Classroom Management Plan Introduction Comprehensive classroom management is an essential prerequisite for the effective engagement of students in learning (Brady & Scully, 2005, pp.103). Classrooms must provide a safe and inclusive environment, minimising factors which will disrupt learning and teaching processes taking place (Nicholson in Churchill et al, 2010, pp.282). Teachers must recognise that learning remains secondary to student needs for psychological and physiological satisfaction, particularly desires for safety and belonging which should be met within the classroom ecology (Grossman, 2004, pp.11-12). This management plan seeks to consider these causes of student misbehaviour within the classroom, and through planning; it will acknowledge various preventative strategies to reduce behavioural issues, ultimately aiming to provide facilitation of learning for all students (Brady & Scully, 2005, pp.105). Philosophy of teaching Adopting Vygotskys social constructivist approach, I view student learning to be a process of meaning construction made possible through social interaction (Nagel in Churchill et al, 2010, pp.80). I perceive learning to be socially negotiated through student cultural tools of language and symbolic systems (80), and I further acknowledge my teaching role as a facilitator within a myriad of unique learning experiences. I see myself as more of a lead teacher, rather than authoritarian boss in the classroom (Glasser in Brady & Scully, 2005, pp.113), and in developing a decisive teaching style, I recognise the importance of discussing learning choices with students. Ultimately, I seek to display an authoritative but approachable demeanour, emphasising the importance of friendliness, openness, and a sense of humour throughout all classroom interactions. Objectives for developing a positive learning environment This classroom management plan seeks to establish an environment conducive to student learning and achievement (Brady & Scully, 2005, pp.109), developing pupil self-discipline and independence through: - Teacher respect and consideration of all students, their individual contexts, diverse needs and interests (Glasser in Brady & Scully, 2005, pp.113) - Full student participation in planning relevant and need-satisfying learning environments which remain safe and inclusive (113) - Appropriate teacher analysis of misbehaviour before taking action and determining the suitable level of intervention (Dreikurs in Brady & Scully, 2005, pp.112) EDF4250 Jessica Board Assessment Task One Student Number: 23390921 Page 2 of 11
- The creation and maintenance of class cohesion; feelings of unity and cooperation as a team of learners through democratic meetings and Circle- time (Grossman, 2004, pp.33) - Nurturance of individual accountability, ownership and responsibility for actions through consistent student engagement in the creation of a classroom code, and other decisions regarding procedures and logical consequences (Arthur-Kelly et al, 2006, pp. 135) - Continual reflection and considered evaluation of student-developed solutions, through regular conferencing. - Development and monitoring of management strategies in accordance to wider school/community policies (Brady & Scully, 2005, pp.109) Student needs within this classroom Mackay (in Churchill et al, 2010, pp.356) asserts that misbehaviour is an important message which must be decoded by teachers, and a reflection of student needs and desires not addressed in the students learning environment (356). In this plan, classroom relationships are viewed as an ecological organisation, acknowledging that students, although separate from their context, remain constantly engaged in influential interactions with others and their environments, both inside and outside the classroom (Rodriques, 2010, pp.1). Before taking a course of action, it is crucial that these behaviours are analysed with recognition to the classroom ecology (Brady & Scully, 2005, pp.113) - Contextual needs: The physical classroom environment can be a barrier to student learning (Grossman, 2004, pp.45). Classroom design including arrangement of furniture in rows may induce a lack of space for efficient mobility across the classroom, but also impede appropriate volume dynamics (no quiet areas); necessary for learning and democratic class discussions.
- Physiological needs: Within a hierarchy, the most basic needs of survival and safety are required before psychological needs are considered, and ultimately before learning can occur (Krause et al, 2010, pp.232). They are the most fundamental motivators behind human behaviour, and factors which will be considered in the planning and structuring of learning experiences, but also in future analysis of student misbehaviour (230).
- Psychological, emotional and social needs: According to Glasser (in Bucher & Manning, 2001, pp.89), students possess the psychological needs for belonging, power, freedom and fun within the educational context. These are key factors which drive decisions behind pupil behaviour (Brady & Scully, 2005, pp.112). Social acceptance among peers remains an imperative student need, and may be the main cause of disruptive attention-seeking behaviours, and consequential power struggles between students and the teacher (Malmgrem et al, 2005, pp.37). Calling out and asking ridiculous EDF4250 Jessica Board Assessment Task One Student Number: 23390921 Page 3 of 11
questions may be ploys to gain attention and acceptance of peers and the teacher. Here positive classroom relationships must be developed to ensure all students feel valued and accepted within a cohesive group (Malmgrem et al, 2005, pp.37).
- Learning needs: Student behaviour can be influenced by ineffective pedagogical methods, level of engagement within tasks, and irrelevance of learning to own life (Grossman, 2004, pp.45). Teachers need to be aware that anxiety and stress can also be created from a lack of synchronization between student learning preference and the teachers instructional technique (45).
- Medical needs: Students may experience learning difficulties due to impairment in physiological abilities such as hearing, vision but also in intellectual capabilities (including level of concentration) These are crucial factors contributing to disengagement in learning, and possible misbehaviour (Grossman, 2004, pp.4 and Krause et al, 2010, pp.337).
Strategies for creation of a positive and inclusive learning environment Teaching style - Teaching will be delivered in a decisive manner, fostering student belief that the teacher is authoritative and confident in their leading role (Brady & Scully, 2005, pp.133). - Extra efforts will be made to ensure teaching is carried out in an organised manner, reflecting full preparation has taken place (133). Appropriate organisation may involve the teacher arriving first to class in order to establish routines for smooth transition to work, but also to minimise potentially distracting and disrespectful behaviours that may take place without supervision. - Ultimately, the teacher will seek to establish fair, clear and consistent procedures and expectations for learning, providing appropriate limits on student behaviour in an encouraging manner (133). Students will be empowered through freedom and power over own actions, and teacher relationships will perpetuate Glassers seven positive habits; accepting, respecting, listening, supporting, trusting, encouraging and negotiating (Shillingford & Edwards, 2008, pp.64). Classroom Context In order to minimise contextual barriers to learning, the following strategies will be implemented throughout the term in the classroom: EDF4250 Jessica Board Assessment Task One Student Number: 23390921 Page 4 of 11
Desks will be arranged in small groups to facilitate open discussion of ideas and supporting a dialogic pedagogy (Godinho in Churchill, 2010, pp. 251). Students can choose own seats first week, however, this will be evaluated and teacher allocation may be required due to ongoing conflict or disruption. At the tables, students will sit within full view of whiteboard at front of class (no chairs with their backs to the teacher), enabling maximised visibility for both the teacher and pupils, but further assisting in the creation of space and mobility throughout the room. Such an arrangement will assist in teacher withitness; continual scanning and movement around the classroom used to monitor student work, but also to identify and prevent potential disruptions, (Arthur-Kelly et al, 2006, pp.140). The classroom layout will also feature Chill-out or withdrawal areas with bean bags/couches for students who need quiet time for independent learning. Such inclusive strategies all contribute to positive sense of class identity (Godinho in Churchill et al, 2010, pp. 251). All efforts will be made to ensure appropriate lighting and ventilation to facilitate physical comfort for all students (Mackay in Churchill et al, 2010, pp.342-343). Assertive and decisive procedures for routine activities including trial of non- verbal clapping strategies for gaining student attention and managing noise level, and practices for roll marking and lesson transitions will be implemented as soon as possible, after explicit teaching. These procedures will be evaluated after the first week, and changed if necessary (Arthur-Kelly et al, 2006, pp. 139). Evaluation will continue on a fortnightly basis after this. Curriculum, learning tasks and pedagogical techniques The following strategies will be implemented to cater for the unique learning needs of students: Explicit task instructions and work expectations will be provided in a decisive teaching manner at the beginning of the lessons to ensure students are fully prepared for learning. In accordance to a social constructivist orientation to learning, activities will feature opportunities for student cooperation and collaboration, important in the development of social and communication skills for class cohesion (Grossman, 2004, pp.34). Although groups will be heterogeneous, caution will be taken with regards to behavioural issues in creation of groups. Opportunities will also be provided for students wishing to undertake individual learning. Students learn better when taught in accordance to their preferred learning styles (Grossman, 2004, pp.47), and Gardners concept of multiple intelligences will be used to cater for these preferences in learning (Nagel in Churchill et al, 2010, pp. 94-95). At the start of the year, pre-testing will EDF4250 Jessica Board Assessment Task One Student Number: 23390921 Page 5 of 11
incorporate a MI test, indicating these learning styles. These styles will then be acknowledged in planning and seating arrangements. Help procedures will be discussed and implemented through class collaboration. Strategies such as Ask yourself, ask a friend, ask the teacher, may free up teaching time to assist other students. Ultimately, efforts will be made to design a differentiated curriculum, offering opportunities for students to work at their own pace and self-determined level of difficulty (Davis, Rimm & Siegle, 2011, pp. 154-56). Learning contracts will be created through teacher conferencing to negotiate work load and student interest, specifying alternative activities for if students finish early. Medical conditions Factors considering aid support, logistics, access to appropriate treatment, certification and staff training will all be managed with regards to the school policy, underpinned by key pillars of safety and inclusion (Nicholson in Churchill et al, 2010, pp.290). In the classroom, specialised seating allocations will be made according to physical environmental needs (lighting, close proximity to white board, away from noisy wet areas, etc.), but also to maximise support (seat closest to teacher).
The strategies discussed will be implemented throughout the term, and regularly evaluated through teacher, student and whole-class reflections (on a fortnightly basis). If deemed unsuccessful, further analysis, research and planning will be undertaken to determine a new course of action.
Establishment of classrooms: Grade 5/6 Code Teacher and student behavioural expectations must be developed and explained as quickly as possible, and, the classroom code will be the focus of the first lesson through classroom collaboration in the Circle-time format (Arthur-Kelly et al, 2006, pp. 132). Student involvement will provide democratic participation and ownership of expectations, and the teacher will guide discussions, without being overly authoritarian (Castle & Rogers, 1993). The classroom code model is adapted from Arthur-Kelly et al (135) and will be introduced to the class with a teacher-lead prompt such as in Grade 5/6 we respect each other and work together to help each other learn Students will then brainstorm ideas around teacher-guided values of: Respect for others- regarding talking and listening in classroom interactions, noise level of classroom, behaviour before/after entering the room, movement and property of others. EDF4250 Jessica Board Assessment Task One Student Number: 23390921 Page 6 of 11
Being safe- procedures surrounding student movement and behaviour in and outside classroom, and with regards to specific equipment. Being a learner- students will always trying their best and take risks in learning Working together as a team- courteous sharing of ideas, cooperation, and conflict resolution through discussion Being proud of self, class and school (Adapted from Brady & Scully, 2005, pp.126) Each rule in the code will be written in decisive and positive language, and displayed prominently around the room (Brady & Scully, 2005, pp.125). The code will be explicitly taught in lessons to facilitate full student understanding (Arthur-Kelly, et al, 137). These rules will adhere to wider school and community values and policies, particularly with regards to key pillars of safety, support, inclusion, challenge, and engagement (Nicholson in Churchill et al, 2010, pp.280-298). Students will also be given the opportunity to develop expectations for the teacher, ultimately, the appropriate roles, responsibilities and rights of the teacher within the classroom and learning. Logical consequences Natural or logical consequences are more effective than contrived applications of coercive punishment and will be utilised in the classroom (Brady & Scully, 2005, pp.170). Such non-punitive consequences create a logical connection between student misbehaviour and its effects (Malmgren et al, 2005, pp. 37), and thus, assist students in ownership and responsibility for their actions (Brady & Scully et al, 2005, pp.170). These logical consequences, like the standards in the classroom code, will be also discussed and teacher-lead in class collaboration, with full student input in their creation (Malmgren et al, 2005, pp.37). These may be around the themes of: You break it, you fix it- responsibility for solving own problems through apology and thoughtful resolution. E.g. Student knocks over other childs books, he then must pick them up and apologise. Natural loss of privilege- E.g. separation of students who are talking and disrupting teacher or another students learning (adapted from Education World, 2011). Taking a break- students who are about to lose control or disrupt anothers learning may be asked to remove themselves to think about behaviour and regain self-control (Dyson, EDF4250, 2012)
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Plan of action for addressing misbehaviour In addition to the practical measures provided above, the following plan of action is a framework for solving the diverse range problems within the classroom (adapted from Gordons six step model in Bucher & Manning, 2001, pp. 89, and WDEP model in Wubbolding, 2001), and includes suggestions for preventative and corrective strategies to be applied within a step-by-step process. 1) Define the problem (lower levels of disruption and conflict): a. Teacher must determine whether the problem is theirs or the students (Mackay in Churchill et al, 2010, pp.360). Is the problem related to an indecisive teaching style or contextual factors controllable by the teacher? b. The teacher must also consider Rogers intrusive scale, defining an appropriate level of intervention with the least intrusive interference to student learning (Brady & Scully, 2005, pp.164). Tactical ignorance should be first action unless behaviour is dangerous (153). Consider, is the behaviour detrimental to student learning and engagement of others? c. If a low level of intervention is required (eg. the student is talking whilst you are leading discussion), preventative strategies will be implemented. This may include teacher proximity (moving towards distracted or off-task students) (Brady & Scully, 2005, pp.166), non- verbal communication (intent stare, non-offensive gesture) (Arthur- Kelly et al, 2004, pp.68-69), or task-related questioning to divert pupils from potential misbehaviour (Brady & Scully, 2005, pp.1). d. When identifying true nature of the problem, supportive strategies will be implemented. The teacher will use active listening and open questioning to enable child to express their wants and perceptions (Wubbolding, 2001), but also to express the teachers empathetic understanding of these needs (Bucher & Manning, 2001, pp.90). For example, if students are being disruptive to gain peer acceptance, teaching could encourage positive student contributions to discussions. Gordons I-Messages will be further useful for expressing the nature of the misbehaviour, assisting to develop awareness of the effects of student actions on others, and critical in maintaining open communication (Brady & Scully, 2005, pp. 66) e. Corrective strategies in the form of non-verbal gestures/expressions, or referrals back to the classroom code may also be used to quickly prevent escalation of misbehaviour. This could be as simple as acknowledging disruption with use of students name and indicating the relevant behavioural standard in code.
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2) Develop possible solutions and options. - With smaller problems, the plan may end here. Students will be asked to examine the direction of their actions, evaluating its effectiveness in gratifying needs (Wubbolding in Robey, 2011, pp.231). Analysing problem and previous attempts to intervene, the teacher will evaluate the scenario with the student, considering logical consequences, and possible solutions to the problem. Importance will be placed on offering clear choices to ensure student responsibility for the logical consequences of their actions, and enabling them an opportunity to comply with the code without losing face (Brady & Scully, 2005, pp.169). (Extreme or persistant cases of disruption and conflict) - Conferencing will begin. Here, teacher will allow the child/children to list their possible solutions first, free from teacher evaluation. The teacher will then make additional suggestions, referring to application of logical consequences, but without devaluing students options. Again open questioning will be used (Arthur- Kelly et al, 2007, pp.78). At this point, if the student resists or argues, logical consequences should be determined as best solution, in accordance to wider school policy. This may involve intervention of principal, or isolation in another room. 3) Assess the solutions and options- The child will identify the consequences of each collaborated option (Arthur-Kelly et al, 2005, pp.78). Any unacceptable choices/options identified by either the teacher or student will be removed at this stage. Planning from here on should remain simple, attainable, measurable, immediate, consistent and controlled by the student (Wubbolding 2001,) 4) Determine best solution: the student is provided full choice over their future actions and consequences (Bucher & Manning, 2001, pp. 90), and they are empowered through choice of solution with the best chance of success, and minimal negative consequences (Arthur-Kelly et al, 2007, pp. 79). 5) Determine how to implement the decision: the teacher and student will list the steps required to achieve the solution, including the roles and rights of both parties. 6) Evaluate how well the solution solved the problem. After an appropriate trial time, the student and teacher should evaluate effectiveness of solution in a conference. If successful, the solution should continue to be implemented indefinitely, however, if deemed unsuccessful by either teacher or student, additional solutions from step 2 should be considered and trialled (Arthur-Kelly et al, 2007, pp.80). The format of a class meeting or circle time will be utilised for democratic whole class participation within issues of behavioural management and expression of expectations (Department of Education and Training, Northern Territory, 2009). EDF4250 Jessica Board Assessment Task One Student Number: 23390921 Page 9 of 11
Within such a safe space, issues would remain hypothetical, with no names mentioned, but still follow this step-by-step process of negotiation. Conferencing between just the teacher and pupil (with parents and principle) may be more appropriate for developing plans of action for students displaying serious disruptive behaviours, or even cases of extreme conflict within the classroom.
Evaluation of management plan This management plan will be trialled throughout the term, with specific strategies evaluated on a fortnightly basis through both teacher and student reflection. If deemed unsuccessful, these procedures will be analysed and further solutions will be developed with student participation through Circle time and individual conferencing.
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References Arthur-Kelly, M. et al. (2006) Classroom management: Creating positive learning environments, South Melbourne: Thompson, pp. 60-85, 115-158. Brady, J., & Scully, A. (2005) Engagement inclusive classroom management. Pearson Education Australia, pp.103-139, 140-179. Bucher, K, T., & Manning, M, L. (2001) Exploring the foundations of middle school classroom management, Childhood Education, Vol.78(2), pp.84-90. Castle, K., & Rogers, K. (1993) Rule-creating in a constructivist classroom community, Childhood Education, Vol.70(2), retrieved on 14/08/2012 from http://www.freepatentsonline.com/article/ChildhoodEducation/14982889.html Davis, G.A., Rimm, S.B., & Siegle, D (2004). Education of the Gifted and Talented. Fifth Edition. USA: Allyn & Bacon, Ch 13, pp.305-338. Department of Education and Training, Northern Territory. (2009).Circle Time Solutions, retrieved from http://www.det.nt.gov.au/_data/assets/pdf_file/0005/12686/CircleTimeSolution s.pdf Dyson, M, EDF4250, Seminar on Conflict Resolution, Monash University Gippsland, 30/08/2012. Education World (2011). Responsive classroom strategies: examples of logical consequences, retrieved on 29/08/12 from http://www.educationworld.com/a_curr/columnists/charney/charney007.shtml Godinho, S. (2011). Pedagogy: the agency that connects teaching and learning. In R. Churchill, P. Ferguson, S. Godinho, N. Johnson, A. Keddie, W. Letts, J. Mackay, M. McGill, J. Moss, M. Nagel, P. Nicholson & M. Vick, Teaching: making a difference (pp. 236-273). Milton, Qld.: John Wiley and Sons. Grossman, H. (2004) Classroom behaviour management for diverse and inclusive schools 3 rd ed. USA: Rowman & Littlefield Publishers Inc., pp.11-75, 263-273. Krause, K., Bochner, S., Duchesne, S., and McMaugh, A. (2010). Educational Psychology: for learning and teaching 3 rd ed. South Melbourne, Vic: Cengage Learning Australia. Mackay, J. (2011). Interactive student engagement and management. In R. Churchill, P. Ferguson, S. Godinho, N. Johnson, A. Keddie, W. Letts, J. Mackay, M. McGill, J. Moss,M. Nagel, P. Nicholson & M. Vick, Teaching: making a difference (pp. 336-387). Milton, Qld.: John Wiley and Sons. EDF4250 Jessica Board Assessment Task One Student Number: 23390921 Page 11 of 11
Malmgrem, K. W., Trezek, B. J., & Paul, P. V., (2005) Models of classroom management as applied to the secondary classroom, The Clearing House: A Journal of Educational Strategies, Issues and Ideas, Vol.79(1), pp.36-39.
Nagel, M. (2011). Student learning. In R. Churchill, P. Ferguson, S. Godinho, N. Johnson, A. Keddie, W. Letts, J. Mackay, M. McGill, J. Moss, M. Nagel, P. Nicholson & M. Vick, Teaching: making a difference (pp. 68-107). Milton, Qld.: John Wiley and Sons. Nicholson, P. (2011). Organising the learning environment. In R. Churchill, P. Ferguson, S. Godinho, N. Johnson, A. Keddie, W. Letts, J. Mackay, M. McGill, J. Moss, M. Nagel, P. Nicholson & M. Vick, Teaching: making a difference (pp. 274-305). Milton, Qld.: John Wiley and Sons. Robey, P. A., (2011). Reality Therapy and Choice Theory: An Interview with Robert Wubbolding, The Family Journal: Counselling and Therapy for Couples and Families, Vol. 19(2), pp. 231-237
Rodriques, M. (2010). I Think I Can: Building a Sense of Ecological Efficacy in the Classroom, PAN: Philosophy, Activism, Nature, Vol.7, pp. 55-60.
Shillingford, M. A., & Edwards, W. (2008), Professional school counsellors using choice theory to meet the needs of children of prisoners, American School Counsellor Association: Professional School Counselling, Vol. 12(1), pp.62- 65, DOI:10.5330/PSC.n.2010-12.62. Wubbolding, R. E., (2001) Cycle of Managing, Supervising, Counselling and Coaching, EDF4250 handout from A Set of Directions for Putting and Keeping Yourself Together.