Personal Statement of Beliefs and Philosophy

It is my personal belief that all students, irrespective of age, should abide by set classroom rules.
Students of all ages can be involved in the initial setting down or formulation of the rules and, of
course, the way the teacher enforces those rules will vary depending on the age of the students. I
believe in order to be active learners, who are striving to achieve their personal best, students
need discipline and structure and should be aware of what is and what is not acceptable. My
behaviour management plan is an eclectic mix of various models including Glassers choice
theory and Rodgers positive behaviour leadership model. Outlined on the next page, my plan
is aimed at the upper primary age group where I believe, by this stage, students should be
accountable for their own actions and be encouraged to make responsible choices for themselves.

Links to School Wide Framework

Preventative Stage: The four strategies outlined in the preventative stage of my
behaviour management plan (see next page) align with the SGPS whole school approach. SGPS
encourages teachers to work in consultation with their class and to state the rules positively,
acknowledging consequences for those rules. SGPS also supports the use of positive
reinforcement such as verbal praise/feedback and positive non-verbal gestures when students are
working well and complying with the rules. (SGPS, 2008)
Supportive Stage: When implementing strategies in the supportive stage I have chosen
approaches that are used in the SGPS whole school approach. SGPS propounds: give clear
choices to maximise the student's responsibility for behaviour Simple directions, rule
reminders and isolation from peers (SGPS, 2008, Corrective Actions, para. 2)
Corrective Stage: The final stage included in my behaviour management plan again
aligns with the SGPS whole school approach. SGPS recommends the use of time-out and buddy
classroom strategies and, if necessary, Involving senior administrative staff. (SGPS, 2008,
Supportive Actions, para. 1)

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Behaviour Management Plan Grade 5/6

Student is displaying
appropriate, safe and
manageable behaviour

YES
Preventative Stage
Implement when:

NO

When students are following school/class rules well,

use at own discretion throughout year

Supportive Stage
Implement when:

Strategies:
Involve students in initial setting of classroom rules
and then display in the classroom for students to see
clearly [set out at the beginning of the year before
teaching begins]
Establish behavioural consequences for not following
class rules [at the beginning of the year]
Verbal praise and regular feedback [when students are
seen doing the right thing give positive praise]
Non-verbal gestures such as thumbs up, nodding,
positive facial expressions
Whole class rewards [if whole class has been
following the rules for a period of time]

Strategies:
Use the least to most intrusive
method (Rodgers, 2011):
Tactical ignoring
Non-verbal cues [hand gestures,
facial expression]
Verbal rule
reminder/redirection/selfmanagement prompt
Give choice with deferred
consequences/in-class isolation
[such as: .. if you continue
to shout I will have to ask you
to work on your own]

Corrective Stage
Implement when:

Students arent following the

class/school rules

As a last resort.
When students refuse to follow directions in the
supportive stage

Allow take-up time

Strategies:
Remove offending student/s from the problem, if
possible and initiate a time-out or calm-down sequence
within the classroom
Use buddy classroom [student will be moved, with
their own work, to the classroom next door for a period
of time]
Red card - send student to the Principal/or equivalent if
offence warrants

YES

NO

Student is ready to
commence work
again/has returned to
the classroom

Restitution Plan
Implement when:

Students return to classroom after

corrective stage takes place

Strategies:
Students apologises (written or verbal)
Makes up missed work if necessary
Follow up with teacher
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Student follows
directions given by
teacher in supportive
stage

Rationale
Behaviour management is a term used to refer to instances where undesirable student
behaviour is preventing, or may prevent, safe and unhindered teaching and learning from taking
place. In cases such teachers may be forced to put a behaviour management plan into action to
ensure that the desired classroom environment is restored as quickly as possible (Edwards and
Watts, 2008). In my personal philosophy statement and behaviour management plan, outlined on
previous pages, I have chosen to align my strategies and management techniques in an eclectic
manner following different aspects of the models defined by Bill Rodgers, William Glasser and
Lee and Marlene Canter.
Throughout the preventative stage of my behaviour management plan I have established
strategies that demonstrate the importance of setting class rules and consequences at the
beginning of the year in a collaborative manner with the students. William Glasser, in his choice
theory (as cited in Edwards & Watts, 2008), stresses the importance of student ownership and
involvement in the initial planning of rules and consequences to gain a higher level of
commitment to those rules from the class. Glasser also places emphasis on having the students
accept ownership for consequences and to consider these as appropriate outcomes for violating
the set rules/commitments (as cited in Edwards & Watts, 2008). Another two strategies I have
chosen as preventative methods are verbal praise/feedback and positive non-verbal gestures.
According to the assertive discipline model outlined by Lee and Marlene Canter responding to
desirable behaviour with positive consequences is paramount and is just as important as
managing undesirable behaviour. Students who understand that they will be praised or
recognised for their good behaviour are more likely to repeat that behaviour and make
appropriate self-management choices (as cited in Edwards & Watts, 2008). Canter also specifies

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that classes might be rewarded as a whole if the entire class follows the prescribed rules for a
certain period of time. The teacher may display their progress in whatever way he/she sees fit
and when the class has achieved the set goal, the teacher then gives the promised privilege or
reward. This, again, reinforces good behaviour and encourages the whole class to follow the
rules (as cited in Edwards & Watts, 2008).
The next stage I have addressed in my behaviour management plan is the supportive
stage. Students who are noticed breaking rules or disrupting learning time may need to be dealt
with by the strategies outlined in this stage of the plan. I have chosen to use Bill Rodgers model
of positive behaviour leadership here and have structured my strategies in this stage from least to
most intrusive. All the strategies addressed in this stage involve allowing the student take-up
time to comply with the measures specified by the teacher. According to Rodgers (2011) takeup time: refers to the teacher refocusing eye contactit invites and encourages the student to
co-operate (p. 85). Tactical ignoring and non-verbal messages are among the least intrusive
methods defined by Rodgers, I have chosen these methods as I do not think verbally addressing
all undesirable behaviour is warranted. These methods, according to Rodgers, are not suitable for
all situations, however, may be used appropriately for behaviour such as attention seeking,
throwing tantrums or calling out (as cited in Edwards & Watts, 2008). Another strategy I have
chosen to include in my supportive stage is providing a misbehaving student with a choice and a
deferred consequence. This allows the student to manage their own behaviour and provides them
with a clear choice one way or another, the teacher then provides the student take-up time. If
the student chooses to remain uncooperative then they must take responsibility for the
consequences of that choice which may be in-class isolation, staying back after class etc
(Rodgers, 2011).

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The final stage of my behaviour management plan is the corrective stage. This stage is
the most intrusive and should only be implemented as a last resort: when all other measures have
failed. One of the strategies I have outlined in this stage is the time-out or calm-down sequence
which is mentioned by Rodgers in his positive behaviour leadership model. During this strategy,
when the student has misbehaved and has had sufficient warning, they are then asked to move to
a quiet area of the classroom to calm-down and think about their actions. The time in this area
should be limited so as not to be detrimental to their schoolwork (Rodgers, 2007). After
completing their time in the calm-down area and upon instruction from the teacher, the student
then gets on with their work. If, for some reason, the time out area is not sufficient to address the
problem or the offending student repeats their destructive/distracting behaviour then it may be
necessary to move them to another class or, in severe cases, sending the student to the principal,
or equivalent, might be the only option. I agree wholly with the following quote from Rodgers
(2011): No student should be allowed to hold a class to ransom by repeatedly disruptive
behaviournor should we ever convey the message that we will ever tolerate repeatedly
disruptive, unsafe.or aggressive behaviours (p. 153).
I have devised a restitution stage at the end of my plan in order for the teacher and the
offending student to tie up the loose ends of the incident and move on positively from the
episode. Rodgers positive leadership model recommends the use of a follow up which involves
the teacher perhaps taking the student aside at the end of the lesson or day to address any
remaining concerns or animosity that may linger and receive an apology from the student.
(Rodgers, 2011).
My behaviour management plan, although being an eclectic mix of various models,
follows a structured path. From preventative strategies, which I think would be effective in

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promoting positive behaviour, through to managing undesirable behaviours from the least
intrusive methods to the most intrusive. I have chosen strategies that I think sit well with my
personality and I would feel comfortable and confident in administering within a classroom
setting.

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References

Rodgers, B. (2007). Behaviour Management: A Whole School Approach (2nd ed.). London,
UK: Paul Chapman Publishing.

Edwards, C. H., & Watts, V. (2008). Classroom Discipline and Management (2nd ed.). Milton,
QLD: John Wiley & Sons.

Rodgers, B. (2011). Classroom Behaviour: A Practical Guide to Effective Teaching,

Behaviour Management and Colleague Support (3rd ed.). London, UK: Paul Chapman
Publishing.

Spring Gully Primary School. (2013). Spring Gully Primary Schools Behaviour Management
Plan. Retrieved from http://www.sgps.vic.edu.au/Pages/Welfare.aspx?id=30

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