaviour

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.

Strategies you will use to promote and reinforce appropriate


behaviour
EDAC314 S00170593
Assessment 2 Rebecca Calleja

I believe that reinforcement by means of positive consequences is an


effective method in promoting recurrence of a desired behaviour. Foster et
al. (2002) note that increasing positive incentives has been proven to lead
to a decrease in problem behaviour and increase in achieving the desired
behaviour. These consequences can come in many forms such as access
to desirable activities, prizes and certain privileges. However on many
occasions it is sufficient to acknowledge this behaviour through positive
attention or praise. All children, specifically those with challenging
behaviour can benefit from acknowledgement of their efforts. (Foster et al,
2002; Sandall & Shwartz, 2002)

Strategies you will use to prevent inappropriate behaviour

I would place a lot of consideration into the environmental arrangement of


my classroom so as to prevent disruptions. It must be a priority within all
education systems for students to be in the least restrictive educational
environment (Beaman, Wheldall, & Kemp, 2007). There should be enough
space for all children as well as minimal distractions from learning.
Modifications may need to be made to the classroom depending on the
child to facilitate learning and cooperation.

Sandall and Shwartz (2002) state that it is important for teachers to


determine reasons for misbehaviour and design interventions that focus
on teaching students alternative behaviours in place of the interfering
behaviour. In addition, increasing emphasis has been placed in recent
times on using positive behaviour interventions to prevent inappropriate
behaviour. Through positive and proactive support teachers are able to
prevent challenging behaviour prior to their occurrence. This may be
creating a time in space for students to go to for a short period of time
when they are over stimulated or diffuse a disruptive situation before it
escalates. Sandall and Shwartz (2002) also mention research which has
shown positive methods to be an effective prevention strategy.

My classroom would use visual assistance in the form of photos and


picture symbols to help children understand and remember classroom
expectations. Certain children may require individualised management for
example students with ASD have individual schedules that tell them what
will be happening throughout the day (eg. picture schedule)

Strategies you will use to address inappropriate behaviour

When dealing with inappropriate behaviours in the classroom, at times I


think it would be most effective to ignore it as the child is likely seeking
attention. However if the behaviour escalates or continues to be
problematic, intervention is necessary to maintain a good learning
environment. This intervention should be in the form of clear, immediate,
mild negative consequences which have shown ability to reduce problems
EDAC314 S00170593
Assessment 2 Rebecca Calleja

behaviours just as positive consequences can increase changes of good


behaviour (Foster et al., 2002). Before handing out the punishment I
would ask the child to please make a different choice. If the child does not
take this chance to change their choices I would then take a privilege
away such as the chance to sit next to a friend.

Strategies to monitor student progress to identify if desired


outcomes have been
reached.

An effective method I would use would be to create a log. We would create


one goal for that week, whichever issue most importantly needed to be
addressed and during that week the teacher and students will review the
childs progress towards achieving the goal using the template below

My learning Strategies I I Teacher/Paren


goals used demonstrated ts comments
that when I on progress

A crisis plan

I would develop an individual crisis plan for students with severe


behavioural disorders along with individuals who are most knowledgeable
about the child

1. Shout students name exhibiting behaviour to gain automatic


attention
2. Ask crisis student to step outside in order for them to regain control
3. Ask students to continue with class work in small groups or with a
partner
4. Privately speak with crisis student, asking them to explain how they
are feeling
5. If situation cannot be resolved in a timely manner, send another
student to the office with a red behaviour crisis card requesting
assistance
6. Try to speak to the crisis child later on
7. Follow up with home contact and document situation on crisis sheet

Strategies for integrating with the school and other teachers


classroom management policies.

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

school community must collectively work towards effective management


and inclusive practices for students with disruptive behaviours. Staff
meetings are a great opportunity for teachers to discuss which
management policies have been successful in their classrooms so other
teacher may attempt to implement these in their classroom. It is also
worthwhile for teachers to maintain consistency in classroom behaviour
expectation across the school so students are always aware of appropriate
behaviour. Teachers may also discuss students with similar social,
emotional or academic needs to discover and share which management
policies have proved effective/ineffective for specific behavioural issues.

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.

Behaviour expectations Clarify expectations


Must be easily displayed in Ensure students understand
the classroom (using visuals expectation
& brief text) Clarify expectations in their
context
Strategies to reinforce behaviour Prevention strategies
Privileges such as time in, Maintain neat, spacious
choice on activity etc. environment (as much as
Acknowledge the behaviour possible) with minimal
Praise the child distractions
Determine reason for
misbehaviour
Time in so student may
EDAC314 S00170593
Assessment 2 Rebecca Calleja

calm down, sit alone to read,


play a game, listen to music
etc
Child is made aware of class
schedule

Address inappropriate behaviour Crisis plan


Ignore behaviour which is not 1. Shout students name
disruptive 2. Asks student to step outside
Ask child to make different 3. Have class continue with
choice to change behaviour work in groups/partners
If necessary hand out while you speak with crisis
negative consequence (eg. student
having the child complete 4. Send red card
5. Reattempt to speak to crisis
work on their own, not able
child
to participate in classroom
6. Communicate events to
game)
home
Monitor student progress
Create a learning goal focus for the week. Review this goal with
the students upon conclusion of the week

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

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