EDN 358: Assignment 2 Bradley Lee:...

Criteria Poor (N) Satisfactory (P)

Good (C) Excellent (D) Outstanding (HD)

Analyses relevant contextual factors that impact on the design of the classroom management plan

Very few contextual factors were identified with limited analysis of the factors related to school, classroom and students evident. You needed to clearly these factors and the impact they have on the CMP.

Few contextual factors were identified with limited analysis of the factors related to school, classroom and students evident. Few links are made between these factors and the impact they have on the CMP.

Some contextual factors were identified with some analysis of the factors related to school, classroom and students evident. Some clear links are made between these factors and the impact they have on the CMP.

Some good contextual factors were identified with a good analysis of the factors related to school, classroom and students evident. Some clear and insightful links are made between these factors and the impact they have on the CMP.

Contextual factors were well identified and excellent analysis of the factors related to school, classroom and students was evident. Clear and insightful links are made between these factors and the impact they have on the CMP.

Includes preventative strategies that encourage the generation of a cognitively challenging and emotionally safe learning environment. Strategies are described with sufficient detail and examples are used to illustrate critical points

While preventative strategies were described, there was limited detail and very few examples to illustrate your understanding. The few strategies identified were only briefly described and didn’t clearly illustrate critical points.

Preventative strategies were described although there was limited detail and examples to illustrate your understanding. Some basic strategies were briefly described but didn’t clearly illustrate critical points.

Preventative strategies were clearly described although there was limited detail and examples to illustrate your understanding. Some basic strategies were briefly described to illustrate critical points.

Preventative strategies were clearly described with some detail and limited examples to illustrate understanding and critical points were highlighted to show depth of analysis.

Preventative strategies were clearly described and considered with sufficient detail and examples to illustrate an excellent understanding and critical analysis.

Includes specific strategies to address

Few intervention strategies were

Some intervention strategies were

Intervention strategies to address challenging



EDN 358: Assignment 2 Bradley Lee: 32533011

students with challenging behaviour. Strategies are described with sufficient detail and examples are used to illustrate critical points

described and with limited detail or examples to show your understanding. Critical understanding of the theory and relevant points was not sufficiently evident.

described although with limited detail and examples. Critical understanding of the theory and relevant points was not clearly evident and needed further analysis.

behaviour were described with limited detail and examples to show understanding. Critical understanding of the theory and relevant points was evident but needed further analysis.

behaviour were described with some good detail and examples showing a good understanding. Critical understanding of the theory and relevant points was also evident.

behaviour were clearly described with good detail and examples showing a great understanding. Critical understanding of the theory and relevant points was also evident.

Includes specific strategies to address the learning needs of all students

Very few strategies to create an inclusive classroom catering for the learning needs of all students were evident.

Limited strategies to create an inclusive classroom catering for the learning needs of all students were evident.

Limited strategies to create an inclusive classroom catering for the learning needs of all students were evident.

Some strategies to create an inclusive classroom catering for the needs of all students were evident.

Strategies to create an inclusive classroom catering for the needs of all students were clearly evident.

Discusses how the strategies addressed in the CMP relate to relevant literature. Demonstrates understanding of the topic

Rationale did not establish your understanding or make clear links with the literature. Analysis of theories related to personal teaching philosophy and rationale were not clearly demonstrated and further depth was required.

Rationale did not clearly establish your understanding and make clear links with the literature. Analysis of theories related to personal teaching philosophy and rationale were not clearly demonstrated and further depth was required.

Rationale discusses understanding and makes some links with the literature. Some analysis of theories related to personal teaching philosophy and rationale but further depth required.

Rationale discusses understanding and links this with the literature. Some good analysis of theories related to personal teaching philosophy and rationale.

Rationale clearly discusses understanding and links this with the literature. Excellent analysis of theories related to personal teaching philosophy and rationale.

General Feedback Comment:


Assignment Two: CLASS MANAGEMENT PLAN

Context (Scenario)

I have been appointed as a year 3 primary school teacher in the eastern suburbs of Mandurah. The appointment has been made 3 months before the start of the new school year. My main focus is to find out a little about the community in which the school is located and gather some general information about the students and families that attend there. The principle has invited me in to commence planning and preparing in the remaining weeks of the current year. During this time I gather information about the demographics and school policies. My findings are;

- My class has a total of 24 children.- There is a large gap in academic skills within the group.- The school is situated in a low socio economic area with crime at a high rate.- There has been history of family violence within the community, which for

some, is associated with drugs and alcohol.- There are two students that I will be teaching that continually show signs of

misbehaviour in the classroom. Attributes include, attention seeking, power, revenge, inadequacies.

School Polices:

- Whole School Approach: Moto (To Respect, To be safe, To achieve, and To be friendly.) Praise and encouragement is the focus for this school which will suit my teaching style.

- No Bullying Policy. ZERO POLICY.- Classroom Buddy: Children are matched with a child from year 5 upwards

who take responsibility for that child in ensuring they feel safe and supported in the playground at lunch at recess.

- The Tribes approach: An effective way to establishing caring and challenging learning environment in any school setting. The administration, teachers, support staff, parents, teachers and adults can promote group learning, child development, resiliency and early prevention of youth problems.

Factors that may impact learning

- It is around this time that children are developing their language and social skills. This may have a direct link to students understanding different types of texts and tasks that will be used in class.

- A high proportion of children come from a home with domestic violence or a history of family problems. A child’s emotional wellbeing may prevent them from participating and succeeding in class.

- The school is not from a wealthy community, hence there could be a lack of resources within it. This could hinder a child’s development.


Introduction

For any effective teacher, the need to know why students misbehave in class is imperative. In order to truly help any student change inappropriate behaviours, it is important to first find out the root causes, and then, consider the core of the problem. As a future teacher, I will not only consider the most effective consequence, but also the key strategies that minimise future occurrences. As Tileston quoted, “The punishment alone, rarely teaches a child the skills necessary to act appropriately in the future” (Tileston, 2004). So why do children misbehave? There are many reasons as to why a child may misbehave. From that child that craves attention or power, to a child that is bored or frustrated within the learning process. Then there is the child that have the pressures from classmates or their home. Or, maybe a child simply believes, it’s just plain fun to misbehave a little. The fact is, there are many underlying factors as to why a child may misbehave, but it is the responsibility of myself to find out. Learning and understanding each of my students is imperative for any teacher. What motivates and excites them? How can I plan tasks and activities to suit their needs? How can I make them feel supported and nurtured? Once these questions are answered, then the role of finding the core of any problem becomes a little easier. After all, the reason why someone does something is every bit as important as what they are doing (Harris, 2009).

Part One: Philosophy

Being a future primary school teacher of a year three class carries an important amount of accountability. It carries the responsibility of the school, community, parents, caregiver’s and most importantly of all, my students. It is this responsibility that I will thrive on in becoming a successful and competent teacher. But how can I play the role of a classroom manager as well? To achieve this I will need to deliver a class that will be consistent, well structured, caring and in particular, safe. I will need to know my students, individually, as well as a collective, both their feelings and needs. Interaction should go beyond recitation, and become real discussion, in which students offer conjectures and respond to others' ideas. My students’ ability to think and learn effectively will be closely linked to their physical and emotional well-being. I will encourage their prior knowledges and experiences and utilise them in a social setting. It is my responsibility as an educator to be an effective diagnostician of my students’ interests and abilities and scaffold tasks that will both challenge and allow students to think and grow. Utilising three key strategies will help me provide a fun and engaging classroom that will help unlock the key to classroom management.

Firstly, I will highlight positive expectations within my students. Whether a student receives a ninety or a forty in class, it is my responsibility to praise them at the highest level. This will push students to excel at the highest level, and for some, give them that extra motivation that they might not be getting from home. Secondly, I will exhibit enthusiasm. Effective educators keep the learner interested and engaged in the learning process. And finally, I will continually build a rapport with each student.


Establishing interpersonal relationships about their prior knowledge and experience is crucial to form a trusting bond with each student. The ability to show tolerance to differing points of view during class is a great way to engage with each child.

Classroom management is not about disciplining your class or handing out punishments, however, it is about a wide variety of skills that I will use to keep students organised, orderly, focused, attentive and academically productive during class. When my ideologies and strategies are introduced into class, the behaviours of my students that facilitate and enhance learning, will improve, as well as creating a positive learning environment for all my students.

Part Two: Theory

There have been many theories or key concepts uncovered over the years that underpin classroom management. Most, or if not all, have been tried in a classroom at some stage, but if I was to deliver my philosophy in a real life context, it would be aligned to the findings from the Goal Centred Theory. Based around the work of Rudolf Driekurs, this psychoeducational approach, requires teachers to seek out needs based explanations as to why the students are motivated to misbehave, then negotiate alternate ways for these needs to be met (Lyons, Ford & Slee, 2014). This best depicts my philosophy as it;

- Focuses on my students needs through social interaction.- Enhances the individual experiences that are brought into my classroom and

are used as tools to promote the learning process.- It focuses on my students’ interests and abilities, to plan tasks that will both

challenge and allow students to think and grow.- Utilises a whole school/classroom approach that motivates a child to succeed.

As my philosophy is linked to only one of the classroom management theories, it is evident that I am taking the simple approach in educating my children. I am choosing exclusively from the theories that were discussed in chapter two of, “Classroom Management,” and have used this to create a fun and safe classroom management plan. It is the least complex and the most preferred way of teaching for pre-service teachers and early career teachers (Lyons, Ford & Slee, 2014).

It requires the teacher to engage in class discussions about student’s needs, expectations and their behaviours, and encourages students to have a choice in class, around the rules, the consequences of misbehaviour and academic work. It sets expectations and boundaries, but one of the biggest advantages of a psychoeducational approach, is that it allows the teacher to build class trust and develop a sense of self-responsibility (Lyons, Ford & Slee, 2014). As my philosophy outlines, class management is not about punishment, however, it encourages the effort that students put in, not academic achievement. The primary role of my philosophy is to cater for all of my student’s needs (psychological, sociological and pedagogical), whilst discouraging misbehaviour.


Back in week two, there were some key initiatives that were discussed in relation to viewing student behaviour that align well with my philosophy. Student behaviour is guided by the individuals desire to meet their basic needs. Students are engaged when,

- They feel they are noticed when given attention- Have a sense of power- Are respected and treated fairly- Nurtured and supported (Banner, 2016)

These needs have to be challenged and met within a classroom setting in order for students to be engaged within the learning process. They also focus on the beliefs and feelings of students, and how these are the basis for challenging behaviour. When I now look back at these initiatives it becomes quite clear on how closely aligned my philosophy is.

The overall goal for any teacher is for all students to feel safe in any learning environment. They should be made to feel welcome in any situation. Below are some key teaching strategies to improve teacher/student relationship;

- Show your interest in them before school starts (Post-card)- Invest time in getting to know your students - Smile and acknowledge students - Greet students as they come to class - Acknowledge the return of a student who has been absent - Use thank you notes - Do an activity together

These are some simple ways in which any teacher can build a solid rapport with their students. These were a discussed back in week 3, “Knowing your students and meeting their needs” (Banner, 2016).

There is a clear equivalence between my emerging philosophy and the principles and theories of the psychoeducational approach. The two work together to minimise the disruption of classroom misbehaviour, and encourages the learner to discover and self-learn within my classroom, by,

1) Developing a democratic teaching style and classroom environment 2) Fostering mutual respect and valuing3) Identifying student strengths and abilities4) Utilising praise and encouragement to meet students’ primary and social

needs5) Collaboratively invoking rules and consequences6) Being accommodating and flexible when responding to misbehaviours7) Facilitating whole class discussions about challenges and achievements

(Lyons, Ford, Slee, 2014, pp.24)


Part Three: Practice (Class Management Plan)

Having a classroom management plan that outlines your philosophy, theoretical approach and model is a positive and meaningful tool for any teacher to use in the school community. It demonstrates your professional philosophy to learning in tandem with a theoretical approach to classroom management, and outlines the contextual considerations that you will have to take in a “real” teaching setting. Developing a plan can be extremely daunting for future teachers, however, utilising tools such as the Lyford Model, will give students and teachers some comfort in satisfying the needs and expectations of your students, whilst alleviating some of those classroom management headaches. It assists with designing, developing, implementing, reviewing and reflecting upon, your own professional philosophy and classroom management model (Lyons, Ford, Slee, 2014, pp.16).

The first phase of the model is for the planning to take place. Teachers need to know who they are going to teach and what the school approach to learning is. This is the time a teacher needs to understand their students and their needs, something that can only be done through meaningful engagement with sociocultural issues. Interventions for some students might need to be incorporated that align with their philosophy of teaching. Secondly the teacher needs to implement the plan. Introducing, establishing, monitoring and consolidating a CMP can sometimes take longer than a term. Influencing factors can be the maturity of the students, the mix of individual needs, and the ability to implement your plan consistently and systematically. Students can also influence the way the plan is considered (Lyons, Ford, Slee, 2014, pp.15). The third and final stage is to review the plan. The review should be ongoing and modified as part of the learning cycle. This will continually change with your programming of the plan. For early career teachers or pre-service teachers, it is advised to discuss issues with other teachers and/or lecturers and peers, which can help to clarify what parts of the plan need to be changed and affirmed (Lyons, Ford, Slee, 2014, pp.15) The important thing to note, is to always refer back to your original teaching philosophy.

A key to having a successful but consistent class management plan, is to have key strategies that are both proactive and reactive to support it. I need to align these strategies with my own philosophy utilising the resources from Lyford Model. The pro-active strategies are linked to my students’ safety and well-being, whereas the reactive strategies are aligned with challenging students’ behaviours. In order for my teaching philosophy to be an effective tool in class, I need to come up with some positive reactive strategies that will engage all of my students and build an environment that will enhance student learning. Through the below practices, I would be confident of achieving this;


Positive feedback (Lyford Model Component: Relationships and Communication) Reactive Strategy

Effective communication plays a major role in building healthy relationships, in particular to the group of children that I have been lucky enough to teach. It is an intervention type practice that aligns itself with the Goal Centred Theory. Regular feedback provides a key link to maintaining a positive approach to behaviour and the curriculum materials being presented (Lyons, Ford & Slee, 2014, pp.75). As a lot of these children come from backgrounds that inhibit learning and discussion, feedback would be something that would be unheard of before. The only feedback that they would be accustomed to, would be that of negativity. By enhancing positive feedback with all students, the motivation to learn would dramatically increase. They would feel a sense of achievement and feel good about themselves, and the class. Whenever a student provides a response, it is imperative that the feedback given is understood by the student/s. Positive feedback communicates to the students that the teacher is recognising the efforts and progress. (Lyons, Ford & Slee, 2014, pp.75). I have a responsibility to foster students’ sense of self-efficacy and offering positive feedback does this. Positive reinforcements will push students to excel at the highest level, and for some, give them that extra motivation that they might not be getting from home or within the community of Mandurah.

MY TIPS FOR SUCCESS

Provide Feedback Positive feedback enhances

motivation as it ensures children are noticed, have a sense of power in the decision making process, feel respected and are fairly treated

and supported. Something that they may not get at home.

Be Personalised Directed towards a particular person that shows signs of attention seeking,

power, revenge or inadequacies

Be Precise Directed at a specific aspect of

behaviour within the year three group

Be Positive Helping learning, boosting self-esteem

and building confidence and motivation

The 4 P's


NOTE: Remember, feedback, whether positive or constructive, should always be given to help the student/s whether by encouraging or correcting. Teachers must know their students and be aware of which type of feedback works best for each student (Bilash, 2009).

WHY WOULD I ENCOURAGE AND PROVIDE POSITIVE FEEDBACK?

(Spiller, D. 2009)

Building positive relationships in class is fundamental to students learning. Positive feedback is one way to enhance healthy relationships, which in turn promotes positive behaviours in classrooms. This is the first positive practice of the Lyford Model that is directly aligned with my philosophy which promotes a students’ safety and wellbeing in class. In particular to a class of year three students.

Creating Classroom Rules (Lyford Model Component: Relationships and Communication) Proactive Strategy

Creating a list of class rules can be quite daunting for many, but with patience, research and the help of your students, it can be quite satisfying and rewarding. Rules and conduct have to be established immediately within this group and as for most of them, rules and consequences would probably be new to them. Together the students can promote a safe an inclusive environment. Below are some practices that I would use to establish the rules in my classroom from the outset.

To deliver high quality feedback to encourage learners to self-correct

To close the gap between the current

and desired performance

Ensuring that the feedback given has a

positive impact on learning

To encourage interaction and dialogue between teacher and student

To facilitate the development of self

assessment and reflection in learning

To provide choice to the individual

To involve the students in the decision making

process

To encourage positive motivational beliefs

and self esteem

To provide information to

teachers to shape their teaching


• I would start with a list of what I would consider the bare essentials. After thoughtful discussion, I would work with the group of students to create a set of rules of conduct for our classroom.

• Respect for each individual and their property within the classroom. No hitting or stealing etc.

• Laughter is a great tool in class. Laugh with anyone, however do not laugh at someone.

• All students are to be responsible for their own learning• Come to class on time and always hand in assignments on time• Do not disturb students whilst working • Develop a “whole class approach” that encourages everyone to participate in

the decision making process.

Note: Teaming my students up will assist to promote healthy relationships, as per the “Buddy System” discussed across the school policy.

History says, that most teachers agree to only use a select few rules as it will assist the successful learning of the learner and create an orderly environment. If the list is too long or too hard, the students, and teacher will find it hard to remember. Creating and establishing class rules in a classroom is a common type of proactive approach. Again, this is an effective type of communication between teacher and student that will maximise student participation and is closely aligned with my philosophy and the Lyford Model.

WHY WOULD I USE THIS STRATEGY IN CLASS?

WHY

To treat others with

fairness and

kindness To demonstrate appropriate behaviours

To set expectations

and boundaries

To create inclusivity

in the classroom

To maintain control

To create stability

and order


MY TIPS FOR SUCCESS

NOTE: It's also a good idea to post the rules as a reminder and send a copy home with each student

Altering the Classroom Environment (Lyford Model Component: Classroom Organisation) Proactive strategy

Classroom organisation is an essential part of my class management plan that promotes social interaction within the class and is closely aligned with the “cycle of reflexion and plan-implement-review cycle” in the Lyford Model. Warm and well run classrooms begin with the physical layout of the room. It is a pro-active response that teachers need to minimise disruptions. From the arrangement of desks and working space, the attractiveness and appeal of bulletin boards and the storage of materials and supplies. Organising the physical nature of the classroom environment is of fundamental importance to good classroom management (Lyons, Ford & Slee, 2014, pp.94). It sets the stage for a positive classroom ecosystem. The physical settings of any classroom can have a powerful influence on a students’ expectations, attitudes and behaviours (Lyons, Ford & Slee, 2014, pp.94). I will be having prominent displays of my students’ work that will make them feel excited and engaged and feel a sense of achievement. This is extremely important for them, as many children will find this lacking in their own lives and home. This will reflect my teaching style, and will create a learning environment that enhances motivation. Giving our classroom our personal touch will ensure each child will feel they contributed to the design of the room, therefore creating a sense of belonging to the

Only select a few rules

Make your rules as clear as possible

Decide the consequences

with your students

Teach the rules as a

regular lesson. It should be

your first lesson

Discuss each rule

individually and the

rationale behind it.


room. Plants, art, rugs, posters, and maybe some cosy pillows for the reading corner are examples of that (Shalaway, L. n.d). I must be able to easily access materials and supplies, which will eliminate delays, disruptions, and confusion as students prepare for activities. If my classroom is poorly arranged, then students will spend a lot of time waiting — waiting in line, waiting for help, waiting to begin. (Shalaway, L. n.d). This particular type of strategy aligns with my philosophy as it encourages a child to learn through a positive, fun and safe learning environment.

Why alter my classroom environment

MY TIPS FOR SUCCESS

FURNITURE- Before moving furniture, factors including the size of the room and the number of students are to be

considered. - Consider the needs of each

student.- Rows, Groups, workstations are

to be considered-Access and movement of the class

need to be planned

CLASSROOM AESTHETICS- Have a variety of settings within the

classroom- Variations of colour, space and

texture- Have a display of students' work,

photos, hand prints on show to create a feeling of belonging

- Displays to be changed over time to create a fresh feeling in class

ROUTINES AND PROCEDURES- Keep practical routines and

procedures clear, simple and precise.- Once key routines are established,

most students will incorporate it into their daily habits.

- Routines and habits need to be taught from the beginning or during

activities. - Encourage the students to become responsible for housekeeping duties.


Pedagogy (Lyford Model Component: Curriculum, Assessment, and Pedagogy) Proactive strategy

The way I choose to teach can be the difference between having a well-run, well- structured learning environment, as to having a chaotic, ill-disciplined and poorly run classroom. It is important to note, that my teaching style will have massive implication on the dynamic relationships that I will have with my year three’s, which will result in them learning new knowledge and understanding new skills. Through pedagogy it will help me interpret my identity as a teacher and is aligned with the Lyford Model under, “Four positive practices.”

A great teacher will take into account different levels of learner proficiencies. I need to establish these from the outset. The easiest way to do this, is to “know your students.” Knowing their likes, dislikes, interests and skillsets. This will help me choose course outlines and topics, how the class is organised, how groups are organised and any adjustments that need to be made for individual needs. An open communication with families and student carers will provide a great insight, as will observing how and with whom, students spend free time in the playground (Lyons, Ford & Slee, 2014, pp. 72). This is explicitly outlined in my philosophy and is a pro-active approach to learning, which may take more than a term to master across the schooling year.

Practice will be a major strategy for students in my class. For any student to achieve fluency in a task, it is vital that he/she has the opportunities to practice. Practice can be in the form of practical application or verbal rehearsal, but often most teachers will introduce both (Lyons, Ford & Slee, 2014, pp. 72). As accuracy increases, so too does the pace of performing a task. It is important to note however, the way in which I will assess students and provide feedback will have a direct impact on how each student will see themselves as a valued member of my class. This needs to be practiced as a teacher if I want to encourage all of my members to feel as though are active members of my classroom community.

The overall goal of my teaching is to manage student learning so that attention is given to academic learning, social interaction and the promotion of positive behaviours within our classroom. All of which are outlined throughout my philosophy.


HOW CAN I IMPROVE MY PEDAGOGY?

Reflection: (Lyford Model Component: Professional Reflexivity) Reactive Strategy

The emphasis of the Lyford Model is to develop a classroom and school community where every student feels he/she belongs, and where every teacher feels a sense of professional satisfaction and accomplishment (Lyons, Ford & Slee, 2014, pp. 107). This is exactly what I am striving for as a teacher and reflecting on past experiences, or referring back, will aim to deliver this. Reflecting is an essential part of any class management plan and is subject to my cycle of reflexion and plan-implement-review cycle. My reflection has to be entirely truthful and honest to appraise my beliefs and actions. The aim of reflection is to be my own practitioner that empowers me to examine those beliefs and values about behaviours, and in particular, my philosophy. As Lyons, Ford and Slee discussed in, Classroom Management, there are three reasons as to why I should be vigilant about my philosophy on classroom management. The first, recording and tracking my growth as an early career teacher should be a daily practice. This will continually contribute to my personal portfolio. It will give me insights as to what I did well, what could have been done better and the style of teacher I am, and are becoming. Secondly, classroom management has become one of the major concerns for teachers. Without the use of reflection, the art of mastering misbehaviour will continue to concern teachers for some time. As a teacher of year three’s, I have to ask myself the four questions that are outlined below. The third and final stage is for myself to frequently round up support in establishing and developing the skills necessary to control classroom management.

Accommodate different levels of

learning

Review the quality of teaching and

learning

Review task relevance,

achievability and success

Discuss feedback values and

expectations

Self efficacy and motivation


Interventions need to be carefully managed to manage and improve individual students’ inappropriate behaviours.

Intervention type practices include,

STEP ONE (IDENTIFY THE GOAL): Teachers feelings and responses encourage or discourage student participation

STEP TWO (BREAK CYCLE OF FIRST REACTION): Stop doing what I would normally do. Enhance motivation by continually adapting new task and skills.

STEP THREE (DISCLOSE THE GOAL): Be sensitive when goals are discussed. Each child will have different views on a goal and how to set and reach them.

STEP FOUR (ASSERT SOCIAL REALITY): What is going to be the impact on myself and the students with social misbehaviour?

STEP FIVE (CHOICES): Always give my class choices and give them the power to make decisions based on their feelings.

STEP SIX (ESTABLISHING LOGICAL CONSEQUENCES): Always ensure that the punishment fits the crime. Give the group a say on what acceptable consequences and what’s not.

The need for continuing and thorough reflection is paramount to any classroom, and considering I would be teaching a class of year three’s, it becomes evident more than ever. If I can find ways to better myself, then this can only be a benefit for the students I teach. Building positive relationships with and between members of my school community, students and peers, is a precondition to creating positive and most of all, safe learning environments, that will underpin my continual striving to be an effective and compassionate teacher.

WHAT SHOULD I REFLECT ON?


CurriculumWhat have I

been teaching this group of

year three's. Has it been

releavant to meet their

needs?

How have I been teaching?

In what ways have I been

teaching these children. Does it suit their age?

Student Behaviour

How have my students been

approaching the task? How are

they interacting and engaging?

AssessmentHave my

evaluation processess been

effective? Are the student outcomes

aligned with my teaching style?

The classroom management plan that I have put together focuses on the needs of every student and will create a positive, but most of all, an inclusive and safe environment. Every class will have its great deal of headaches, but through this guide, will help any teacher face them head on. It promotes cooperative learning and enhances student’s feelings and wellbeing, whilst at the same time, sets a list of expectations that each child will become accustomed to. These list of proactive and reactive strategies are only the tip of any iceberg, but will be an effective tool for any teacher that experiences behaviour problems in any setting. It was a pleasure to be part of an incredible unit that has given me my own set of beliefs, values and flexibility, which can be transformed into my own class upon graduation.

REFERENCES:


Australia. Department of Health. Kids Matter. (2016). Effective discipline in the classroom. Retrieved from https://www.kidsmatter.edu.au/families/about-behaviour/discipline/applying-effective-discipline-classroom-suggestions-teaching

Banner, T. (2016). EDN358: Lecture One-Creating Effective Learning Environments. Murdoch University.

Bilash, O. (2009). Offering Students Feedback. Retrieved from http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/feedbackstudents.html

Clifford, M. (2011). 20 Collaborative Learning Tips and Strategies for Teachers. Retrieved from http://www.teachthought.com/uncategorized/20-collaborative-learning-tips-and-strategies/

Duchesne, S., McMaugh, A. (2016). Educational Psychology: For Learning and Teaching. 5th Edition. Sydney, Australia: Cengage Learning Australia.

Fergerson, M. (2013). Praise: What Does the Literature Say? What Are the Implications for Teachers? 14(2), 35-39.

Guardino, C., & Fullerton, E. (2010). Teaching Exceptional Children: Changing Behaviours by Changing the Classroom Environment, 42(6), 8-13.

Harris, B. (2009) Why Do Students Misbehave? Retrieved from www.bryan-harris.com

Higgins, S., Hall, E., Wall, K., Woolner, P., McCaughey, C. (2005). The Impact of School Environments: A literature review. E-Journal of the Centre for Learning and Teaching School of Education, Communication and Language Science. (1-47). Retrieved April 11 from the Design Council. University of Newcastle.

Kratochwill, T., De roos, R., Blair, S. (2016). Classroom Management. Retrieved from https://www.apa.org/education/k12/classroom-mgmt.aspx


https://www.apa.org/education/k12/classroom-mgmt.aspx

http://www.bryan-harris.com/

http://www.teachthought.com/uncategorized/20-collaborative-learning-tips-and-strategies/

http://www.teachthought.com/uncategorized/20-collaborative-learning-tips-and-strategies/

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/feedbackstudents.html

http://www.educ.ualberta.ca/staff/olenka.bilash/best%20of%20bilash/feedbackstudents.html

https://www.kidsmatter.edu.au/families/about-behaviour/discipline/applying-effective-discipline-classroom-suggestions-teaching

https://www.kidsmatter.edu.au/families/about-behaviour/discipline/applying-effective-discipline-classroom-suggestions-teaching

Lyons, G., Ford, M., Slee, J. (2014). Classroom Management: Creating Positive Learning Environments. 4th Edition. Sydney, Australia: Cengage Learning Australia.

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http://education.ufl.edu/behavior-management-resource-guide/2014/07/14/cognitive-behavioral-strategies-in-the-classroom/

http://education.ufl.edu/behavior-management-resource-guide/2014/07/14/cognitive-behavioral-strategies-in-the-classroom/

EDN 358: Assignment 2 Bradley Lee:...

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