STEVE TWIGG

EDN 568_CLASSROOM MANAGEMENT PLAN

Classroom Management Plan

Philosophy
I believe that classroom learning is facilitated primarily through effective
use of reciprocal communication. Such communication is supported by an
environment where students feel safe to share their ideas and contribute
to their personal educational experience. For this to succeed, students
require motivation to engage with the lessons, with me, and with others in
the belief that good teaching depends upon enjoyable and relevant
intellectual exchange. The execution of every aspect of this structured
environment must also be sensitive to the students back- grounds and
goals, aiming to connect with their personal experience. If these aspects
are delivered in a exible way, responsive to the unique atmosphere of a
given class, successful learning is inevitable.
A pedagogic philosophy such as mine demands a highly interactive
teaching style. I view my role as the facilitator for this process. I will
ensure that I design a framework in which learning can take place, and
then stimulate and nurture the students' development. At every stage of
the learning process, I will provide assistance in terms of knowledge,
techniques, and encouragement. I will consciously engage students in
discussion, or direct them into dialogue with each other. My teaching will
be structured around the students needs, rather than the requirements of
a particular learning outcome.
As a classroom teacher I will provide the following:

A safe environment conducive to learning,

Knowledge and techniques that facilitate student success in

achieving their personal goals

Opportunities, feedback and assistance that will help them learn,

and
Motivation to be successful both in both their studies and in their
lives.

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EDN 568_CLASSROOM MANAGEMENT PLAN

I wish for the teaching strategy described in the statement above to be

enacted with respect and a genuine interest in the lives of all my students.
Children are especially attuned to the way in which others perceive them. As
such, by using every opportunity to reinforce the students own self-worth
and their inherent value to society, I hope to develop their strengths whilst
at the same time ameliorate their weaknesses.

Learning context
I am directing my studies toward working with middle to upper primary
school students in years four to six. I would be happy to remain in the
Pilbara for a short time however my goals include working in the remote
Northern Territory or Kimberley region. Either location will require me to work
in small schools with a high proportion of Indigenous students. Such schools
are often difficult to staff and are categorised as disadvantaged due to socioeconomic factors and extreme isolation. The classes are often mixed due to
low numbers therefor exibility of delivery and broad contextual work with
integrated scaffolding will be required.

Classroom layout
Flexibility and multi-purpose are key themes in my classroom layout. Ideally,
my classroom will include a lounge area with some soft furniture as well as
super soft carpet and mats. This area would function as a reading space or a
space for free time and informal instruction. I will include a large mat directly
in front of the smart board to ensure close attention during detailed
instruction. This area can also be used for group work or movement
exercises and as an easy thoroughfare to access all desks. The desks are set
for small groups but are constructed out of smaller units so that they can
easily be moved aside or rearranged to suit different purposes. The
computer area faces the back wall so that content can be observed and
monitored by the teacher at all times. A class set of tablet computers or
laptops would also be useful. I have attempted to include plenty of shelf and
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storage space for static displays or themes and also to have plenty of
resources easily accessible.

Behavior prevention strategies

Building positive relationships:

If teachers and students are to work effectively together on a daily basis,
then care must be taken to build positive relationships. Positive relationships
require teachers and students to continually develop, negotiate and
maintain a social connection (McInerney, 2014). Teachers and students who
share a relationship based upon mutual respect and understanding work
together most effectively. Firstly, the teacher should actively spend time
getting to know the students as individuals via informal conversation and set
familiarisation activities. This will also encourage and help students to get to
know each other. It is also important to include some sharing of your own
personal self with the students. Of equal importance is the need to involve

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EDN 568_CLASSROOM MANAGEMENT PLAN

the students in decisions that affect their education experience. In allowing

them input and choice the students are more likely to feel like a partner in
education rather than the dominated party within a power relationship.
Choice is the mechanism which allows students to share a positive
relationship. Once the relationship has been developed it requires
maintenance to endure. This can be achieved by being consistent, caring
and supportive in all student interactions. Teachers must be approachable
and willing to listen and show genuine interest when approached by a
student. Students place a great deal of trust in teachers and it is our job to
ensure that it is not misplaced.

Emotional safety:
An important contributing factor in the prevention of undesirable behaviour
is emotional safety. Students learn best in environments where they feel
they belong, where they are happy and safe and where the negative actions
of others are addressed. According to Dennis McInerney, emotional safety is
best achieved through the promotion of self-awareness, self-management,
social awareness, relationship skills and responsible decision making
(McInerney, 2014). A classroom culture where students feel able to express
themselves free of judgement or ridicule from their peers is essential. In
support of this there will preferably be A whole-school-community approach
that attempts to shape the ethos of the school so that it is clearly antibullying (McInerney, 2014). Finally, students need to know who they can
approach if they have an issue. The availability of chaplains, student
services directors, school psychologists as well as external agencies should
be clearly provided to students at all times.

Boundaries, routines and rules:

When establishing the controlling and punitive aspects of the classroom
culture, Charles Kivunja espouses that rules should be few, simple and easy
to understand in order to achieve harmony in the classroom (Kivunja,
2015). He goes on to add that routines must be explained to the students.
They should be simple and specific and maximise efficiency and
effectiveness (Kivunja, 2015). There needs to be a set procedure that can
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be followed systematically. In this way everyone knows what to expect and

what the potential consequences are. A collection of tasks (such as
collecting the lunch orders or raising the ag) that become the responsibility
of the students is a great way to introduce routine and responsibility into the
classroom. All routines and activities are to be undertaken within clearly
defined boundaries that are in turn enforced by a simple set of class rules.
Such boundaries and rules should ideally be developed in consultation with
the students in order to encourage ownership and increase accountability.

Reward systems:
Similarly, I believe that a reward system needs to be simple and easy to
understand. A reward system should not place unreasonable administrative
requirements upon the teacher nor should it bias a certain type of learner.
Any rewards offered should provide a good mix of intrinsic and extrinsic
motivators to move away from the idea that a reward is always a physical
prize. Additionally, I believe that it is important to have individual, group
and whole class rewards in place. This is to cater for the diversity of
achievers and ways in which students may achieve whilst maintaining
motivation for the entire range of tasks. For the whole class I would attribute
points for exemplary behaviour during incursions and excursions and when
another teacher compliments the class as a whole. Class behaviour and
class recognition should be shared equally resulting in a mid-term and end
of term reward if the class is able to achieve a predetermined and
negotiated number of points by a set date. The size of the reward could be
scaled to match the aggregation of points (ie 20 points = work free day, 40
points = class party, 60 points = both). For small group work I like to place a
jar in the centre of each group. Then, as I circle the room providing
assistance I simply add a counter or bead to the jar if groups are displaying
behaviour consistent with the class rules. The beads are tallied up at the end
of the lesson with small rewards being gifted to the top group. This could be
intrinsic, such as being the first group to go to recess or extrinsic such as the
ever popular Freddo frog each. The individual reward system will require the
most administration. Points are awarded or removed in line with the class

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rules and behaviour standards. Points are also tracked for homework
completion and volunteer opportunities. Care must be taken to remain
consistent and not to overlook the quiet students or provide additional
points to troublesome students for a level of behaviour that is displayed by
the rest of the class needless of reward. Here, it is necessary to be clear and
transparent in awarding and removing points. A set procedure that is
negotiated and communicated would be useful, (ie homework complete =
2points, partially complete = 1point, not complete = -1point). The students
then have a choice, linking the reward system to my behaviour management
strategy of student accountability.

Behavior response strategies

Low key responses:

For minor disruptive behaviour I would firstly provide some positive
reinforcement by highlighting some correct behaviour. Following this, I plan
to use verbalisations such as the students name accompanied by a stern
look. I also believe that proximity is quite effective such as placing a hand on
the desk or shoulder of a student whilst continuing to teach. Pausing and
waiting for attention to return can be effective if there are multiple offenders
or the whole class is getting off task. I would announce this intention and
expectation first. Low key responses are very important to preserve the ow
of the lesson and to prevent escalation.

Establishing and implementing consequences:

If the disruptive behavior is not considered minor or continues beyond the
delivery of low key responses, then consequences will be necessary. When
establishing consequences, I agree with Charles Kivunja in that strategies
should focus on promoting students accountability rather than punishment
(Kivunja, 2015). In this way the system of consequences is presented as a
choice for individual students rather than an ad hoc punishment. Susan
Groundwater-Smith et al explains that students need to understand that
they make choices about their behavior (Groundwater-Smith, 2015). A firm
set of class rules will be developed in consultation with the students and
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EDN 568_CLASSROOM MANAGEMENT PLAN

clearly outlined within the classroom management plan. A copy of these

rules will be visible in the classroom and the potential consequences well
communicated and also on display for easy reference. If a student chooses
to behave inappropriately then it is clear what the teachers actions must
be. This effectively shifts any animosity towards the teacher onto the
student for making poor choices.

Managing defiance:
When managing defiance in the classroom it is important to confront
unacceptable behavior as soon as it happens. Care must be taken not to act
with emotion but with carefully considered and well planned responses. The
purpose of intervening is to identify why the student is misbehaving and
help that student understand how to work towards more appropriate
behavior (Groundwater-Smith, 2015). In doing this, it is vital to involve all
stakeholders and ensure that the enquiry is fair and that all possible
viewpoints have been considered. Here, the management of defiance will
also follow the contents of the classroom management plan in promoting
student accountability.

De-escalation strategies:
Not just in school but in life more generally I often use humor as a tool to
diffuse potentially damaging situations. The ability to look on the lighter side
of life is a skill that can be applied to many situations. Care must be taken to
avoid sarcasm, insulting remarks and cultural sensitivities, however, some
well-timed comedic relief can improve the mood of the whole class. Be
warned though, that excessive use of humor can also be the cause of
inattention and class disruption. Following the funnies, I would stress the
implications and potential consequences of the students choice should they
continue the offending behavior. Several low key responses as described
above are also suitable for use as de-escalation tools.
Relevant Policies
DOE, Student Behavior Policy and Procedures - This policy provides the
mandatory framework for school decision making about promoting and
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maintaining positive student behavior, as well as responding

to student misconduct.
School behavior management plan - An overreaching document with details
of the school-wide behavior strategy, discipline policy and escalation
guidelines. implications for each internal and external stakeholder and each
learning area are also outlined.
Classroom management plan Developed in line with the School behavior
management plan this is a classroom level plan that guides the culture,
interactions, expectations and implementation of day to day class function.
Department of Education safety and welfare policies An extensive list of
related documents can be found via the link below.
http://www.det.wa.edu.au/policies/detcms/navigation/safety-and-welfare/

Bibliography
Groundwater-Smith, S. E. (2015). Managing the classroom learning environment.
In S. E. Groundwater-Smith, Teaching Challenges and Dilemmas (pp. 270281). Melbourne: Cengage Learning Australia.
Kivunja, C. (2015). Creating an effective Teaching, Learning and Assessment
Environment. In C. Kivunja, Teaching, Learning and Assessment. Steps
toward creative practice (p. 60). Melbourne: Oxford University Press.
McInerney, D. (2014). Personal development and effective learning. In D.
McInerney, Educational Psycology, Constructing Learning. (pp. 401 - 403).
Frenchs Forest: Pearson Australia.