EDFX343 ASSESSMENT 1: LEARNING ENGAGEMENT PLAN Student name / number: Emily Hird – S00206792

Rationale

As an educator I believe that students work best when they are in an environment that is safe and inclusive but also has a rigorous and well developed
behaviour management plan in place. It is necessary that expectations are clearly defined so that students are fully aware of what is required of them.
This needs to be put in place from the outset of the year. My learning engagement plan selects elements from Rudolph Dreikurs Goal Centred Theory
Assertive Discipline developed by Lee & Marlene Canter and Cognitive Behavioural Theory developed by Joseph Kaplan and Jane Carter (Harris,
Thorpe, Yoo, Gallagher, 2018).

Dreikurs suggests that there are four major areas that influence a student’s behaviour: gaining attention, exercising power, extracting revenge and
displaying inadequacy. I believe that there are other factors that can also influence behaviour, for example, coming to school with no breakfast,
change of living arrangements from one parent to another, over tiredness or simply an argument that occurred during lunch time. By knowing my
students I am able to identify a change in personality, recognise an emotional response and be aware of possible triggers that may cause inappropriate
behaviours. By providing engaging lessons, students are motivated, involved and have a desire to learn. This is the first step in negating many
behavioural problems (Harris et al, 2018).

Lee & Marlene Canter’s assertive discipline theory suggests the establishment of a firm set of classroom rules and affiliated consequences. I would
encourage students at the beginning of the year to assist me in developing a set of classroom rules and expectations that we are all comfortable with
which will allow for good teaching and learning (Harris et al, 2018).

Cognitive Behavioural Theory (CBT) by Joseph Kaplan and Jane Carter allows for students to develop skills to manage their behaviours. Students are
involved in the setting of goals and the best way to manage the goal. This particular theory allows the student to be in control of their behaviours. It
assists in developing students independent cognitive skills in managing behavioural problems (Harris et al, 2018).
Links to theoretical model/approach and school /system
policies/frameworks
Preparatory and Establishment phases / Positive practices / Preventative measures
My first priority when stepping into a new school is to make myself aware
of the school’s behaviour management plan, general background of the
students and overall school’s community values and expectations.
Planning engaging and comprehensive lesson plans will allow me to be
ready to begin the year, however there will need to be some flexibility in
these plans so that once I have met my students there is the facility to
differentiate for their individual needs. I will also have a clear idea for my
classroom rules and expectations which can be modified with student
input.
Professor Stephen Dinham states that “the best schools of all types know
their students as learners and as people” (Vukovic, 2017). Schools that
focus solely on the academic sometimes lessen the importance of
knowing their students. Schools that focus primarily on student wellbeing
often set low academic expectations. Students are best served when they
are recognised as both learners and people. Students need to know they
are cared for and are treated fairly.
Dreikurs Goal Centred Theory fits well with my ideas of how my class
would run. He believes that students need to have personal input into the
creation of classroom rules which puts the responsibility back on them to
abide by them. Because the students have assisted in developing the
consequences as well as the rules they will see them as being “fair”
(Harris et al, 2018).
Classrooms are a place where all members are able to learn. It is no
longer a place where the teacher’s sole responsibility is to teach, students
Teacher actions/strategies
Preparatory Phase: Before stepping foot in the classroom.
 Read the schools behaviour management plan
 Become familiar with the cultural, social and economic
background of the school community.
 Gain information from previous year’s teacher on specific children
that they have identified as needing extra assistance.
 Keep an open mind so that a previous teacher’s opinion of a
student doesn’t colour my own.
 Have a good knowledge of the curriculum for the particular year
level and plan well thought out and engaging lessons/units.
 Have a clear idea of how I would like to see the classroom run and
what I expect from my students.
Establishment Phase: You’re in the classroom, now what…?
 Set a goal to speak to every student, every day.
 Meet students at the door of a morning and greet them as they
walk through the door.
 Introduce welcome games/get to know you games.
 Create a name display on the classroom door
 Depending on the year level, create a welcome pack for each
student containing a name tag, birthday candle tag and desk tag
that can be displayed around the room.
 As a class write a set of classroom rules/expectations.
Promoting desired behaviour
 Before starting a lesson, reinforce classroom rules and
expectations and acknowledge students that have quickly
followed instructions. (Doesn’t just have to occur at the beginning
of the lesson.
also have the opportunity to share their knowledge to teach others. It is
also a space where teachers can learn. This reinforces the importance
that Dreikurs places on fostering mutual respect and value and identifies
students’ strengths and abilities (Harris et al, 2018).
Using Dreikurs GCT can assist when needing to intervene with more
challenging students. “Assisting students to understand and acknowledge
their misbehaviours and motives” (Harris et al, 2018).I believe that it is
important that students are able to identify their misbehaviours
themselves and recognise that restoration needs to occur.
Unobtrusive/non-punitive interventions for low-level undesired behaviours
“The most significant factor in the success of behaviour management is
not the strategy used when disruption occur, but the multitude of
strategies applied to prevent misbehaviour, prompt positive behaviour
and reinforce positive behaviour when it is presented” (Saggers, 2017).
Dr Jonathan Sargent, who has a particular interest in behaviour and
classroom management, also a lecturer at Australian Catholic University,
suggests that when students are working at the required level of effort
that I offer some form of positive acknowledgment. By establishing and
maintaining a list of expected behaviours, a classroom environment which
allows for appropriate behaviour, continual reflection and evaluation of
strategies and a positive environment, all students will be well on their
way to achieve their learning goals (Saggers, 2017).
It is important that I create an environment where productive teaching
and learning can occur. Assertive discipline encourages the use of clear
classroom rules and expectations, followed up with a hierarchy of
consequences for inappropriate behaviours (Harris et al, 2018).
 Implement the use of reward systems (individual or group)
Intervention Practices:
 The use of wonder babies; Small tokens each with a different
colour. Each colour has a different feeling affiliated to it that the
students have been instructed on. The teacher can place the
token on the student’s desk without need for discussion.
 Journaling
 Brain Breaks
 Classroom yoga/meditation
 Silent reading – 10 mins of silent reading after lunch before
commencing work.
Expectations and Ownership:
 Give clear instruction for every task
 Don’t leave tasks open for students own interpretation
 Ensure students know behavioural expectations.
Unobtrusive responses to undesired behaviours
 Make eye contact with the student
 Reinforce classroom rules and expectations
 Observe their work. They may be misbehaving because they are
unsure of what they need to do or may be struggling with the
work.
 Acknowledge students who are making good choices to offer a
visual example of what is the expected behaviour.
Example: during a reading group, if one student is misbehaving,
acknowledge who is doing the right thing “I love the way you are
sitting quietly and listening to others read Lilly” This will
demonstrate that behaviour is expected.
Second tier responses/interventions for more persistent, mid-level undesired behaviours → within the classroom
When dealing with students repeated inappropriate behaviour I believe
that it is important that even though I may be feeling frustrated I still
need to treat the student with respect. However it is vital that they
understand the seriousness of the situation and respond to my assertive
language. As Bill Rodger states “Assertion often means we communicate
with a firm, resolute, unambiguous tone of voice, and manner, matched
by confident (non-aggressive) body language (Rodgers, 2015, pg, 91).
Lee & Marlene Canter states that children need clear behavioural limits
(classroom rules and expectations) and that teachers must be assertive in
maintaining this. Students very quickly pick up if the teacher is
lackadaisical in their application of rules and consequences. It is vital that
consequences are delivered in a calm, matter of fact and systematic way
(Harris et al, 2018).
At times it may be necessary to schedule short one on one meetings with
the student who is struggling with their behaviour. A few minutes when
the other students aren’t around could be used to explain to them how
their actions are impacting other members of the class.
Responses to undesired behaviour – Consequences
 Move closer to the student and discreetly remind them the rules
and expectations (this doesn’t distract the rest of the class.) This is
an opportunity to ensure that student understands the work.
 Student moves to a designated place in the classroom where they
work on their own. If after 10 mins the student has chosen to
follow instructions they can be invited to re-join the class. Another
reminder of expectations would be given.
 Remind student that if the behaviour continues they will be
moved to another classroom or spend time walking with the
teacher during play time as per the classroom expectations.
Examples from prac
 “Casper” (year 4) repeatedly class out in class. His goal is to modify
this behaviour. He is reminded twice and on the third occasion he
moves to the back of the classroom to reconsider his actions. If the
behaviour continues he is asked to sit in a break out room-student is
still visible to the teacher. If behaviour continues he knows that he
spends his play time walking with the teacher on duty. Casper has
good days and bad days, but overall he is making some progress with
managing his behaviour.
More significant interventions for managing challenging and/or persistent undesired behaviours → moving beyond the classroom
“Cognitive behavioural theory (CBT) seeks to develop student self-
management skills to the point of (behavioural) independence.” Kaplan &
Carter, CBT theorists, believe that individuals should be given the skills to
make choices about their own behaviour. I agree that when students are
able to self-manage their emotions and behaviours, their stress levels will
be reduced and they will be able to achieve better overall mental health.
As Dr Jonathan Sargeant writes in Developing Positive Classroom
Environments once students behaviour has moved into the crisis stage
“calm and decisive action is critical” Students need simple redirecting
rather than long detailed explanations of their behaviour (Saggers, 2017).
Students with challenging behaviours will require more than just the
standard classroom rules. A personalised behaviour management plan
should be implemented. A transformation in their behaviour needs to
occur and this is often a slow process. The student requires long term and
durable goals where they develop new behaviours to replace the old
(Saggers, 2017)
“Such behaviour change takes time and practice before it becomes the
new normal for the child” (Saggers, 2017).
Responses to persistent undesired behaviour
 Move student to another classroom, student returns after 15
mins. If behaviour continues the deputy head is called to remove
the student from the classroom. This is a temporary fix as the
teacher needs to continue teaching. At the following break,
teacher, student and deputy head meet to discuss the causes of
the behaviour and a suitable consequence. By delaying the
meeting, it allows both the student and teacher to calm their
emotions and allow for a more rational and measured
conversation. Ask questions including “Do you understand why
you are here?” “How can we fix this problem?” “Is there anything I
can do to help you?” “What can we do to make things better?”
 Allow for opportunities to self-manage their behaviour/pre-empt
escalation. A student “Felix” (year 4) struggles with social
interaction in the playground and will often become frustrated
and angry during the course of games. A plan has been set in place
for “Felix” to remove himself from the playground and take
himself to the designated safe area where he can calm down
before returning to play. While he is there a teacher will check on
him to see if he wants to talk about it.
Follow up procedures
It is important for the teacher to keep a detailed record of all behaviours,
consequences and follow ups/meetings.
 An email to the parents detailing what occurred during the day
and how it was dealt with.
 Collect information/data to present to support staff to assist in
coming up with another “plan of action”
Restoration
Depending on the behaviour the student may be asked to write a letter of
apology to the offended party. The student needs to be reminded that
once this episode is completed and they return to the class, we “start
afresh”
References

Harris, J., Thorpe, V., Gallagher, M. & Yoo, J. (2018). EDFX343: Education Studies and Professional Experience 3: Creating Quality Learning Environments.
South Melbourne, VIC: Cengage Learning Australia.

Rodgers, B. (2015). Classroom Behaviour, A practical guide to effective teaching, behaviour management and colleague support (3rd ed.). London: SAGE
Publications.

Saggers, B. (2017). Developing positive classroom environments (1st ed.). Crows Nest, NSW: Allen & Unwin.

Vukovic, R. (2017). Dinham on knowing your students. Retrieved from https://www.teachermagazine.com.au/articles/dinham-on-knowing-your-students