31696639_Trevor_Laura_EDN568_Assignment1

Assignment 1 Classroom Management Plan (1500 words)

Provide a plan for how you intend to manage student behaviour in your
future classroom. Pick your ideal class and age range of students and in
essay or report format. Use clear headings to address each section
outlined.
1. Outline your philosophy to learning, teaching and assessment
Kivunja quotes (2015, p.7) Learning is a process of active construction; it
is a social phenomenon, as well as an individual experience. (Willson &
Peterson, 2006, p.1). I agree with this view. I believe that learning is more
than expanding skills and knowledge. It is active interaction of oneself
with others, the social and physical environment that learners are
situated. In line with this, I see the teachers role in learning and teaching
as being a facilitator and mediator who should provide an optimal learning
environment where children are physically and emotionally safe, are able
to take risks, supported and encouraged to learn best.

These are the

approaches I would adopt in my classroom in order to nurture such a

learning environment. Frist of all, I would support a humanitarian and
democratic approach in classroom management. As it is well described in
Maslows hierarchy of needs, children can learn best when their physical
and emotional needs are fulfilled. Hence student wellbeing is one of the
core elements in my teaching. Secondly, learning is student centred and
goal oriented. Student engagement plays a key role in successful learning
and student behaviour management (Kivunja, 2015, p.35). Students are
encouraged to actively participate in the whole journey of learning
including assessment of their own learning progress. Finally, the diversity
within the students will be facilitated in learning. They will be recognized
and valued so that learning is personally more meaningfully connected
with wider communities.
2. Outline the learning context
I have chosen Year 3 for my year group. Naturally, students will bring huge
diversity into their learning environment in terms of their range of abilities

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and different personalities, various cultural and personal backgrounds.
The children will spend at least 6 hours a day at school learning together
sharing the same space and interacting with each other in various ways.
The teacher facilitates student learning in a safe and supportive
environment where learning is utilized meaningfully while nurturing the
childrens growth mindset.

3. Classroom layout
The main focus of my classroom layout is to create a safe and inclusive
learning environment with positive stimuli for cooperative and inclusive
learning. There are different areas to serve different purposes. Hence the
movement of students can be organized in an orderly manner and can
also serve diverse student interests and learning styles. Students are
arranged to sit in small groups of four. However, seating and grouping will
be flexibly rearranged depending on the types of learning and the
dynamics among the students. By doing so, active student engagement
can be enhanced more effectively. For those who require extra needs to
be met, they will be seated in the front, closer to the teacher and near
capable peer(s) who have helping minds. All students will have a clear
view of the board. The teachers desk is positioned in the front to allow
the teacher to monitor the whole class efficiently.
4. Outline your classroom management prevention strategies
The needs of student misbehaviour illustrated by Bennet and Smilanich
are; need to belong, need to have control over their lives, need to have
freedom and to have fun (1994, p.59). When considering Maslows
hierarchy of needs, those needs seem natural. The following headlines are
the reflection of how these needs could be met effectively for successful
classroom management hence active student engagement can be
facilitated in learning. Under each headline my strategies are discussed in
details.
Building positive relationships

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My strategies to nurture building positive relationships are to create
opportunities in which students can build bonding with each other and
learn meaningfully through cooperation and positive interdependence
throughout the year. I would also have community circle time to build a
strong sense of community and to aid the resolution of any issues rise on
a daily basis. In addition, I will make conscious efforts to win over my
students in order to build a trustworthy relationship with them. For my
year 3 students, the strategies include knowing my students and showing
a genuine interest in them.
Creating and maintaining emotional safety
Bennett and Smilanich state Safe environment refers to the extent to
which a student and teacher feel that their sense of self is not at risk
(1994, p.66). Reflecting on this statement, the strategies I would adopt in
creating and maintaining emotional safety are based on acceptance of
diversity within students. Their differences will be facilitated in mastery
goal oriented learning so that student self-efficacy can be nurtured during
their learning journey. My strategies in line with this approach include
acknowledging efforts, allowing students a pass when needed and giving
them opportunities to work to their strength.
Establishing boundaries, routines and rules
My strategies to establish boundaries, routines and rules are based on
shared responsibility in

classroom management system. So, in the

beginning of the year the whole class is to set up a class rules and
consequences policy. This will be displayed and followed through by all
members of the class throughout the year. For establishment of routines,
the class will be managed with a set of procedural routines in the
beginning of the class, during transition time between subjects and before
class dismissal. For example, I would begin each day with circle time,
welcoming all and to brief students with what is expected for the day.
After lunch there will be community circle time to discuss any issues
worthy of student attention. Before school dismissal, the class will have
short time to reflect on the day and to be reminded of important things.
3

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Any systems of rewards and/or punishments
The basis of my strategy for this area is promoting shared responsibility in
classroom management in order to have the students feel the ownership
in their school life to some extent. I will provide opportunity for my year 3
students to set up the rewards or punishments for themselves. They will
be provided with the guidelines in accordance with the school rules but
the details would be agreed on among the students. The system will be
supported and followed through by the teacher and the students
throughout the year.
5. Outline your classroom management response strategies
Bennett and Smilanich state that effectiveness of applying a skill to
prevent or respond to student misbehaviour will be determined by what
skill you select, how you enact it, when you select it and where you enact
it (1994, p.187). This reminds me of how important it is for a teacher to
reflect on their own bump continuum in order to respond to undesirable
student behaviours rationally and effectively. My strategies to respond to
student misbehaviours are described in detail below.

Low key responses

As Bennett and Smilanich highlight that effective teachers respond in a
low-key manner to students who misbehave while they continue to weave
in the four concept of winning over, cohesiveness, inclusiveness and a
safe environment (1994, p.187). This is the reminder of the fact that
teachers are expected to be very flexible and vigilant in managing the
learning

environment.

My

main

classroom

management

response

strategies are therefore in conjunction with vigilance of monitoring of the

class and deploying low key responses before the situation escalates to
the next bump. My low key responses include proximity, remove the

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distraction, gesture, the look, the pause, student name and signals for
attention.

Establishing and implementing consequences

In my year 3 class, the consequences for most misbehaviours are agreed
and established at the beginning of the year. Thus students will be made
aware of the consequences. This enhances the sense of responsibility in
their own behaviours. And It is the teachers responsibility as a facilitator
and mediator to implement the consequences consistently. The main
purpose

of

implementing

of

the

consequences

is

to

rectify

the

misbehaviours not to punish the student. In line with this, my strategies

for implementation of the consequences can be summarized in the
following points; focusing on the behaviours, the consequences matching
for the behaviours, apply it not as a punishment but immediately as
possible.
Managing defiance
The main focus in my strategy in this situation is not to escalate the
situation but to maintain positive relationship. This means that the
students are provided some options to remain participating in learning so
they can always go back on the right track. For this reason, the strategies
I use will be in conjunction with bump 1 and 2 strategies.

However, if

there are school policies regarding managing these types of behaviours, I

should respect the system and follow accordingly.
De-escalating strategies
The focus in my strategies is to be proactive in maintain a learning
environment safe and supportive for all. The followings are the proactive
strategies I will adapt. I will be aware of the behavioural patterns of the
students and the tendency to misbehave. I will set up a plan for some
students with help of other sources and be familiar with it. When a
situation occurs I will enact accordingly.

In case the school has de-

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escalating strategies, I will be aware of them and follow them. Otherwise,
intervention may be required such as removing the student from the
source depending on the situations.
6. A List any policies and/or procedures that relates to and will inform your
plan (include URL where appropriate). These can be at Department of
Education and/or school level.
1) Victoria State Government/ Education and training/De-escalation
http://www.education.vic.gov.au/school/principals/participation/Pages/dees
calation.aspx
2) WA Department of Education/student support/behaviour and wellbeing
http://www.det.wa.edu.au/studentsupport/behaviourandwellbeing/detcms/
navigation/behaviour/de-escalation-and-restraint-training/
3) All Saints College/ Positive handling Policy
http://www.allsaintscejunioracademy.org/Documents/Policies/Positive
%20Handling%20Policy%20-%20Feb%202015.pdf