Bethany Nicholls 37 954 59

Educational Philosophy and

Classroom Management

My philosophy of education is constantly changing and evolving at the
moment, however the basic idea remains the same:


I wish to create and engaging inclusive classroom where I
continuously try to meet the different and unique needs of all learners. I
want to emulate the inclusive pedagogy, however I recognize there is no
one-size-fits-all pedagogy that enables effective teaching across the
proficiencies and standards of the curriculum. Therefore my approach
towards the classroom is to be prepared with a range of pedagogical
strategies including; funds of knowledge and the multiple intelligence
pedagogies. I aim to employee the style that best suits the needs of the
students. If it doesnt work, or the dynamics and culture of the
classroom change as students grow, I aim to continue to engage them
with new strategies. I believe it is fundamental to create a safe
environment where students arent afraid to participate and be
themselves. Encourage questions, get students thinking for themselves
and be prepared. My biggest aim is to keep an open mind that allows
not only the students but also myself to learn, re learn and evaluate my
teaching style.












Bethany Nicholls 37 954 59
Classroom Management Plan

Classroom culture

I want to attempt to create a safe learning environment
where students want to ask questions, question the
curriculum and think for themselves. I hope this
classroom culture becomes imbedded and the students
carry these skills with them throughout life. I want to
create a culture where both student and teacher can
share their passion for teaching and learning and
express the benefits of learning as a life long skill.

I believe it is fundamental to foster positive
relationships with students to create a safe, supportive
and inclusive environment that supports students
development both emotionally and academically.


Expectations

I believe it is vital that the first thing students learn
from your class is your expectations of them. It sets the
tone of the class and students get an understanding of
who you are and the classroom culture. I aim to begin
each year (or your first class) with a set of expectations.
Make sure the students are clear on them, so they know
where you stand as well as what you expect from them.
I aim to be consistent with my expectations and be
aware of consequences if they are not met.

Examples:
- Please dont be late to class
- Raise your hand when you want to say
something
- Get involved in class discussions
- Respect me and your classmates
- If there is a problem always speak up


Agreements/rules

Following my teaching rounds and experiences I only
carry 3 rules with me into the classroom. I can relate
nearly any behavioral issues back to these three rules:

o Respect me and each other
o Take responsibility for your own actions
o When you hear the whistle; stop (in a PE setting)

Example: A student is talking in class James please be
quiet, youre being disrespectful student can clearly
see which rule they have broken and also relates back
to the expectations set in the first class.

Bethany Nicholls 37 954 59
However, besides setting your own classroom rules
there are school policies for more serious behavioral
issues and classroom management. I understand as a
graduate teacher that I will not have come across every
behavioral and classroom issue, and that it is my
responsibility to seek help where appropriate from
associate teachers and teachers of higher experience
and responsibility.


How will I engage
students in learning
activities:





































Ideally you want to make the curriculum relatable and
meaningful to the students, by creating activities that
are engaging and fun allowing students different
approaches to learning. I have learnt through teaching
rounds and experience to always have a backup
activity, incase the first isnt going so well or if students
have progressed quicker than expected.

Example: In psychology, we discuss the 4 lobes of the
brain and their main functions. During class, after
introducing the topic and after the students gained a
base understanding of the brain my mentor teacher
handed out a cardboard template of the brain. Students
were to label the 4 lobes of the brain, colouring each
section and using their knowledge to write information
about each area of the brain. Instead of just looking at a
picture in a textbook the students were creating their
own, visually stimulating them and allowing students to
create their own meaningful links to the curriculum.
After they were completed they were hung up in class
so that my mentor teacher could constantly draw back
on them in future classes.

This activity was inclusive to all students, it encouraged
them to work with each other and share their
knowledge. It was also a time where students could ask
questions and consolidate their learning; it linked well
with my own educational philosophy and classroom
culture.










Bethany Nicholls 37 954 59

How will I engage
students in learning
activities:




Example: On my first teaching rounds I was able to run
some of my own activities emulating my own teaching
style and classroom culture. An example of this was in
psychology after discussing the components of a
neuron and its role in memory formation. I made a table
consisting of the component of the neuron, what it is
and its role in memory formation. I made several
copies, laminated them and cut them up into their
different parts; I made the table into a puzzle.

After finishing up discussing the neuron in class,
including all the sections in the table, I separated the
class into groups. I then handed each group their own
puzzle. I told the students that this puzzle reflects
everything discussed in todays class, and whichever
group can put the puzzle together correctly, the fastest
wins a chocolate prize. A form of behaviorism
pedagogy, positively reinforcing the students learning.
The students loved the game and became quite
competitive, some students thought they had the table
complete but some of the sections were mixed matched
and so the game continued. We played another round
but in between discussed any difficulties and I gave the
students a chance to ask questions. I created this
activity with inclusion in mind, I wanted every student
to participate and forming them into groups
encouraged learning from each other. I also wanted to
give them a chance to question me, and the activity. The
activity strongly embodies my educational philosophy
and the classroom culture I hope to continue to create
and develop. It was well received in class and my
mentor teacher used the activity for her next class.

Completed puzzle:














Bethany Nicholls 37 954 59
Managing students
who are not adhering
to the classroom
agreements, rules or
code of conduct?
From the experiences I have managed to gain through
placement everyday misbehavior is always present, but
it can avoid becoming a problem in the classroom by
having consequences. Some consistent simple steps
include:

- Point out the rule/s the student is breaking,
highlight that they not meeting the agreements
or the expectations set during the first lesson
with everyone (usually thats all it takes), I found
this to be the case during my placement. If a
student was talking all it took was for me to
point out the agreement they were breaking and
they settled down.

- Speak to the student after class
(A tip from my PE mentor teacher was that
being a female sports teacher, boys especially in
a PE setting like to be recognized in front of their
peers for achievements and good work however,
if they need to be spoken to about behaviour it is
best to pull them aside and do it privately. When
the issue is addressed in front of everyone they
can often see it as a chance for debate and
making an impression in front of their peers,
escalating the situation)

- If behaviour is constant and a distraction to
others ask the student to step out of the activity
(No more than 2 minutes, especially in physical
education classes) speak to the student and
bring them back into the activity.

- If student continues to behave badly, consider
detention slips and speaking to their coordinator
to see if the problem exists in other classrooms.
If so consider a behaviour management plan and
or speaking to the students parents.


However, besides setting your own classroom rules and
dealing with your own classroom management, there
are school policies for more serious behavioral issues
and classroom misconduct. I understand as a graduate
teacher that I will not have come across every
behavioral and classroom issue, and that it is my
responsibility to seek help where appropriate from
associate teachers and teachers of higher experience
and responsibility.
Bethany Nicholls 37 954 59

How will you manage
conflict if it occurs in
the classroom?

I have discussed with my placement school their own
behavioral / misconduct plan, which allowed me to be
develop my own classroom management plan in line
with the school policies.

The conflict in the classroom plan works as a traffic
light system;

GREEN: Everyday misbehavior - Talking, interrupting,
blasphemy, irreverence technology, lateness,
distracting / off task behaviour, littering, chewing gum,
not attempting homework / class work etc.
Management strategies: permanent seating plan,
moving students, warnings; reminder of rules, loss of
class privileges, keeping students back, issuing
detentions, documentation of all incidents, notes in
diaries to parents etc.

YELLOW: Serious misbehavior constant absence from
class, refusal to follow instruction and participate,
bullying, argumentative behavior, inappropriateness,
discrimination and abusive language, destruction of
property etc.
Management strategies: Refer to cluster/year level
coordinator who will follow up incidents or may refer
to deputy principal

RED: Gross misconduct / behaviour gross
inappropriate sexual behaviour, sexual harassment,
physical assault, vandalism, threatening behaviour,
cheating / plagiarism, weapons, drug use, theft etc.
Management strategies: Refer to principal or deputy
principal for action as per policy


I understand as a graduate teacher that I will not have
come across every behavioral and classroom issue, and
that it is my responsibility to seek help where
appropriate from associate teachers and teachers of
higher experience and responsibility.






By: Bethany Nicholls
37 954 59