Standard 4; Evidence #1

Standard 4: Create and maintain supportive and safe

learning environments
EDAC314: Positive Behaviour approaches
The following piece of writing is an excerpt from a three part assignment: in the first part I had to
describe our personal philosophy of teaching in relation to classroom management. Secondly, I
had to write about behaviour management theories that influence me and then the third part was
a classroom behaviour management plan.
Part 3: behaviour management plan-
Preventing inappropriate behaviour-
From both my observations during teaching rounds and my research I have found several
strategies I want to use to prevent inappropriate behaviour. I want to ensure that I have a
consistent, fair approach to behaviour management so that all students are treated equally.
This can be done by completing this behaviour plan, as it is important to know how you
want to tackle behaviour in your classroom before going into one (Rogers, 1989).

Additionally, I will use tactical ignoring to try to prevent misbehaviour from escalating. I
think that this strategy will be best used when students are misbehaving to gain attention,
therefore I must know that this is the cause of the behaviour before implemented the
strategy. Also this strategy should be employed in response to low level disruptions such as
calling out, butting in or sulking (Rogers, 1989). This approach seems to link with Kounins
withitness, as you are noticing the behaviour but not acknowledging it. This means that
teachers are aware of everything that is happening around the entire classroom, at every
moment (Charles, 2005).




Comment [N1]: By being consistent
and fair, it can help students wellbeing and
participation within the classroom to be
more positive.
Comment [N2]: These sentences show
that I am aware of certain strategies that
should be used in response to certain
behaviour and that I am aware that not just
one strategy would be sufficient.
Standard 4; Evidence #1

To make clear my expectations for appropriate behaviour I will not only be consistent in my
approach but I will set clear limits and rules at the beginning of the year. I believe that
these rules are best composed with your group of students, as involving students in the
decision making process enables heightened communication and individual responsibility
(Charles, 2005). These rules should be limited to five and should be do-able and able to be
measured by observation (Krause et al., 2010).
One system that I would like to implement in the classroom is the traffic light system; Stop,
Think, Do. This system encourages independent self-management and can be used as both
a behaviour-management technique and a form of social skills training (Krause et al., 2010).
This system asks students to stop when faced with a problem, think about different
solutions of dealing with the problem and then do the most appropriate solutions (Krause et
al., 2010). I like this strategy as I have seen it being used within a school and it is also a
cognitive-behavioural intervention, which aligns with my personal philosophy. This strategy
is best used school wide and therefore would be a good way to integrate with the school
and other teachers classroom management styles. If this program is not school wide, then
compromises need to be made in order to ensure balance.
If behaviour escalates:
The strategies listed above are in response to low and medium level disruptions. If a high
level disruption was to happen, then actions such as taking the child aside or removing the
child from the situation should occur (Rogers, 1989). Before these steps are taken however,
it is important to know why the behaviour is occurring, if possible.



Comment [N3]: Setting clear
expectations and collaboratively
composing classroom rules makes it easier
for the teacher to manage classroom
activities and the day to day routines of the
classroom (focus area 4.2).
Comment [N4]: This shows that I am
aware of a specific strategy that could be
implemented into the classroom in order
to manage behaviour.