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Emily Richards S00134486

Part 1 Approximately 400 words

When it comes to my personal philosophy of teaching I believe that it

is my responsibility to educate the students and equip them with skills
they need for life. This includes teaching students qualities and values
that they need such as ethics. I believe that each student I will teach is
a unique individual and that each student will learn in a different way
and have different needs within the classroom.
As a teacher is my duty to model correct behaviour. I believe that
showing students what you expect is considerably more influential and
powerful and meaningful to students and is more notable than voice
instruction. I think that tasks students have to do repeatedly such as
lining up, turning in homework, working in groups should be modelled
by the teacher and show them what you expect by actually doing it
and then turned into a routine. I believe routines are vital when it
comes to effective behaviour management as they can save time and
make students feel safe as they know what to expect and what is
expected of them, so that they can focus more on their learning.
I also believe that it is my role to create a safe and comfortable
environment for my students so that they can develop and mature
emotionally, intellectually, physically and socially. I believe that
students learn best in an environment they think is safe and that they
feel most comfortable in. A safe environment in my classroom would
include a place where students can share their ideas, ask questions,
and if upset they can retreat to a private area in the classroom. In a
safe environment I hope my students can reach their best potential.
Sharing of ideas is important within a classroom as it allows students
to express themselves, feel recognised and important. Students may

Emily Richards S00134486

not feel recognised out of school so it is important they feel recognised
in their classroom.
When it comes to behaviour management in my classroom I want to
take on a preventative approach. This means I do not wait to react
when unacceptable behaviour occurs but establish rules, goals and
behaviours in the classroom so that the chances of this behaviour are
reduced. For example having rules and goals, which are made inclusive
for everyone, and making sure students understand these rules and
goals. I plan to keep students alert by holding their attention, by
holding them accountable, and by involving all students in the lesson.
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Emily Richards S00134486

Part 2 Approximately 800 words

From the range of behaviour management theories described by Porter
(2007) and presented in class in weeks 1-3 briefly discuss which
influences you and why/how they reflect in your own philosophy. Link
the similarities and differences of the theories to your own philosophy.
When it comes to theories that have influenced me I think the two
biggest theories are cognitive behaviourism and Jacob Kounins theory
of management. Cognitive behaviourism is a behavioural approach
that incorporates cognitive concepts, suggesting that the environment
influences our behaviour by affecting our thoughts and giving us
information (Sargeant, 2014). I believe this theory to be accurate and
plan to use this to help with my classroom and behavior management.
Porter (2007, pg. 196) suggests that there is proof to support the fact
that there is modest effectiveness of cognitive behaviourism with
problems such as aggression, anger management, antisocial behavior,
delinquent behavior, impulsivity and a range of over difficulties over
various age levels.
By making a safe environment where the students can express
themselves, and where preventative measures are put into place to
decrease the chances of unacceptable behavior. By establishing rules
and routines within my classroom cognitive behaviourism is being used
as order is being created and maintained so that the focus is on the
learning can take place (Sargeant, 2014). By making sure students
understand the classroom rules I am promoting student self
discipline which they can apply to other areas of their life such as their
home (Sargeant, 2014, pg. 35). In my own philosophy I am recognizing

Emily Richards S00134486

that a students thinking and emotions affect their behavior and so I
am giving them an alternative by making a space for them to retreat to
when feeling upset in the classroom (Sargeant, 2014). I feel that
educating students in qualities and values such as ethics will help
students recognize appropriate behavior and the effects their actions
will have (Sargeant, 2014).
By recognizing myself to fit into the cognitive behaviourism theory this
means I do not feel that I fully fit into theories such as humanism. I
believe unlike the humanism theory that student learning at primary
school age needs to be directed by a teacher (Sargeant, 2014). Though
I do support the humanism theory in the aspect that it involves a
preventative approach when it comes to monitoring student teacher
and that it encourages a sense of community where students can be
actively have a voice (Sargeant, 2014). I do not deem myself firm
enough to carry through the theory of assertive discipline as I do not
think order always stimulates free thinking for tasks such as inquiry
units. I also dont think that my relationships with students will be
based on confirming my authority in the classroom (Sargeant, 2014).
Though I do relate to assertive discipline in the fact that it too focuses
on proactive rather than reactive and that a good curriculum relates to
being well planned and organized (Sargeant, 2014). I would also rather
establish rules and goals rather than just rules in which to control the
behavior of students. Consequences should not be thought of in regard
to teacher workload but what would better help the student learn.

I think Jacob Kounins theory of classroom management reflects in my

own philosophy as it focuses on preventative approaches. Kounin
(1970) compared effective and ineffective classroom management and

Emily Richards S00134486

found that organization combined with suitable planning, results in
good classroom management. Kounin (1970) found that effective
teachers prevented classroom problems. It is my plan to prevent
classroom problems to the best of my ability by establishing classroom
rules and goals that students understand. I also hope to prevent
conflict by giving students the choice to walk away from possible
conflict by offering them a place in the classroom, which they can
retreat too. Kounin suggests skill in the following six areas the ripple
effect, withitness, overlapping, effective transitions, group focus and
satiation, should help in conducting a classroom (Sargeant, 2014),
(Kounin, 1970). I think these are all skills teachers should have
regardless of their behavior/classroom management plans. Such as
withitness, which is the skill to know what is happening in all parts of
the classroom at the same time, so that nothing is missed (Sargeant,
2014), (Kounin, 1970). I think over time all teachers should develop
withitness because as a teacher it is our duty to know what is going on
in our classroom and be able to respond immediately to student
misbehavior or dangerous situations. Overlapping links with withitness
as it involves monitoring the whole class at the same time to be able to
be able to handle more than activities or groups (Sargeant, 2014),
(Kounin, 1970).

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Emily Richards S00134486

Part 3 Approximately 800 words or equivalent

Strategies you will use to reinforce appropriate behaviour.

A strategy that I will use to reinforce appropriate behavior is
star/sticker charts. Each student will have a star chart and on his or her
chart they will have a goal (different goals for different students
depending on what behaviors they need to work on or develop). The
goal will change when a certain amount of stars have been reached for
that goal. The teacher will choose and write on the chart how many
stars are needed. The easier the goals the more stars required. There
will also be a class goal that everyone needs to work on.

Emily Richards S00134486

Strategies you will use to prevent inappropriate behaviour.

As stated earlier I believe the key to preventing inappropriate behavior
is to be proactive not reactive. Also catering for students behavioural
needs such as if a students behavior helps them gain a sense of
power, I give them more positive leadership rolls, or give them a
choice in activities when possible. I will thoroughly go through the rules
and goals for the class to the point that I know they all understand
them. I will engage my students in learning from the moment the bell
rings and I will over-plan the day and leave no time for distractions. I
believe distractions and boredom are a leading cause for misbehavior
and I hope to eliminate this in my classroom to the best of my ability.
I will also not give any empty threats in terms of consequences for
inappropriate behavior. If I tell a student they will lose a privilege, they
will lose it. There may be exceptions to this rule in some circumstances
such as they need to be involved in activity or they will fall behind. In
that case I will talk with the student privately and explain to them that

Emily Richards S00134486

they do not deserve to have this privilege because of their
misbehavior. I then explain the concept of grace getting something
we do not deserve. I will then go on to explain how my allowing them
to have this privilege is an example of grace being given to them. I
make sure they know I respect them and know they will not let me
down again.

How you will make clear your expectations for appropriate behaviour.
As a class we will have class rules and goals that each student should
understand. I will also explain why we have each rule, for example
keeping hands and feet to yourself is for the safety of other students
and yourself. Students will have a copy of these rules and goals in their
planner, as well as in the classroom and one to take home and share
with their family.

How you will address inappropriate behaviour.

When dealing with a disruptive student I will keep myself calm and in
no way become hostile towards the student. This will only show the
student that he or she can test my patience and the problem could
worsen. I will use a calm voice and ask them what is wrong. If they give
a sensible reply I will suggest we talk after class to see if we can
resolve the issue. If they do not and they are not endangering any
students I will ignore them and have students do the same so that they
lose any attention given. Hopefully they then calm down and are ready
to talk or become involved in the activity and I will talk to them later
because when penalties have to be imposed, teachers should impose
them calmly and privately (Woolfolk, 2010).

How you will monitor student progress.

Emily Richards S00134486

Well before I monitor a students progress a goal or outcome has to be
decided on. For example a goal could be a student putting their hand
up or a student keeping their hands to themselves. I will monitor
student behavioural progress by observation and by watching to see if
the student gets closer to achieving it. The good thing about star
charts is that students can also monitor their own progress and feel a
sense of achievement by seeing their collection of stars grow towards
a point of reward.

How you will identify if desired outcomes have been reached.

If a student has reached their amount of stars (amount will be decided
depending on the student and their goal) that will mean the desired
outcome should have been achieved. If this is not the case and the
student reverts back to their previous behavior then that goal needs to
be used again as I will not take away stars from students as they have
earned them.

A crisis plan (What you will do if the wheels fall off).

I will continue to aim stay clam as much as I can in any situation. If
students misbehave to the point they are a danger to themselves or
class members I will remove the class (maybe to the next classroom)
and seek help from other staff.

Strategies for integrating with the school and other teachers

classroom management policies.
A way to integrate my behavior management into the school is by
making the star chart portable when not in the classroom. The star
charts could be put in a folder to take to specialist classes or specialist
teachers can have their own charts and goals if they wish. Another way

Emily Richards S00134486

to integrate it is to have teachers with stars or stickers that they could
give to the students who could later put them on their chart. This isnt
limited to specialist teachers but it could be used for yard duty or
excursions and is easy for a substitute teacher to come into the
classroom and use.
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Emily Richards S00134486


Emily Richards S00134486

Kounin, J. S. (1970). Discipline and group management in classrooms.
New York: Holt,

Rinehart and Winston.

Porter, L. (2007). Student behaviour: theory and practice for teachers.

3rd ed. Crows

Nest, NSW: Allen and Unwin.

Sargeant, J. (2014). Lecture 2: EDAC314 Day 1, Slides Part 2:

Definitions and

Theories. [PowerPoint slides]. Retrieved from
DAC 314%20Lecture%202%20Definitions%20%20Theories.pdf
Sargeant, J. (2014). Lecture 1: EDAC314 Day 1, Slides Part 1: Intro to
Classroom Management. [PowerPoint slides]. Retrieved from


Woolfolk, A. (2010). Education Psychology. (11th ed.). New Jersey:

Pearson Education,