EDN358 ASSIGNMENT 2 – JOSHUA ATKINSON (32479937)

PART A- PHILOSOPHY: CRITICAL IDEAS THAT APPLY TO THE CLASS SELECTED

INTRODUCTION:

Throughout the teaching profession, teachers will experience many different and challenging situations. These situations will be dealt with by teachers most effectively if they have acquired a sound catalogue of knowledge based classroom management strategies and interventions. Classroom management strategies refers to the wide variety of skills, techniques and interventions that teachers use to keep students organised, focused, attentive, on task, and academically productive during a class to best suit the individual student and the students as a whole class (The Glossary of Education Reform, 2014). Through in-class experience and solid research, teachers should attain a reasonably large catalogue of various management strategies in order to confront the different scenarios that can occur within the life of a teacher. Throughout this assignment, I have constructed a classroom management philosophy along with a classroom management plan that I believe best caters for the age group targeted as well as catering for the needs of the students.

CLASSROOM MANAGEMENT & THE CURRICULUM:

Picture Retrieved From: EDN358 - Lecture One

• Ensure we as teachers include all the different elements and capabilities of the Australian Curriculum within our Classroom Management

• Australian Curriculum and our Classroom Management collaboratively aim to create successful learners that are confident, creative and actively informed citizens of society

• Teachers must provide a positive and effective classroom management environment to allow for this to occur

CONTEXT OF THE CLASSROOM:

Primary School Setting: I have been appointed as the teacher of a 3/4 class in a rural and remote area. The area is known for its high crime rate, particularly, domestic violence. The attendance rates to class fluctuate from 40% to 70%. I have recently volunteered coaching within the area prior to my appointment and have come to meet some of the students and their parents/families. Access to the internet and educational recourses is limited. My class is formed by 16 students, with 8 girls and 8 boys. Among these students:

- Students possess a wide range of academic skills - Two of my male students have been identified as showing externalised

behavioural issues (eg. aggression) - 2 students are multicultural but don’t have any issues with the English

language - Student share a large interest in sports

FACTORS THAT MAY IMPACT LEARNING:

Year 3/4 can be a challenging time for both the students and the teacher as many various factors can come into consideration and make a severe impact on the students schooling experience and potential abilities. Some factors that may impact these learnings are:

• Year ¾ students are developing language and social skills (ie Communication)

• Environmental factors (ie Home life of domestic violence or crime can provoke bullying or other behavioural issues to occur during school time and can be a major influence of poor classroom attendance) this can also impact the students emotional wellbeing.

• Students at the age of eight and nine (year ¾) show a minimal level of independence and can often be quite shy and introverted.

• The lack of resources can reduce engagement and participation amongst classroom activities.

Pedagogical techniques required within this context:

• Ensuring the learning environment is supportive, encouraging and productive at all times.

• Adopting a democratic approach to teaching. • The learning environment provides students with engaging and authentic

cooperative learning tasks.

• Acknowledgement of students’ needs, backgrounds, perspectives and interests.

• Promote learning that connects strongly with the outside community and practice beyond the classroom.

MY CLASSROOM MANAGEMENT PHILOSOPHY:

Throughout my experience at schools, I have found that several factors can cause a serious dilemma and setback towards the individual’s learning, and perhaps the entire classroom’s learning. As a future primary teacher, I believe that each of my students deserves the opportunity to learn in an environment that is not only supportive and inclusive, but an environment that is also disruption free. I believe that classroom management plays such a pivotal role in regards to the learning environment and how students learn. Of course, teaching is not a simple profession and issues can and will arise throughout most teaching careers, however, through monitoring and facilitating classroom management efficiently, disruption and misbehaviour should pose little to no threat towards the students learning. Through exercising a democratic approach alongside psychoeducational principles I believe I can create an effective learning environment that not only caters for effective learning to occur, but also reduces student disruption and misbehaviour. This effective learning environment can be achieved through implementing key classroom management strategies such as; formatting classroom rules, praise (encouragement) and cooperative learning.

The role of the teacher can fluctuate constantly; however, maintaining a classroom manager approach should always be present as classroom management will occasionally need altering to improve learning conditions. Through utilising classroom management effectively, this creates consistency and structure within the classroom, which in turn can impact student’s motivation, engagement and participation in a positive manner. I believe that the role of the teacher, first and foremost, is too provide students with the essential education and knowledge that is required to become active participants within society that not only improves the world we live in, but pushes each student to achieve their very best. I’d like to believe that once my students graduate from school, they are equipped with the knowledge essential for life outside of school along with the understanding and recognition of what behaviour is acceptable within our society and what is not.

“Every child should have a caring adult in their lives. And that's not always a biological parent or family member. It may be a friend or neighbor. Often times it is a teacher.” - Joe Manchin (Lecture 1: EDN358)

PART B – PRACTICE: CLASSROOM MANAGEMENT PLAN

CLASSROOM MANAGEMENT PLAN

This classroom management plan is set to minimalize any behavioural issues and disruptions throughout my class of year ¾ students. Through understanding and observing the many factors that can potentially influence poor behaviour, this CMP includes both proactive and reactive strategies that are designed to both reduce those issues as well as aligning with my classroom management philosophy.

1. Encouragement (Positive Feedback, Praise) – Proactive Strategy

The use of encouragement and positive feedback is important in the context of creating a positive classroom environment. Using encouragement in the classroom can motivate students to continue and improve on learning tasks. Students who are encouraged throughout school tend to develop a stronger self-motivation and pride in their work because the encouragement focuses on what they are doing well, not what the teacher thinks about their work. Students look to teachers for approval and positive reinforcement, and are more likely to be motivated about learning if they feel their work is recognised and valued. Positive feedback is often a great example of encouraging a student also. Rather than focusing on purely the negatives of a student’s work or development, teachers can utilise positive feedback to encourage the students to continue trying whilst pushing them onto the right track. Based on mutual respect and on focusing on a person’s strengths rather than weaknesses, the tools of encouragement are essential for creating a motivating learning environment. As more educators are discovering, encouragement and positive feedback are key elements in improving our schools.

As the emotional wellbeing of my students is always a concern for me as their teacher, I strive to make the schooling experience for all of my students a positive

KEY STRATEGIES THAT BEST ALLIGN WITH MY PHILOSOPHY & CATER FOR STUDENTS

NEEDS

FORMING & ESTABLISHING CLASSROOM RULES

ENCOURAGEMENT (POSITIVE

FEEDBACK) COOPERATIVE

LEARNING

TIME OUT FOR POSITIVE

REINFORCEMENT

ALTERING THE CLASSROOM

ENVIRONMENT

one. Along with my classroom management philosophy, I always want to push and challenge my students to achieve their very best. If I notice a student working their hardest but their work is below standard, id ensure that they know that I am proud of them trying hard, and id assist them onto the right track through using positive feedback. Stating something that is positive about their work, followed up by a constructive comment that highlights the theoretical issues with their work but in a helpful and encouraging manner. With the negative home lives of some of my students, some students may have never experienced a simple “well done” or “great work”. Perhaps using encouragement and praise could change a students view on schooling all together and ultimately make a substantial impact on their lives.

Why implement this strategy?

WH

Y I W

OU

LD U

SE E

NC

OU

RA

GEM

ENT

&

POSI

TIVE

FEE

DB

AC

K

MOTIVATE STUDENTS TO LEARN

DEVELOP A SAFE AND RESPECTFUL CLASSROOM

DECREASE POOR BEHAVIOUR

DEVELOP LEADERSHIP

GAIN RESPECT FROM STUDENTS

BUILD ON STUDENTS SELF ESTEEM

HELPING CHILDREN EVALUATE THEIR OWN EFFORTS & GOALS

INCREASE ACADEMIC ENGAGEMENT

How will I Implement this strategy?

Critical Idea’s/Factors Targeted by Implementing this Strategy:

• Environmental Factors: School environment becomes more positive and can influence student’s emotional wellbeing.

• Engagement and Motivation: Students that are praised and encouraged can find themselves more motivated to learn. (This can also impact the attendance rate at school in a positive manner)

Lyford Model Component: Relationships & Communication

2. Forming & Establishing Classroom Rules – Proactive Strategy (can be used as an Intervention)

Applying classroom rules is one of the most common and effective classroom managers. Implementing classroom rules helps create a predictable atmosphere that limits classroom disruptions and encourages students to practice self-control. It is essential that at a young age, students are taught that it is their responsibility to make appropriate choices and that they will be held accountable for their actions. With different settings and different schools, they often come with varying in-class expectations. This is why, at the beginning of a school year, students are often unsure about new teachers expectations. To assist the students in becoming more comfortable and cooperative, the early establishment of classroom rules and behavioural standards is fundamental (Lyons, et. al, 2014, pp. 88). Teachers may decide to establish rules by themselves or allow their students to assist in creating them as a whole class. Teachers who involve their children in the rule making process contend that students are more likely to follow them (Davies, 2007). Classroom rules should aim to be reasoned, achievable, logical, purposeful, explicit, measurable and age appropriate (Lyons, et. al, 2014, pp. 88). For the rules to coincide with these elements they should meet a need or purpose, make sense to students and be able to be followed by students. However, it is important to remember that the rules and consequences need to address behaviours that may interfere with classroom learning. Students are to be guided through the regulations

MAKE POSITIVE

COMMENTS

BE HONEST AND REAL

USE OF CERTIFICATES, STICKERS OR OTHER PROPS

UPBEAT & POSITIVE ATTITUDE

IGNORE THE WRONG,

APPLAUD THE RIGHT

SMILE

that are set and understand how to tell they are getting it right not just when they are getting it wrong (Lyons, et. al, 2014, pp. 89). As a democratic teacher, I would establish the classroom rules in conjunction with my students. As behavioural issues such as aggression are frequent within my classroom, it is important to construct intervention practices that counter these issues and discuss with the students and their opinions on what they believe the correct ‘consequence’ is for such behaviours. As the home environment of some of my students can be quite poor, students can lack discipline and may be challenging when applying classroom rules. By discussing and creating these rules as a whole, students would be more willing to participate. More importantly, as my classroom philosophy states that I strive to create a learning atmosphere that is both safe and engaging at all times, I don’t think this is possible without the formation of classroom rules. In essence, classroom rules are essential in order for my classroom management philosophy to become reality.

Why implement this strategy?

LIMIT CLASS

DISRUPTION

TO DEVELOP

STUDENTS SELF MANAGEMENT

SKILLS

TO DEVELOP

STUDENTS SELF

DISCIPLINE

WHY WOULD I IMPLEMENT

CLASSROOM RULES?

TO IMPROVE STUDENTS

BEHAVIOURAL ISSUES

TO SET EXPECTATIONS &

BOUNDARIES (MAINTAIN ORDER)

HELP CREATE A POSITIVE &

PREDICTABLE LEARNING

ENVIRONMENT

How will I Implement this Strategy?

Critical Idea’s/Factors Targeted by Implementing this Strategy:

• Environment factors: As the classroom designates rules and procedures to follow when in class, this sets structure and consistency in what you expect from the students for the entire school year. As students in my class lack discipline and rules during their lives away from school, I believe it is fundamental to implement classroom rules and boundaries sooner rather than later to prepare students for life amongst society (recognition of what is acceptable and what is not)

Lyford Model Component: Classroom Organisation

3. Cooperative Learning (CL) – Proactive Strategy CL is a classroom management tool that aims to develop student’s social skills, along with developing responsibility, questioning, effective communication, trust, leadership and self-management (Lyons, et. al, 2014, pp. 79). CL is commonly identified as students working in groups or pairs to collectively complete a task. These tasks focus on student’s developing their understanding of the learning topic whilst engaging with one another. Students who have a superior understanding of the targeted concepts can provide assistance to other students that are struggling (Lyons, et. al, 2014, pp. 79). Weaker students working individually are more likely to give up when they get stuck, however, working cooperatively can motivate them to keep going (Fielder, Brent. ND). The CL strategy can be recognised as a proactive strategy as it purely focuses on developing student’s social and academic skills in a practical and hands-on matter.

HOW I CAN IMPLEMENT

CLASSROOM RULES

MAKE RULES CLEAR & EXPLICIT

RULES ADDRESS

BEHAVIOUR THAT MAY

INTERFERE WITH CLASS

USE FEW RULES (NOT TO

MANY)

GUIDE STUDENTS THROUGH EACH

RULE

REINFORCE RULES WHEN

NEEDED

ENSURE RULES ARE REASONED,

ACHIEVABLE, LOGICAL AND PURPOSEFUL

NEGOTIATE RULES AND

CONCECUENCES WITH STUDENTS

It’s essential whilst utilising CL to ensure that all activities provide both group goals and individual responsibility. CL also provides a more engaging approach of learning, as students are accountable for group success. If one person in the group slacks off, the entire group suffers. Jenkins (2003) and Johnson (2003) both provide strong evidence that supports CL and describes it as a valued organisational strategy for teaching social skills, responsibility whilst focusing on academic content (Lyons, et. al, 2014, pp. 79).

As my students are aged eight and nine years of age, their communication and social skills are quite underdeveloped and my job as a teacher, is to provide students with the opportunity to develop these communication skills. My classroom acquires a wide range of academic skills and by using this strategy, it can encourage the more able students to assist the students that are struggling. Cooperative Learning is also a key element in my classroom management philosophy, as I believe that social skills and communication skills are essential for life outside of school. To ensure students are equipt with the knowledge and skills that they require to function among society, strategies such as CL must be applied throughout my classrooms.

Why implement this strategy?

Develop student's social skills

Enhance student responsibility

Students gain leadership qualities

Ability to view situations from

others’ perspectives

Improved high-level reasoning

and critical thinking

Gain positive and supportive

relationships with peers

Engaging learning Group Identity (Teamwork)

Advanced students assist

weaker students

Students gain motivation to

participate

How will I Implement this strategy?

Critical Idea’s/Factors Targeted by Implementing this Strategy:

• Environmental Factors: School environment becomes more positive as communication and teamwork are required whilst utilising CL. Friendships are created and social skills are developed.

• Engagement and Motivation: Students working in a collaborative environment can feel more obliged to participate and engage with the task as CL is targeted to ensure group members are demonstrating active participation. No student wants to let their team/group down, so this encourages participation from all (This can also impact the attendance rate at school in a positive manner)

• Social Skill Development: Through utilising CL, social and communication skills are being demonstrated and improved accordingly.

• Introverted behaviour and “Shyness”: CL can diminish introverted behaviour from socially shy students. From gaining experience from group collaboration, this behaviour will slowly reduce if CL is used correctly and efficiently.

Lyford Model Component: Relationships & Communication

4. Time Out For Positive Reinforcement – Intervention Practice

Time out from positive reinforcement is a exclusion teaching strategy that focuses on the removal of a student/s for a period of time to confront misbehaviour and disruption within the class (Lyons, et. al, 2014, pp. 158). This strategy provides students with the chance to calm down, work through feelings and construct a plan to better their behaviours. It is essential for teachers to understand that this practice should not be looked at as a punishment, but more a constructivist approach that is purely beneficial for the student. If seen as a punishment, it may heighten conflict

Plan/ Structure groups or pairs before class

Set clear expectations about procedures

Maintain a guiding & facilitative role

Allow students to share responsibility of learning

Focus on academic and social purposes

Designate roles to students

Monitor students

Whole class discussion and instruction

and negative behaviours from students and is why teachers should be clear in terms of the purpose of using time out (Lyons, et. al, 2014, pp. 221). Negotiation and implementation of behavioural contracts between the student and teacher can be used once the student returns to class to set out positive behavioural goals and expectations.

There are various ways and structures in which teachers can use to set out a time out management system within their classroom. For example, some teachers may have a designated section for students to sit in that is away from other desks and away from other students. Where as other teachers may place these students in another class (usually an older year group with little behavioural issues) as the class can be used as an example for positive behaviour. Teachers can model a positive environment when greeting the student back into class whilst providing support along with clear instructions for the student. Other students must also understand the importance and significance of implementing positive peer modelling once the student returns to class to develop a positive classroom environment. Typically, as a democratic teacher, proactive strategies are preferred. However, with students displaying aggression and behavioural issues at different stages, this strategy I believe is the logical and rational consequence for such behaviours. Of course, this strategy would work in tandem with the classroom rules and procedures that are discussed and agreed upon during class.

Why implement this strategy?

SETS BOUNDARIES & EXPECTATIONS

DEVELOPS SELF MANAGEMENT

MINIMISE CLASS DISRUPTION

ENRICH A POSITIVE

ENVIRONMENT

IMPROVE STUDENTS BEHAVIOUR

How will I Implement this strategy?

Critical Idea’s/Factors Targeted by Implementing this Strategy:

• Environmental Factors: By utilising this strategy, the disruptive student/s are removed to improve the learning environment for others. Once student/s return from their time out period, expect improvement on behaviour and reduction in disruption.

• Participation & Engagement: Once the student/s is removed, other students will be given to opportunity to participate and engage within the learning task without disruption.

Lyford Model Component: Intervention Practices

5. Altering Classroom Structure & Environment – Proactive Strategy Organisation of classroom structure and environment is key to implementing good classroom management. The setting of a student’s classroom has the power to influence student’s expectations, behaviour and attitudes (Lyons, et. al, 2014, pp. 94). The physical arrangement and features of the classroom environment, such as seating arrangements, lighting, organisation and classroom presentation can influence students’ behaviour and attention to academic tasks (Fullerton & Guardino, 2010; Schilling & Schwartz, 2004) Multiple theorists over time have theorised that the physical classroom environment should facilitate security, provide social opportunities, teacher/student interaction and provide the opportunity for growth and pleasure (Lyons, et. al, 2014, pp. 94). These physical settings feature within my classroom management philosophy as they create a set of expectations in regards to socially acceptable behaviours.

CHOOSE EITHER A EXCLUSION OR NON EXCLUSION METHOD

OF TIME OUT

KEEP TIME OUT IN A QUIET LOCATION & AWAY FROM OTHER

STUDENTS

UNDERSTAND THE PURPOSE OF TIME

OUT AND PLAN ACCORDING TO THAT

(NOT NEGATIVE)

BE CLEAR IN EXPRESSING

EXPECTATIONS AND INTRUCTIONS

KEEP TIME OUT BRIEF

ASK QUESTIONS/ FEEDBACK (WHAT

DO YOU THINK YOU CAN IMPROVE ON?)

As a primary teacher, it is ideal that you create a physical environment that caters to all these elements, however, understanding or noticing that the existing classroom structure is not catering to those elements is just as important. Whether it is the way the classroom is set up in terms of groups, the feel of the class or perhaps the psychological vibe within the classroom, it is essential that change is implemented to best suit the students learning and the way in which you teach. If change is not implemented, behavioural issues between students are likely to arise along with a lack of participation on tasks. To best cater for my year 3/4 ‘s, frequent alteration in terms of environment and structure may be necessary to “change it up” and avoid keeping the class too predictable. As I want my students to cooperate and communicate with everyone in their class, slight changes of seating plans would be implemented to cater for this. As my students collectively share an interest in sports, I would ensure sporting related photo’s would decorate parts of the classroom and use sport players as role models for the students. If behavioural issues do arise however, prompt adaptation towards the classroom structure and environment will be looked and actioned upon.

Why implement this strategy?

How will I Implement this strategy?

TO IMPROVE THE

CLASSROOM ENVIRONMENT

MAXIMISE PARTICIPATION

IN CLASS

MINIMISE STUDENTS

MISBEHAVIOUR

SUPPRESS DISRUPTIONS

DURING CLASS

Observe

• What/where/when are behaviours occuring? • Can students work effectivley? • Are students working cooperatively? • Does the current classroom structure cater for the following elements? (facilitate security, provide social opportunities, teacher/student interaction, provide the opportunity for growth and pleasure)

Modify

• Provide personal space for students •  Analyise seating arrangements/groups •  Modify climate (eg. temperature, lighting) •  Ensure clear pathways for students to walk to and from desks safetly

Follow-Up

•  Are the modifcations you have made been effective? •  Am I modifying consistantly? •  Do any need changing? •  Do I need to implement any more?

Critical Idea’s/Factors Targeted by Implementing this Strategy:

• Communication Skills: Altering the classroom setup could mean students are seated next to newer students who aren’t familiar with each other. From that, students can gain experience on communicating with unfamiliar people and can develop these essential life skills.

• Environmental factors: Altering the classroom environment to improve the learning experience for all.

• Engagement: Altering the classroom structure or setup can keep the class environment “fresh” when altered correctly. Students don’t necessarily want to be seated next to the same person all year, sometimes slight alteration of the structure and setup could be the difference between active participation and not.

Lyford Model Component: Classroom Organisation

PART C – THEORY

Through out week two “Frameworks to view student behaviour”, we discovered that

PRACTICES CHOSEN WITHIN CMP

COOPERATIVE LEARING

TIME OUT FOR POSITIVE

REINFORCEMNT

ALTERING CLASSROOM STRUCTURE

FORMING CLASSROOM RULES

ENCOURAGEMENT

LINKS TO TOPICS THROUGHOUT

EDN358

TOPIC 4: "STRUCTURING A

POSITIVE LEARNING ENVIRONMENT PART

1)"

TOPIC 8: "STRATEGIES FOR STUDENTS WITH CHALLENGING BEHAVIOUR"

TOPIC 5: " STRUCTURING A

POSITIVE LEARNING ENVIRONMENT (PART

2)"

TOPIC 5: "STRUCTURING A

POSITTIVE LEARNING ENVIRONMENT (PART

2)

TOPIC 3: "KNOWING STUDENTS AND MEETING THEIR

NEEDS"

SPECIFIC READINGS OR ACTIVITES

TARGETING PRACTICE

"IMPROVING INTERACTION &

PARTICIPATION:LEADERSHIP DEVELOPEMET IN A

COLLABORATIVE CLASSROOM" - PGS 25-29

"CLASSROOM DISCIPLINE &

MANAGEMENT" - H.C. EDWARDS (2008)

"CLASSROOM MANAGEMENT" - G. LYONS (2014) PG 94

"DEVELPOING CLASSROOM RULES"

www.educationworld.com/a curr/

strategy040.shtml

"CLASSROOM MANAGEMENT: CREATING

POSITIVE LEARNING ENVIRONMENTS" - G.

LYONS (2014) PGS 66-88

there were multiple classroom management theories that can be classified into three groups being; psychoeducational, cognitive behavioural and behavioural. Through constructing a classroom management philosophy and plan, many key concepts discussed have been underpinned by psychoeducational theories, specifically the goal centered theory. A psychoeducational theory focuses on the needs of the students and that behavioural issues can be attempts to have these needs met (Lyons, 2014). When attaining a psychoeducational theory, teachers aim to create learning environments which best meet these needs.

As my philosophy and CMP is centered around establishing an effective classroom learning environment whilst encouraging communication and cooperative learning to occur, the goal centered theory and my classroom management philosophy share similar characteristics and principals. The goal centered theory (GCT), which is based on the work of Rudolf Dreikurs, requires teachers to seek out needs-based explanations for why their students are motivated to misbehave and to then negotiate ways for these needs to be met (Lyons, 2014). The goal centred theory focuses on student’s feelings, thoughts, relationships and behaviours through implementing a classroom environment that is consistent, considerate, responsible and engaging at all times (Lyons, Ford, Slee, 2014, pp. 23-24). GCT stresses the importance for teachers to look beyond student’s misbehaviour and rather determine why students are doing so. GCT also challenges teachers to take on a democratic approach as opposed to a dictative or permissive approach. Teachers using the GCT strive to create a learning environment in which meets the students needs (Lyons, et. al, 2014, pp. 23)

PSYCHOEDUCATIONAL APPROACH

- Acknowledging that all

students have needs - Misbehaviours are attempts

to have needs met - Manipulation of classroom

environments in order to have needs met

A quote brought upon from a lecture within topic three (creating and managing learning environments) highlights the importance of the environment that each school provides;” When students feel they are valued members of the school family, the school becomes more effective at fostering all aspects of their development intellectual, social, and moral”(Schaps & Soloman, 1990. pp 38). Through establishing mutual respect and valuing between the teacher and student, this can be seen as a positive practice of the goal centered theory. Throughout topics four and five within this unit, I have discovered that it is important to include practices that are not only safe to implement, but are also both proactive and reactive. Simply applying just proactive strategies not only can be inefficient when dealing with difficult situations, but can also be dangerous. Applying both specific practices that are both proactive and reactive can provide the teacher with consistent balance and comfort, that should a situation arise, the teacher has multiple plans and implementations they can put in place.

I believe that the classroom management plan I have created to cater for my year ¾ students, has a succinct level of democratic teachings that promote cooperative and engaging learning to occur with a backbone of expectations and boundaries that the students are aware of. This unit has clearly made an impact on my future teachings and the way I view classroom management. As a future teacher, these proactive and reactive strategies mentioned among my CMP will provide me the flexibility and liability in order to best create my ideal classroom.

REFERENCES

Banner. T (2016) EDN358: Lecture 1- Creating Effective Learning Environments. Murdoch University.

SIMILARITIES BETWEEN

GCT AND MY CMP

DEMOCRATIC TEACHING

STYLE

NEGOTIATION

TO IMPROVE STUDENTS

BEHAVIOURAL ISSUES

ECOURAGING & MOTVATING STUDENTS

PROVIDE STRUCTURE & CONSISTANCY

AIMS TO MEET STUDENTS

NEEDS

Callahan, K. Rademacher, J. Pederson-Seelye, V (1998) How Do Your Classroom Rules Measure Up? Guidelines for Developing an Effective Rule Management Routine. Pp 284-289. Retrieved From: http://isc.sagepub.com/content/33/5/284.full.pdf+html

Cosgrave, C (2008) Time Out Procedures. Retrieved From: http://www.educateautism.com/time-out.html

Davies, L (2007) Elementary Classroom Rules and Management. Retrieved From: http://www.kellybear.com/TeacherArticles/TeacherTip72.html

Driscoll, A. Hitz, R (1989) Praise in the Classroom. Retrieved From: http://www.ericdigests.org/pre-9213/praise.htm

Dunlap, G. Fox, L. Hemmeter, M. Strain, P (2004) The Role of Time-Out in a Comprehensive Approach for Addressing Challenging Behaviours of Preschool Children. Retrieved From: http://csefel.vanderbilt.edu/briefs/wwb14.pdf

Evans, T (2005) The Tools of Encouragement. Child and Youth Care Network. Retrieved From: http://www.cyc-net.org/cyc-online/cycol-0205-encouragement.html

Guardino, C. Fullerton, E (2010) Changing Behaviours by Changing the Classroom Environment. Pp 8-13. Retrieved From: http://www.uvm.edu/~cdci/best/pbswebsite/Resources/ChangingBehaviors.pdf

Kostewicz, D. Ruhl, K. Kubina Jr, R (2008) Creating Classroom Rules for Students with Emotional and Behavioural Disorders: A Decision-Making Guide. University of Pittsburgh. The Pennsylvania State University. Retrieved From: http://www.pent.ca.gov/cdr/f10/classroomrules.pdf

Lyons, G. Ford, M. Slee, J. (2014) Classroom Management: Creating Positive Learning Environments (4th Ed). Victoria, Australia: Cengage Learning Malone, B. Tietjens, C (2000) Special Services in the Schools: Re-Examination of Classroom Rules. Ball State University. Retrieved From: http://www.tandfonline.com/doi/pdf/10.1300/J008v16n01_11

Miller, A. Cunningham, K (2011) Classroom Environment. Retrieved From: http://www.education.com/reference/article/classroom-environment/

Simonsen, B. Fairbanks, S. Briesch, A. Myers, D. Sugai. G (2008) Evidence Based Practices in Classroom Management: Considerations for Research to Practice. Retrieved From: https://www.questia.com/library/journal/1G1-183874069/evidence-based-practices-in-classroom-management

Teach (2009) Motivating Students. Retrieved From:http://teach.com/what/teachers-change-lives/teachers-motivate The Glossary of Education (2014) Classroom Management. Retrieved From: http://edglossary.org/classroom-management/

Wolf, T. McLaughlin, T. Williams, R (2006) Time Out Interventions and Strategies. Gonzaga University. Pp 22-27. Retrieved From:http://files.eric.ed.gov/fulltext/EJ843616.pdf