Jade Cunningham 17999508

Developing your personal philosophy of classroom

management
John De Nobile
School of Education, Macquarie University
With adaptations by Roberto H Parada, School of Education, Western Sydney University

This resource consists of a series of linked activities chapter-by-chapter to the De Nobile et

al 2017 course text Positive learning environments: Creating and maintaining productive
classrooms. These activities enable you to progressively work on and develop your own
philosophy, plan and style of classroom management.

A classroom philosophy, simply put, is a statement of what you believe about how to best
manage a class and how you will go about achieving that vision. This resource will help you
build it bit by bit. Complete the activities linked to each chapter of the text and by the end
of chapter 10 you should be able to bring your work together to form your classroom
philosophy.

FINAL PERSONAL PHILOSOPHY FOR ASSESSMENT 2

Insert in the box below your final personal philosophy (max 1000 words).

My personal teaching philosophy particularly surrounding the management of challenging

students and creating positive learning environments is constantly developing as a

preservice teacher. I have grown as both a student and future teacher through my

understanding of theoretical perspectives and their application in teaching practice.

Glasser’s Choice Theory has largely shaped my approach to managing challenging

behaviour. I believe as a teacher, I cannot control a student’s behaviour rather I need to

create a positive learning environment that supports their basic needs, encourages

participation, inclusion and academic opportunity. I aim to be a lead teacher in my

classroom, providing students with the opportunity to be involved in their learning, being
supportive, understanding and fun. Creating professional relationships with students built

on respect, understanding and the fulfilment of their basic needs will help me relate to

students reasons for misbehaviour and manage their challenging behaviour appropriately

for the individual. Choice Theory in its application within teaching practice creates a positive

foundation for classroom behaviour and environment.

I believe the Lyford Model is an important evidence-based process for creating positive

learning environments in teaching praxis. Within the classroom, knowledge and

understanding must be supported throughout curriculum, pedagogy and assessment. To

achieve this I will engage in professional reflection each lesson to adjust my teaching and

behaviour management strategies to best support my students. As demonstrated in the

Lyford Model it is important I view my classroom through an ecological lens, making holistic

observations of how students interact with each other and their environment. This is

important within the classroom as social relationships, communication and engagement are

important for creating a positive learning environment. The management of challenging

behaviour is supported by the plan, implement, review cycle. In my classroom I will identify

challenging behaviour, plan for adjustment to the physical environment or behaviour

modification, implement a behaviour plan for a length of time, and review the success of

this overtime on the identified behaviour. The Lyford Model is valuable for my future

classroom praxis as it provides evidence based knowledge of an effective cycle for positive

learning environments and classroom behaviour.

As identified by the Lyford Model understanding communication both verbal and non-verbal

is important for creating a positive learning environment and managing challenging

behaviour. I believe establishing positive relationships with your students through effective
communication is important for promoting a positive learning environment and

expectations for behaviour. In my classroom I will establish open communication that

creates a supportive learning environment for students to receive feedback, interact, ask

questions and engage in their learning. Open communication from the first lesson will

provide students with an understanding of my expectations of their behaviour and that their

classroom is a safe environment for students engage in learning aloud. Verbal and non-

verbal cues will have an important role in my daily reflections to gauge an understanding of

the interests of my students, what types of activities they enjoy, the consistency of their

engagement and the level of discussions being had. Communication is key for creating

positive learning environments and encouraging classroom behaviour.

Social emotional learning is an important cognitive behaviour management approach for

myself to reduce challenging behaviour. Developing students’ self-awareness and

management of their decision-making processes through social and emotional learning

helps to reduce students challenging behaviour as they become equipped with the skills

necessary to make better decisions and set themselves goals. I believe my role as a teacher

is to support students beyond their academic results, helping them develop the necessary

skills they will need throughout their life such as problem solving, decision making, well-

being, self and social awareness. I aim to create a social emotional learning classroom

through the development of classroom expectations with students. My positive learning

environment will demonstrate the importance of respect for one another, challenge

students academically, be a safe place for questions and mistakes, allow for the

development of social interaction skills, and provide constructive feedback to students. I

believe the environment students learn in will shape their attitude and behaviour towards
learning, each other and myself. Social and emotional learning will play a fundamental role

in establishing my positive learning environment and managing students challenging

behaviour.

The physical layout and visual representations used within the classroom environment is an

important consideration for managing behaviour and creating a positive learning space. I

believe the physical organisation and layout of the classroom should best support students

learning needs. As a teacher I aim to create a positive learning space through the use of

many aspects including colour, posters and students work to allow for peripheral learning

and engagement. I will have visual representations of classroom operations and routines

that are established with my students to provide consistent and clear behaviour and

learning expectations. Classroom organisation is critical for managing challenging behaviour

and creating a positive learning environment for students learning and engagement.

My teaching philosophy will continuously grow and develop as I gain professional

experience in the classroom. I believe it is important to have a strong theoretical knowledge

of teaching strategies for creating a positive learning environment and managing

challenging behaviour. My teaching philosophy mentions only a small number of important

management and positive learning environment strategies, which I will use along with

others to best support my students learning, well-being and behaviour in my classroom. I

am still to learn through experience how to effectively apply these teaching strategies in the

classroom setting. I also need to learn how to modify these teaching strategies to best

support the learning needs of individual students. To be the best teacher I can be I will take

all opportunities to learn from the experience of others, ask questions and not be afraid to

make small mistakes along the way. To continue my development of my teaching skills and
personal philosophy I will continue learning from my colleagues and students, along with

continual research into the various teaching strategies that may best support my classroom.

I aim to be current and informed of new and existing teaching strategies and action research

studies that support and enhance my management of challenging behaviour and positive

learning environment. My personal philosophy will continue to grow and develop as I learn

and gain experience as a teacher.

ACKNOWLEDGEMENTS

My overall understanding of the topic of positive learning environments and the

management of challenging behaviour has been informed by De Nobile, Lyons and Arthur-
Kelly (2017) and Parada (2018).

I would like to acknowledge that my understanding of Glasser’s Choice Theory has been
developed from the ideas of De Nobile, Lyons and Arthur-Kelly (2017) on psychoeducational
approaches to positive learning environments.

My views of the Lyford Model, in particular the plan, implement, review cycle and the
significance of communication has been shaped by the work of Lyons, Arthur-Kelly and Ford
(2015) on classroom behaviour in an Australian context, and De Nobile, Lyons and Arthur-
Kelly (2017) for positive learning environments and classroom management strategies.

The use of social emotional learning in my personal philosophy has been informed by the
theoretical depictions of De Nobile, Lyons and Arthur-Kelly (2017) and Parada (2018). The
Australian Curriculum, Assessment and Reporting Authority (2018) has shaped my
understanding of the significance of social and emotional learning in Australian schools for
personal and social capability requirements for Australian students.

My views on classrooms physical environment for managing challenging behaviour and

positive learning spaces has been informed theoretically by De Nobile, Lyons and Arthur-
Kelly (2017). In practice my views of classroom environment have been informed by the
Instagram hashtags #aussiesecondaryteachers and #aussieteachertribe as they provide real
life images of the physical layout, posters and colours to inspire my classroom organisation
and management.

BIBLIOGRAPHY

Australian Curriculum, Assessment and Reporting Authority. (2018). Personal and Social
Capabilities. Australian Curriculum. Retrieved from
https://www.australiancurriculum.edu.au/f-10-curriculum/general-
capabilities/personal-and-social-capability/
De Nobile, J., Lyons, G. & Arthur-Kelly, M. (2017). Positive learning environments: creating
and maintaining productive classrooms. Victoria, Cengage Learning Australia.
Lyons, G., Arthur-Kelly, M., & Ford, M. (2015). The Lyford Model of Classroom
Management: Authentication through Continuing 'Reflections from the Field'.
Creative Education, 6, 2063-2076. doi: 10.4236/ce.2015.619211.
(Week 1) Pedagogy for Positive Learning Environments: A problem based
approach
Reflection of the week’s Lecture, tutorials and readings.
The following activities are designed to get you thinking about your own model of teaching
and classroom management.

1.1 What is a ‘good teacher’? Think about the teachers from your days in primary and
secondary schooling. What qualities did they have that made them ‘good’? Make a list
in the box below.

o Patience
o Flexibility
o Variety
o Safe learning environment
o Passion
o Confidence
o Enthusiastic

1.2 Using the what you have learnt about ill structured vs structured problems in relation to
classroom behavior, what do you think are the key considerations when a teacher is
planning their strategy for classroom management? list them below.

o The ability to identify ill-structured classroom behavioural problem and the context
for the behaviour
o Explore alternative solutions to resolve the student’s behavioural problem that is
catered for the individual
o Monitor and persevere through strategy to resolve ill-structured behavioural
problem
o Adapt and modify strategy in order to maintain classroom management

1.3 With your responses to the last two activities as a source of ideas, complete the
sentence in the box below.

I believe a positive learning environment is about … creating a classroom space that is

conducive for student learning and engagement. A positive learning environment is
supportive, inclusive, flexible and fun, allowing students to academically achieve and
personally develop.
(Week 2) Review of classroom management theories
This week you have been introduced to some theories of behaviour/classroom
management. Your readings (Ch 8 & 9 of the text and De Jong in tutorials) introduced you to
different views on why young people misbehave and particularly what to do about it. Some
of these might have caused you to react in some way, either negatively or positively. Of the
ones you developed a positive feeling about, was there a particular theory that stood out?
Was there a theory or approach that you felt might fit your view of how children should be
treated and how teaching happens? Think about this before responding to the activities.

2.1 In the box below, list the theories that you think are ‘not for you’ under the heading
‘Not me’, and the theories that you think are more favourable under the heading ‘More
like me’.

Not me More like me

o Carr et al.’s Positive Behaviour
Support
o Dreikurs’s Democratic Discipline
Model
o Canter’s Assertive Discipline Model
o Lewis’ Developmental Management
Approach
o Glasser’s Choice Theory
o Ford’s Responsible Thinking Process
o Restorative Justice
o Dreikurs’s Goal Centered Theory
o Kaplan and Carter’s Cognitive
Behavioural Theory
o Alberto and Troutman’s Applied
Behaviour Analysis
o Roger’s and Maslow’s Humanist
Education
o Vygotsky’s Sociocultural Theory

2.2 Now take a closer look at the theories you placed in the ‘More like me’ column. Read
the suggested readings provided in this chapter and the online companion. Get to know
the theories more intimately. Use this new knowledge, specifically the key philosophies
behind the theories (or theory), to develop your own statement of belief about the sort
of places classrooms should be. Complete the following sentence and perhaps add
another to accompany it.

I believe classrooms should be places where … students are valued as individuals and are
given the opportunity to make decisions about their education. Goal theory addresses the
need for social acceptance and self-determination in the classroom. I believe this is
important as a teachers role is to help students develop and grow as learners, having the
ability to make meaningful connections with peers and establish goals. As choice theory
identifies, classrooms should be a place where a lead teacher facilitates learning, giving
students the opportunity to have an active role in content. I believe a combination of goal
setting and an active role in learning is an important behavioural management strategy.
Students engaged and having fun in their learning will want to participate and complete the
content. Applying theories in the classroom helps to shape students experience, monitors
student behaviour and creates a positive learning environment.
(Week 3) Relationships, communication & professional reflexivity
Effective communication is a key component of effective classroom management, and
quality teaching depends on it. The lecture, tutorial readings as well as Ch 2 & 3 of the
textbook describe some very useful skills for dealing with inappropriate student behaviour
in a non-confrontational and positive way. Being aware of non-verbal cues will lead a
teacher to be more sensitive to how their messages are being received as well as how to
send messages and provide feedback more effectively. Active listening allows teachers and
students to interact with minimal interference from underlying emotional factors. I-
messages provide the teacher with a tool to convey to students how their behaviour is
affecting the class in a non-submissive, informative and positive manner.

Teaching philosophies often describe the way a teacher will interact with their students and
this, in turn, provides a window into the classroom climate that a teacher is trying to
establish. The following activities should help you to identify your preferred way of
communicating with the class generally as well as in dealing with inappropriate behaviour.
After completing them you should have a better idea of how your classroom philosophy will
describe your communication style in the classroom.

3.1 Using your readings of the chapters, in particular the Relationships and communication,
Interference, Communication process and Non-verbal communication sections,
complete the sentence in the box below. You might need to add a second or even a
third sentence.

I believe that good communication between teacher and student is vital to a positive
classroom climate because … a teacher must build a relationship with their students through
effective and caring communication. Communication between a student and teacher is
important for a positive learning environment as the teacher must be able to support each
individual student for learning and understand the students’ individual context. Non-verbal
communication is crucial to gauge students’ engagement and understanding of a lesson
through cues such as eye contact, expression and gestures. Non-verbal cues allow a teacher
to interpret their students understanding and interest at any time in a lesson. Establishing a
positive classroom climate can help to monitor and control the interference of noise and
disruption that will interrupt the communication of content and the interaction of students
in the lesson.

This week you also looked at how personal beliefs can help or hinder in your relationships
and communication with students.

3.2 Briefly outline your understanding of how beliefs can help or hinder your ability to
create positive learning environments:

Teacher personal beliefs affect the way we create Positive Learning Environments by …
challenging the ability to create a cohesive interaction of ecological, sociocultural and
psychoeducational perspectives with your students. A teacher’s personal belief can interfere
with the relationship and communication with teachers. Reflection is important for
individuals to maintain positive communication in the classroom. Teachers must recognise
that every individual including your students will have different beliefs that must be
appropriately considered when establishing a positive learning environment. A positive
learning environment must incorporate different beliefs to establish a classroom ethos that
establishes a shared belief of learning and behaviour.

Your teaching philosophy should describe how and for what purpose you might engage in a
cycle of professional reflexivity, be it through critical analysis using various perspectives or
an action research model, or both.

3.3 Why should teachers engage in professional reflexivity?. Once you have given this some
thought and done some further reading, complete the following sentence.

I believe professional reflexivity is important to my teaching because … it improves student

learning and support in that moment. Engaging in reflexivity allows teachers to evaluate
what and why students are learning. Reflexivity is an ongoing pedagogical skill that provides
continual evaluation of the ongoing lesson. The use of reflexivity is an important and
proactive skill for teachers to monitor student learning, behaviour, engagement, support,
curriculum, pedagogy. The Lyford Model cycle for professional reflection is key to plan,
implement and view each lesson to enhance teaching practice and student learning.

3.4 Having thought up a justification for it, how will you go about engaging in reflection
about your practice in your teaching career? Once you have thought this out, think of
some practical and achievable ways you can engage in professional reflexivity and
complete the next sentence.

As a consequence of this belief, I will … remain flexible in the dynamic environment of a

classroom, constantly engaging in reflexivity for my use of the Lyford Model cycle in lesson
planning, implementation and reflection to allow for the best teaching practice and student
learning.
(Week 4) Classroom organisation and curriculum, assessment and pedagogy
Classroom management is not just about managing behaviour. At the heart of teaching and
learning are the curriculum taught, the pedagogy used and the assessment designed to
measure how well that curriculum was taught and how well the pedagogy worked. This
chapter takes you through these three areas one at a time.

The next part of your teaching philosophy will be about how you will deliver curriculum and
assess student achievement/growth. After reading this chapter, please reflect on the
following:
• What will you take into consideration when planning your teaching program?
• How will you know what to teach and where to start?
• What are the many ways in which your students could demonstrate achievement other
than tests and quizzes?
• What teaching approaches will you use and what philosophical views will your
pedagogies reflect?

4.1 Using the PIR Cycle (see Ch 5 p118) as a stimulus, explain how you will go about
planning your teaching program in the box below.

Plan- It is important as part of your teaching program to identify the content that needs to
be delivered, the time required, the sequence of activities, the design you will use and what
the students already know. Understanding the ability and level of students’ knowledge is
important to develop unit and lesson plans to engage students and enhance their learning

Implement- During the implementation phase of the cycle content is delivered to students.
At this time it is important to engage in reflexivity to analyse the success and failures in
content delivery. Feedback and formative assessment will be important to gauge students
understanding of the content and their progression through the unit.

Review- A summative assessment can be an important point for review at the completion of
the unit. Formative assessment and student feedback is also important at this stage of the
cycle to reflect and improve on your pedagogy and learning environment.

4.2 Pedagogy refers to how you will teach the curriculum. Usually, the type of pedagogy
you implement is influenced by a basic belief about how students’ best learn. After
considering your pedagogical approach and strategies, complete the sentences below.

I believe that students’ best learn through … quality teaching pedagogy that is reflective of
the individual and class needs. Students learn and engage in curriculum content in varying
ways, encouraged by a teacher’s use of varying descriptions, representations and activities.
Setting reasonable expectations for students and relevant tasks for their ability is important
to best support and encourage learning and growth. Feedback is important to communicate
students’ positive behaviour, motivate task completion and encourage strengths. The use of
feedback supports student learning as it creates a positive and supportive classroom space.
Therefore I will use … pedagogical strategies that allow inclusion and positive learning.
Quality pedagogy for significance is an important approach to connect existing knowledge
with newly learnt content as part of a real world setting. This connection with the world
provides students with a sense of purpose and relevance for curriculum content. Social
interaction in the classroom is a valuable pedagogical strategy to encourage a supportive
learning environment. Collaborative learning provides students the opportunity to have
control over their learning, demonstrate and develop their interest, and support their peers.
The Johnson Model for cooperative learning gives each student purpose in a group setting,
enhancing students accountability and collaboration skills.

As explained in Chs 3 & 4, there are several dimensions to classroom organisation. Each of
these put together become the manifestation of your classroom culture. Your classroom
culture is, simply put, the way your class operates and incorporates:
• rules and procedures
• organisation of the physical space.

It is now time to think about how your teaching philosophy will describe these two aspects
and explain them in terms of an overarching set of beliefs or approaches. After reading
these chapters, complete the next two activities.

4.3 What values do you hold as important to establishing an orderly, productive and
positive classroom? Answer this question below, then list the key rules/expectations
you think flow naturally from those values and which you want to stress in your class.
Complete the section by explaining how rules and consequences will be established in
your classroom.

To establish an orderly, productive and positive classroom I believe it is important to first

create a physical environment that is conducive of this, and then work with students to
create expectations for the classroom. To create order I believe it is important to practice
continuity in classroom routines. Having identified areas for items such as bags and
completed homework will create an orderly flow of movement within the classroom. Having
the physical layout of the desk arrange for the particular lesson prior to students entering
will be both productive and encouraging of various tasks such as a U shape for class
discussion, or groups of tables for collaboration. To be productive I believe it is important it
set expectations with students of both their requirements of learning, but also their
expectations of you as their teacher. Visual representation of designated areas, items and
tasks will support students’ routine and overall feeling towards their classroom. A positive
classroom should allow students to have a say in their learning, feel safe and supported by
one another

Expectations I believe will flow in my classroom are

o have respect for each other
o listen to each other
o respect our classroom space and its resources
 o each day follow our set routine when entering the classroom
o work collaboratively and supportively with one another
o try our best in every task
o ask for help whenever needed from someone near you or the teacher

I believe it is important for classroom expectations and consequences to be established with

the students. This gives students accountability in their classroom space and learning. Visual
representations around the room of the established expectations will be important to
encourage and remind students how the space operates and what is expected of them.
(Week 5 ) Principles of behaviour modification
This week we looked at fundamental aspects of behaviourism and learning (see Ch 6 & 7 of
your text) But also Ziporli from your references in the Learning Guide and Killu your tutorial
reading which provide examples of the application of such theory and research to classroom
management and behaviour change. Important concepts such as reinforcement, functional
purpose of behaviour and behaviour shaping are discussed

5.1 After reading Ziporli and Killu and reflecting on the lecture content what would you add
about aspects of your classroom management that have not been mentioned so far in
your philosophy? Add these in the box below in rough draft form. You can refine them
later.

o Reinforcement- the use of positive and negative reinforcement can be a valuable

behaviour strategy to encourage students in a way that supports their interests.
Shaping the behaviours you wish to see more of in the classroom can be supported
and shaped by positive and negative reinforcement.
o Consistency- consistency and perseverance is important for teachers in their
classroom management and behaviour modification as the continual effort and
routine for a particular behaviour can only be achieved once modified, reinforced
and practiced
o Behaviour Shaping- is the consistent use of reinforcement allowing a modification of
a behaviour
(Week 6) Applying behaviour modification in schools PBIS
Positive Behaviour Intervention and Support also known as Positive Behaviour Support (see
Text Ch 6 p168) has become an accepted and often implemented part of schooling in NSW.
A key aspect of PBIS is to teach students behavioural expectations.

6.1 Previously (see week 4) you reflected on what your classroom could be like. In the
section below pick 1 expectation (e.g., respect self and others) and list how you will
teach what this expectation looks like, is exemplified by and demonstrated in your
classroom. Give as many examples as you can.

Be Responsible
Teach- establish expectations with students that are age appropriate: to bring required
materials, complete classwork, homework and assessment task. Continuous reference and
visual reminders will enforce the expectation. Creating a learning environment for
responsible behaviour can be done so through modifications to the physical layout such as a
designated setting plan to encourage behaviour. Students are responsible for their choices
they make in the classroom and are aware of the consequences they have established.
Explaining and explicitly teaching why being responsible is important in their learning and
your classroom. Making reference the school PBIS policy is also important for students to
understand this impacts the whole school community, not just your classroom.

Demonstrated- as the teacher, act how you expect your students to behave, being a role
model for completing tasks such as quick marking, positive feedback. Have visual reminders
of your responsible learner expectations. Involve students in scenario building and role-play
to demonstrate the expectation and how it operates. Providing feedback and reinforcement
to support students to be responsible. Give classroom tasks to students to give a sense of
responsibility such as recycling, being a group leader, sharing their particular skill or interest.
(Week 7) Social Emotional Learning in Schools SEL
Readings: Cohen, J. (2006) & Zins, et al (2007).
Social and Emotional Learning brings your attention to focus efforts on promoting students’
social and emotional competencies. Many leaders in the field underscore the importance of
skills-based teaching and learning to properly address this important facet of teaching the
whole child.
7.1 After reading Cohen and Zin and reflecting on the lecture content what would you add
about aspects of your classroom management that have not been mentioned so far in
your philosophy? Add these in the box below in rough draft form. You can refine them
later.

Looking beyond academic achievement, it is important as a teacher to support and model

students’ social and emotional abilities. In the classroom, social and emotional development
needs to be encouraged and supported through positive interactions and constructive
feedback. Classroom management must set clear expectations for the respect and
treatment of one another, and to establish a safe environment to encourage social and
emotional growth. Both in the classroom and as a whole school encouraging and supporting
students’ social emotional learning will influence engagement, interconnections and
behaviour.
(Weeks 8 & 9) Drafting your personal reflection/philosophy
In the space below cut and paste each of the sections you have completed above and create
a (very) draft version of your personal philosophy

My personal reflection/teaching philosophy (Draft 1)

A good teacher must be patience, flexible, have variety, create a safe learning environment,
have passion, confidence and enthusiasm.
Key considerations for classroom management include the ability to identify ill-structured
classroom behavioural problem and the context for the behaviour, explore alternative
solutions to resolve the students’ behavioural problem that are catered for the individual,
monitor and persevere through strategy to resolve ill-structured behavioural problem,
adapt and modify strategy in order to maintain classroom management.
I believe a positive learning environment is about creating a classroom space that is
conducive for student learning and engagement. A positive learning environment is
supportive, inclusive, flexible and fun, allowing students to academically achieve and
personally develop.

I believe classrooms should be places where students are valued as individuals and are given
the opportunity to make decisions about their education. Goal theory addresses the need
for social acceptance and self-determination in the classroom. I believe this is important as a
teachers role is to help students develop and grow as learners, having the ability to make
meaningful connections with peers and establish goals. As choice theory identifies,
classrooms should be a place where a lead teacher facilitates learning, giving students the
opportunity to have an active role in content. I believe a combination of goal setting and an
active role in learning is an important behavioural management strategy. Students engaged
and having fun in their learning will want to participate and complete the content. Applying
theories in the classroom helps to shape students experience, monitors student behaviour
and creates a positive learning environment.

I believe that good communication between teacher and student is vital to a positive
classroom climate because a teacher must build a relationship with their students through
effective and caring communication. Communication between a student and teacher is
important for a positive learning environment as the teacher must be able to support each
individual student for learning and understand the students’ individual context. Non-verbal
communication is crucial to gauge students’ engagement and understanding of a lesson
through cues such as eye contact, expression and gestures. Non-verbal cues allow a teacher
to interpret their students understanding and interest at any time in a lesson. Establishing a
positive classroom climate can help to monitor and control the interference of noise and
disruption that will interrupt the communication of content and the interaction of students
in the lesson.
Teacher personal beliefs affect the way we create Positive Learning Environments by …
challenging the ability to create a cohesive interaction of ecological, sociocultural and
psychoeducational perspectives with your students. A teacher’s personal belief can interfere
with the relationship and communication with teachers. Reflection is important for
individuals to maintain positive communication in the classroom. Teachers must recognise
that every individual including your students will have different beliefs that must be
appropriately considered when establishing a positive learning environment. A positive
learning environment must incorporate different beliefs to establish a classroom ethos that
establishes a shared belief of learning and behaviour.
I believe professional reflexivity is important to my teaching because it improves student
learning and support in that moment. Engaging in reflexivity allows teachers to evaluate
what and why students are learning. Reflexivity is an ongoing pedagogical skill that provides
continual evaluation of the ongoing lesson. The use of reflexivity is an important and
proactive skill for teachers to monitor student learning, behaviour, engagement, support,
curriculum, pedagogy. The Lyford Model cycle for professional reflection is key to plan,
implement and view each lesson to enhance teaching practice and student learning.
As a consequence of this belief, I will remain flexible in the dynamic environment of a
classroom, constantly engaging in reflexivity for my use of the Lyford Model cycle in lesson
planning, implementation and reflection to allow for the best teaching practice and student
learning

Planning is important as part of your teaching program to identify the content that needs to
be delivered, the time required, the sequence of activities, the design you will use and what
the students already know. Understanding the ability and level of students’ knowledge is
important to develop unit and lesson plans to engage students and enhance their learning.
During the implementation phase of the cycle content is delivered to students. At this time
it is important to engage in reflexivity to analyse the success and failures in content delivery.
Feedback and formative assessment will be important to gauge students understanding of
the content and their progression through the unit.
Reviewing in the form of a summative assessment can be an important point for review at
the completion of the unit. Formative assessment and student feedback is also important at
this stage of the cycle to reflect and improve on your pedagogy and learning environment.
I believe that students’ best learn through quality teaching pedagogy that is reflective of
the individual and class needs. Students learn and engage in curriculum content in varying
ways, encouraged by a teacher’s use of varying descriptions, representations and activities.
Setting reasonable expectations for students and relevant tasks for their ability is important
to best support and encourage learning and growth. Feedback is important to communicate
students’ positive behaviour, motivate task completion and encourage strengths. The use of
feedback supports student learning as it creates a positive and supportive classroom space.
Therefore, I will use pedagogical strategies that allow inclusion and positive learning. Quality
pedagogy for significance is an important approach to connect existing knowledge with
newly learnt content as part of a real world setting. This connection with the world provides
students with a sense of purpose and relevance for curriculum content. Social interaction in
the classroom is a valuable pedagogical strategy to encourage a supportive learning
environment. Collaborative learning provides students the opportunity to have control over
their learning, demonstrate and develop their interest, and support their peers. The Johnson
Model for cooperative learning gives each student purpose in a group setting, enhancing
students accountability and collaboration skills.
To establish an orderly, productive and positive classroom I believe it is important to first
create a physical environment that is conducive of this, and then work with students to
create expectations for the classroom. To create order I believe it is important to practice
continuity in classroom routines. Having identified areas for items such as bags and
completed homework will create an orderly flow of movement within the classroom. Having
the physical layout of the desk arrange for the particular lesson prior to students entering
will be both productive and encouraging of various tasks such as a U shape for class
discussion, or groups of tables for collaboration. To be productive I believe it is important it
set expectations with students of both their requirements of learning, but also their
expectations of you as their teacher. Visual representation of designated areas, items and
tasks will support students’ routine and overall feeling towards their classroom. A positive
classroom should allow students to have a say in their learning, feel safe and supported by
one another.
I believe it is important for classroom expectations and consequences to be established with
the students. This gives students accountability in their classroom space and learning. Visual
representations around the room of the established expectations will be important to
encourage and remind students how the space operates and what is expected of them

In the classroom the use of positive and negative reinforcement can be a valuable behaviour
strategy to encourage students in a way that supports their interests. Shaping the
behaviours you wish to see more of in the classroom can be supported and shaped by
positive and negative reinforcement. Consistency and perseverance is important for
teachers in their classroom management and behaviour modification as the continual effort
and routine for a particular behaviour can only be achieved once modified, reinforced and
practiced. Behaviour Shaping is the consistent use of reinforcement allowing a modification
of a behaviour

Teaching and establishing expectations with students that are age appropriate: to bring
required materials, complete classwork, homework and assessment task. Continuous
reference and visual reminders will enforce the expectation. Creating a learning
environment for responsible behaviour can be done so through modifications to the
physical layout such as a designated setting plan to encourage behaviour. Students are
responsible for their choices they make in the classroom and are aware of the consequences
they have established. Explaining and explicitly teaching why being responsible is important
in their learning and your classroom. Making reference the school PBIS policy is also
important for students to understand this impacts the whole school community, not just
your classroom. Demonstrating as the teacher, act how you expect your students to behave,
being a role model for completing tasks such as quick marking, positive feedback. Have
visual reminders of your responsible learner expectations. Involve students in scenario
building and role-play to demonstrate the expectation and how it operates. Providing
feedback and reinforcement to support students to be responsible. Give classroom tasks to
students to give a sense of responsibility such as recycling, being a group leader, sharing
their particular skill or interest

Looking beyond academic achievement, it is important as a teacher to support and model

students’ social and emotional abilities. In the classroom, social and emotional development
needs to be encouraged and supported through positive interactions and constructive
feedback. Classroom management must set clear expectations for the respect and
treatment of one another, and to establish a safe environment to encourage social and
emotional growth. Both in the classroom and as a whole school encouraging and supporting
students’ social emotional learning will influence engagement, interconnections and
behaviour.
Ready to roll …
Now, read it to yourself, and start editing to a maximum of 1000 words, it’s time to prepare
your final submission. Look at the Unit Learning Guide rubric and instructions and now write
your own personal reflection and philosophy You have to reflect on what you have learnt
and what you are still to learn. This reflection is an opportunity to provide your own
behaviour management philosophy/model.

Your personal model can be based on your personal experience and any of the theories and
research explored in PPLE or other Units which form part of your course. You need to
appropriately identify and credit these theories which influenced your thinking in relation to
the development of your personal approach within your text. You must provide at the end
(not counted to word limit) an ‘acknowledgement’ section where you may list the
theories/policies/ people that may have influence your model to date.

Into the future!

However, please be aware that your philosophy may well change as you gain experience in
teaching and are exposed to other ideas from your ongoing professional development, your
interactions with peers and other sources of inspiration. It will be an interesting task for you
to go back to this philosophy you have just completed in 10 years’ time and compare it to
the one you have then. Will it have changed much? How have your approaches evolved?
What kind of teacher have you become?

NOW WRITE YOUR FINAL DRAFT OF YOUR PERSONAL PHILOSOPHY (1000

words Max) IN THE SPACE PROVIDED AT THE START OF THIS DOCUMENT!