Teachingnot

by the book:
An Effective Approach to
Indigenous Behaviour &
Classroom Management

Journey to Behaviour
Management
Lets have a yarn and come along on a journey
to learning about behaviour management
strategies (and some cross over to general
classroom management) in an Indigenous
context. This resource came about from our
search for answers about how best to approach
behaviour in an Indigenous setting. Or perhaps
more so, how is it different to what we already
know? What we came to understand, is
behaviour management is generally universal.

Real Life Samples

Our research started by exploring a sample consisting of three different QLD whole school behaviour
management plans and how they are implemented. (The schools included Cherbourg in South East QLD, Tagai
State College in the Torres Strait and Yarrabah in Far North QLD). The links can be found on our website. What
immediately struck us, were the similarities. Not just in underpinning principles but how they compared to
schools on the Sunshine Coast. We dug deeper and found copious research into behaviour management in
Indigenous schools and began to question where the differences arise between remote and metro schools. This
sample is related to QLD specifically however we feel there is scope to adjust and apply the content to
Indigenous locations throughout Australia. We suggest using caution and use this resource as a starting point
or guide rather to gain foundational understandings of how to manage behaviour in an Indigenous context.

Credit: Images taken from the school

Findings from Comparing

Indigenous and Non-Indigenous
School Behaviour Management
Less concernedPlans
with the approach
and more so about the
relationship, respect, identity,
cultural awareness and
alignment between the
students and the teacher.
Basically this resource

Flip the Deficit

Model

Take a strengths based approach to behaviour. This means using

preventative measures, providing positive praise and encouraging a growth
mindset attitude to themselves. Korff (2015) suggests teachers must reach
them and get them interested in learning, teachers must leave textbook
solutions behind. This means approaching behaviour from a bottoms up
approach. An investment must be made early on before any learning can
take place (Korff, 2015). Throughout this resource we will uncover some
fundamental principles to ensuring behaviour management supports the
wellbeing of the teacher and the students. Firstly, consideration to
behaviour requires consideration to the holistic needs of the student. It
begins before the student sets foot in the classroom.
Follow the link for an inspiring
motivational video to inspire both the
teacher and students to believe in
themselves. Instead of seeing
obligation and effort, see opportunity to
grow and improve.: https://
www.youtube.com/watch?v=AjZ0KbJca
v0

Inspire Yourself and then Inspire

them too!
As teachers we know learning is infectious. But.. this is
conditional on interest and engagement. If you arent positive,
enthusiastic and inspired, how can they be? Improve your
wellbeing by improving your attitude.

Watch these must see Tedx Talks!

What All Students Need to Hear : https
://www.youtube.com/watch?v=O7v4EJjx-g
Why I Teach: https://
www.youtube.com/watch?v=pZnhWEKdJsg
What Adults Can Learn from Kids: https://
www.youtube.com/watch?v=TN79Qyddsf0
How little people can make a big difference
(The Buddy Bench): https://
www.youtube.com/watch?v=V7Z-Hq-xvxM

Classroom Management Considerations:

The impact and implications of history
Social factors and life stressors
Student responsibility
Cultural modifications (8Ways Application)
Teacher personality and identity
Strong relationships and attendance
Disengagement
Control, compliance and autonomy
High expectations
Confrontation
Rewards and discipline
Shame
Humour and fun

Who is in my Classroom?

Approximately one-in-five Australians will experience some form of behavioural or

emotional problems during childhood and adolescence.
These problems can include: internalising disorders, where behaviours are often directed
inwards towards the self (e.g. anxiety, depression, withdrawal) or externalising
disorders, where behaviour is directed outwards away from the self (e.g. aggression,
conduct problems, Attention Deficit Hyperactivity Disorder (ADHD), delinquency).
Often such disorders can be comorbid difficult to distinguish or define. (Example: ADHD
could be more difficult to diagnose in combination with a depressive order such as
bipolar which may present with the same symptoms. This occurs in 13 to 27 per cent of
cases of ADHD, with the comorbidity as high as 60 per cent in in certain instances
(Brunsvold et al, 2008).
Anxiety, depression, conduct disorder and ADHD are some of the most common
behavioural and emotional problems observed in children and young people ( Sawyer

et al, 2001).

The Western Australian Aboriginal Child Health Survey (WAACHS), conducted a study
into mental health and social and emotional wellbeing among Aboriginal children and
youth. The findings demonstrated a higher overall rate (26 % compared to 17 %) of
mental health incidents than Non-Aboriginal youth between 4-11. (Zubrick et al, 2005)
21% of Aboriginal 1217 year-olds are at risk statistically of developing a mental health
complaint compare to 13% of Non-Aboriginal youth.
High stress rates are recorded for Aboriginal students given the many life stressors
faced. (Zubrick et al, 2005)
Aboriginal youth generally have high resiliency levels and strengths however they are
more susceptible to behavioural and emotional problems (Zubrick et al, 2005).
These factors all play a role in increasing the stress and responsibilities of

Why is this Significant?

THE STUDENT:
The life pathways for young Indigenous Australians are often fraught with behavioural and emotional disruptions.
These are caused not just from socioeconomic factors but also due to other factors such as demographics or clinically significant internalising or
externalising problems which are predictors for mental health difficulties in adulthood.4
These disruptions also predict:
high school non-completion;
physical health problems;
drug and alcohol misuse;
marital difficulties;
increased mortality; and,
involvement in the criminal and justice system.

It is imperative not to make biased assumptions or judgements based on stereotypes. The role of the teacher is not to
go in with a these kids needs saving attitude. Many communities do not form a part of these stereotypes. It is
considered an honour to work alongside and within these communities. Misconceptions can be easily made when
making generalisations. The best advice is to engage with research, create a generalised understanding of the factors
at play and go in with an open mind and attitude towards building relationships. Seek first to understand then be
understood.
THE TEACHER:
We have established the link between behaviour (and classroom) management to the wellbeing of the teacher. It is therefore important to consider the issues
impacting the students wellbeing which disrupts their behaviour and then finding strategies to mitigate this in turn benefitting the wellbeing of the students
and the teacher. Teaching is an altruistic profession requiring a commitment to constantly reviewing and building competencies and flaws and all the while
maintaining a healthy wellbeing. In order to provide a holistic education to students which supports the needs of the whole child not merely the academics,
requires the teacher to have a strong sense of identity and wellbeing in themselves. Coombs (cited in Collier & Donnelly, 1984, p 20) states your emerging
professional teacher identity (which is interconnected to your personal identity) will both influence and be influenced by your actual teaching. Zemblyas
(2003, p.223) adds emotions inform and define identity in the process of becoming. You need to be able to identify the things you do well, the qualities that
you possess and that you will need to develop. Teachers identity experiences are central to their practice and commitment as professionals (Day, Elliot &
Kingston, 2005; Gibbs, 2006). A sense of personal and professional identity are inextricably linked (Gibbs, 2006; Palmer, 1993) As Gibbs (2006, p.77) writes
teachers who have deep knowledge about themselves as people and as teachers show a sense of security in their personal and professional identities.

Impact on Teacher Identity

(Walker, Robinson, Adermann, Campbell, 2014; Harrison, 2011; and Hudspith, 1997)

The Impact and Implications of

History

Aboriginal and Torres Strait Islander history is fraught with horror stories
and pain such as that caused by the Stolen Generations. It is important
to acknowledge these events and promote reconciliation. However, this
should not allow students to misbehave. It is important for expectations
to remain high and to aim for a reconciled future (SMH, 2008).
Some families of Aboriginal and Torres Strait Islander heritage have ill
feelings towards school in relation to history. They also may not want
the Stolen Generations to be included in the curriculum due to an
ancestral connection and may prefer for this to be taught at home(Korff,
2015).
Korff (2015) states effects of the Stolen Generations still have
implications on each students life. When teaching about this chapter,
teachers need to protect students privacy and not expect them to talk
about their personal stories
It is important strategies are arranged to strengthen relationships in the
community an establish a safe learning environment including
promoting reconciliation and setting expectations. Key ideas for
implementing this can be found on the website. This is about teaching
students to walk in two worlds
(Walker, Robinson, Adermann, Campbell, 2014; Harrison, 2011; and

How to Identify a Behavioural

Problem
Accurately assessing and diagnosing behavioural and emotional issues is

problematic in general. There are further factors when the student is of

Aboriginal or Torres Strait Island descent. 13
Concerns relate specifically to issues of
Bias;
Validity; and
Reliability reflected through
the use of culturally biased assessment tools;
- inappropriate comparison of data;
- a poor relationship between the assessor and the participant;
- the assessment setting;
- whether similar performance is seen in the cultural context;
- and recognition of cultural factors such as culture-bound syndromes or differences
in conceptualisation of mental health.
(Walker, Robinson, Adermann, Campbell, 2014)
Several authors argue that any assessment is culturally biased unless it takes into
account all potential factors regarding the development and maintenance of the
problem and the impact on any intervention. We need to acknowledge the critical
importance of family and identity issues and the possible physical health and social
and environmental factors that may complicate a diagnosis (Walker et al, 2014).
This is beyond the scope of this resource. It is suggested the school and
mental health professionals should be involved in this process. For further
reading, please see (see Chapter 13 in Schultz and Walker and colleagues

What Next? How?

Supporting Aboriginal youth with behavioural and emotional disruptions

should start with an understanding of influences on their social emotional
wellbeing from an individual, family, community and structural/systems
perspective.
This ensures the holistic needs of the students social emotional wellbeing
are met and is likely to result in greater success academically and
behaviourally both improving the wellness of the individual and the teacher
(and of course the wider schooling and societal community).
Individual factors (student) including:
self-esteem;
Resilience;
emotional and cognitive development
At a system (school) level :
There is a contemporary focus on improving mental health services for
Aboriginal families. This stems from government support implementing
wellbeing programs in schools from a macro level through to the micro
level (the teacher in the classroom) to address the holistic needs of
students.
Other influences from the Australian government include promoting mental
health through the creation of such resources and initiatives as
MindMatters and KidsMatter.
Schools are not only seen as a frontline barrier to prevention of mental
health issues but also pivotal in the identification and referral process.

Social Factors and Life Stressors

The Western Australian Aboriginal Child Health Survey (WAACHS) linked clinically significant emotional
or behavioural difficulties to a number of major life stress events experienced in the previous 12
months:
family and household factors, specifically dysfunctional families and poor quality parenting;
being in the care of a sole parent or other carers;
having lived in five or more homes;
being subjected to racism in the past six months;
physical ill health of the child and carers;
speech impairment;
severe otitis media;
vision problems;
carer access to mental health services; and
substance misuse (Zubrick et al, 2005)
Many students are faced daily with situations of domestic violence, alcohol abuse and frequently cause
emotional issues by their mid-teens. Teachers can mitigate this risk through the provision of a safe
learning environment and classroom climate which cares for the academic and social needs of the
students develops trust and teaches them they are valued. Many Aboriginal kids are not taught values
at home. If teachers spend half an hour teaching basic norms they get much more control over their
students. There is a lack of positive role models for Aboriginal students, especially boys who have no
father figures in their lives through death or separation. They need basic strategies for their immediate
needs, for example extra attention, food or a talk about what happened the previous night at home
Korff (2005).

Student Responsibility
Give students more chances (Korff, 2015)
Many behavioural problems can be managed by
taking the time to listen and giving students a
second, third and forth chance (Korff, 2015).
Aboriginal students are more autonomous by
nature. As the teacher, an understanding and
tolerance of such factors can assist in firm
boundaries and also realistic expectations.

(Korff, 2015).

Cultural Modifications (8 Ways of

Learning Application)
Developed by the NSW
Department of Education,
(2016), the 8 Ways
Initiative created the
following learning styles.
These 8 Ways of Learning
can be applied not just to
pedagogy but also
classroom management:

Story Sharing

Community Links

Deconstruct/Reconstru
ct

Non-Linear

Land Links

Symbols and Images

Non-Verbal

Learning Maps
Consider the example
application on the
following page.
REFLECT ON HOW YOU
COULD USE THIS IN
YOUR CLASSROOM

Cultural Modifications (8 Ways of

Learning Application)
Lightning Ridge Central use symbols to teach
their school rules:
Elders were consulted to develop these
meaningful symbols. The turtle was chosen as it
is the totemic animal for Yuwaalaraay people.
Each section on his back carries a symbol for
each of the 5 school rules. "Quality Work" is
represented by a bowerbird's display, because
they work so hard on these and they have to be
perfect. "Right place right time" is shown by a
meeting symbol, to give that idea of protocol
and Law in knowledge exchange. "Hands and
feet to self" is shown with emu tracks - because
they have no arms, and in conflict they have to
either use their heads or move away, or both.
"Respect" is represented by an owl's eyes and
beak - a locally significant animal that even nonAboriginal folklore recognises as wise and
deserving respect. (Owls see everything...) For
"follow instructions" there is a winding line
indicating a journey, with an adult footprint on
one side and small dots for children's footprints
on the other. Children are following the adult,
not being herded or chased - this is a significant

Strong Relationships

Know about and get interested in culture! The key word here is to be authentic.
Find out about your new community, network and investigate. There will no doubt be a wealth of new experiences and knowledge and rich cultural understandings to seek out. In teaching you are
also learning and students have so much to say. Taking a student centred approach to behaviour management means knowing the students. No learning can occur without a sense of trust and
rapport. Content students makes a content teacher. Support your wellbeing (and your students) by creating an environment where the students recognise themselves and want to be there.
Strategies:
Behaviour management should be firm, fair and consistent
Be aware of harmful interactions (teasing, crying, etc). Aboriginal students can reduce another student to tears by just a look and teachers need to be consistent and firm with their rules and
instigate change if it persists or is hurtful to others.
For the first few weeks students may be very shy and apprehensive asking and answering questions. Give them time to warm up and become accustomed to your presence and mannerisms.
Telling stories or sharing yarns is much more familiar than asking questions and expecting answers
Avoid becoming annoyed or angry towards behaviour. Remain calm and work within the framework of the school to effectively address concerns appropriately, professionally and consistently.
Provide regular positive encouragement, reassurance and feedback especially towards behaviour which you would like to see repeated.
Appear confident, present and happy as opposed to tired or stressed.
Use small group techniques. In many cases group responses to questions during lessons are advisable, unless individuals volunteer.
Use real-life analogies when explaining something to provide a context. Telling a story is one of the 8 Ways of Learning identified for Indigenous students.
Set high expectations to motivate students to succeed and know that you believe in them.
Aboriginal students often avoid direct eye contact as a sign of respect and in line with culture. Failing to understand such cultural mismatches can result in soft racism.
Students have a greater sense of autonomy which should be considered in conjunction to behaviour management. They are often raised to be autonomous individuals with a right to express their
needs and opinions and have them taken seriously. But a strong character can get them into trouble in a classroom.
Be mindful of social factors and life stressors (see earlier description) when addressing behaviour. Treat behaviour on an individual need basis. Providing pastoral care lets them develop trust and
feel safe and valued.
Model and discuss expectations for behaviour with clear, explicit examples (do not get students to role play unless appropriate. Individual students should not be called upon until a safe, inclusive,
participatory, trusting environment has been developed over time specific to the cohort needs). If teachers spend half an hour teaching basic norms they get much more control over their students
(AUSEINET, 2008).
There is a lack of positive role models for Aboriginal students, especially boys who have no father figures in their lives through death or separation. They need basic strategies for their immediate
needs, for example extra attention, food or a talk about what happened the previous night at home.
Provide more chances (Many behavioural issues can be dealt with by providing time , listening and respecting students by providing a choice and providing a second, third and forth chance)
Include community spirit. Aboriginal students are more used to working for the collective good rather than focusing on individual achievement. Eg. Looma Remote Community School, about 120 km
south-east of Derby, WA, uses a high level of community involvement and togetherness as a crucial factor to its success in education. Every morning, students, and often parents, play heads and
tails in morning assembly. Parents and carers often join sack races and tugs of war at sports carnivals and eat lunch with children.
Promote Aboriginality .For Aboriginal students to have a full and productive life, they need to receive an education that enhances and promotes their Aboriginality. Teachers can encourage cultural
pride through programs such as music and dance. Incorporating such programs should see a significant improvement in engagement, behaviour and attendance at school. Consider the following
example:

Check out this example from the Tagai State College

group Tagai Buway celebrating their identity and
culture through music and dance:
https://www.youtube.com/watch?v=75Vx3TpW3zc
(Walker et al, 2014; Korff, 2015; Harrison, 2011; and AUSEINET, 2008)

Attendance and Behaviour

Create a classroom the students dont want to stay away from

Attendance should be welcoming and praised.

Develop strong home school relationships which extend to the community to foster a warm connection promoting
school as valuable and positive.

Students who have poor attendance rates and attitudes to school are less likely to participate positively with
expectations set in the classroom . They need to see value in what they are doing . Encouraging positive school
experiences is central to the process of lifting both achievement andretention rates among Aboriginal students.
Aboriginal students need to view school as rewarding, enjoyable, and as a learning environment encouraging
active engagement in ongoing educational opportunities (WAPPA, 2012).

Poor attendance creates a poor outlook and potential for opportunities.

Non-attendance at school remains perhaps the most severe manifestation of the dysfunctional relationship
between school and Aboriginal students. Non-attendance becomes a pattern that is hard to break, especially if
triggered by school-based confrontation (WAPPA, 2012).

The home school disconnect has a significant impact on a students positive identity of themselves and their
prospects. Development of positive self-identities as students beforeimproved participation and
retentioncould be achieved. This requires a school environment where students from a supportive home
environment had a sense of belonging, where teachers have positive expectations of student success and where
curriculum is perceived by the students to be relevant (WAPPA, 2012)
When considering the wellbeing of the teacher and the risk imposed by unsuccessful behaviour management, the
following quotes provide some food for thought:
The impact on educational and behavioural management outcomes in schools of the inability to engage Aboriginal
students into the learning process, can be attributed in large part to the lack of success enjoyed by Aboriginal
students. The inability to read and participate fully in academic activities by a significant number of Aboriginal
students, is an inhibiting factor to Aboriginal education participation, success, school attendanceandretention
(WAPPA, 2012).

Clearly, the initial focus in developing strategies for maximising the potential educational opportunities for
Aboriginal students, is linked to engaging in regular attendance. Schools should have consistent behaviour

Disengagement as a Result of EAL/D

Disengagement due to language barriers can be a strong indicator or

behavioural disruptions and disengagement from school.
Indigenous students often face English as a second, third, fourth or even foreign
language
Teachers should explain ideas in more concrete ways and approach topics from
alternate angles as well as providing real life context through stories.
Learning to read and write requires the brain to be neurologically
developmentally primed. (Koori Mail, n.d p54) Childrens brains need to be
stimulated in the first language that they speak.
Bilingual programs and textbooks help Aboriginal children to live in two worlds
and improveliteracy rates.
This may mean that you teach meanings using both languages, say hello,
goodbye etc in the native tounge, use local words for group names, tell local
stories, allow students to explain concepts in their first language and so on.
Incorporating , learning and being respectful of the Indigenous dialogue specific
to your area is important and should not be overlooked as a means of getting
involved in the community, showing respect and developing rapport. However,
your role in most Indigenous schools is first and foremost to model and use
consistent and quality English to help students develop these skills themselves.
We suggest looking into the practices of the school you are in and asking other
staff what the protocol is.

High Expectations

Dont expect Indigenous students to underperform either in the behavioural or academic

sense.
Studies have shown that when Aboriginal student numbers are low, teachers have been
known to ignore, expect low results or victimise them.
This is more then setting high expectations in learning. This is about reaching out to the
students to support them to participate, develop resilience and push through when they feel
like giving up. Teachers can do this by having firm, fair, consistent boundaries and
expectations in relation to behaviour which are collaboratively decided and clearly
communicated.

Case Studies

I want them to reach for the stars, (Principal Paul Eaglestone from Looma Remote
Community School in WA). Were all about student gain. I prefer high targets, even if
sometimes students do well but dont quite get there (ABC, 2016).
I give the students examples, explains Len Yarran from Balga Senior High School (WA). I
tell them there are people who came from alcoholic households, suicides in their family,
backgrounds where there was no hope, and they have changed their lives. Some of them are
in really influential positions (The Australian, 2014).
I dreamt big, says Aboriginal gold medal winner and politician Nova Peris. Most people
would have looked at an Aboriginal girl from the Territory, with its statistics of alcohol abuse,
youth suicide, domestic violence, imprisonment rates and substandard education, and point
to every reason why I should not succeed. But I was determined to be successful (Koori Mail,
n.d).
Sky News international editor and Wiradjuri man, Stan Grant, remembers: Aboriginal kids
like me were too often denied opportunity, ignored or held captive to the low expectations of
others. Indeed at age 14 I, along with my black cousins and mates, was encouraged to leave
school, our principal said there was no meaningful place for us (The Australian, 2014).

Rewards and Consequences

Include community spirit and collaborative rewards for good as well as individual recognition.
The concept of what can the group achieve collectively.
Rewards and consequences are often specific to your teaching context. Check out the examples
included from the three same schools at the end of this PowerPoint and request copies of policy
documents for your own school.
Use the rewards (either intrinsic or extrinsic) and consequences to the advantage and needs of the
class and the teacher.
As a guide, your classroom management should consist of a rough balance between 50% positive
praise and encouragement and 50% redirection and consequences.
Real life examples
Looma Remote Community School, about 120 km south-east of Derby, WA, uses a high level of
community involvement and togetherness as a crucial factor to its success in education. Every
morning, students, and often parents, play heads and tails in morning assembly. Parents and carers
often join sack races and tugs of war at sports carnivals and eat lunch with children (ABC, 2016).
Some schools (such as Tagai State College) use a collective reward system involving tickets in a draw
given out based on attendance to encourage the students to come to school to possibly win an
educational aid such as an Ipad.

(Walker et al, 2014; Harrison, 2011)

Tips to Remember!

Avoid confronting students

Catch children being good
Every child has strengths
Parents only want what is best for their children
It is better to understand a little than misunderstand a lot
Invest time in preventing bad behaviour
Perseverance is the key
They yearn for belonging and to be understood
Avoid shaming students
Use humour (NOT sarcasm) to engage and build rapport
Can be slow to respond to requests
Non-compliance is often acceptable at home
Avoid confrontations
Use group rewards

(Harrison, 2011; Munns, 1998)

The 10 Essential Skills for Classroom

Management
the nt
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This is a simple 10 step framework provided by the Australian

Government as a foundation to classroom management. This framework
is widely used throughout Australia as foundational to most classroom
management practices and behaviour plans. The information booklet
and a course provided by the government to learn the skills can be

A Flowchart for Challenging

Behaviour

This flowchart provides a quick overview and ready reference guide for
managing challenging behaviour.
SOURCE: Ian Christie (HOD) from Urangan State High School

Classroom Management is a
Balance
Teachers can have two types
of conversations with students
in class. In the ideal situation
the most potent conversation
is focused on learning, with
minor support from the
managing conversation.
However, when teachers
experience lessons where
conversation about managing
dominates, the learning
agenda can disappear and
poor outcomes are much
more likely (Richmond,
2007).

(Richmond, 2007).

Despite their
individual styles,
when teachers are
effective they
typically do three
things within the
management
component of
their work.These
teachers clearly
establish
expectations with
students,
generously
acknowledge prosocial and on-task
behaviour, and
discretely correct
anti-social and
disruptive
behaviour
(Richmond, 2007)

Behaviour Management
Style

(Villegas 2016)

This model provides a clear organiser

demonstrating the
interconnectedness between the
context, common values and
personality of a teacher and how they
contribute to your behaviour
management style. This is relevant
when applying to the context of
teaching in an Indigenous community
because it highlights that your values
and beliefs are important but equally
important is the context and value of
the community you are working
within. Alignment of these
characteristics provides the best
platform for success and the least risk
to your wellbeing.

A Classroom Management Template

A possible template example for developing , recording and tailoring a

classroom management plan and specific strategies.
SOURCE: CQUniveristy Course Notes EDFE13017 Semester 1 2016

Key Ideas Summarised

Be cool, calm, firm, fair and consistent. Invest time into setting up a safe, harmonious
learning environment.
Quality relationships are equally important as quality pedagogy (learning wont occur until
these are firmly established between the teacher, students, parents/carers and the
community)
Avoid disengagement by being mindful of triggers and have strategies in place. Dont allow
students to disengage due to behaviour and ensure high expectations are maintained for all
students.
All students should be participating, involved and provided with attention and recognition
Work to boost attendance by strengthening relationships, rapport and classroom climate
Always avoid shaming
Be sensitive of the past and promote reconciliation through practice
Avoid confrontation , heavy discipline, being controlling or authoritarian and backing
students into a corner. Return to a situation after providing cool down time.
Provide positive praise and encouragement as much as possible
Identify harness and encourage students strengths
Involve parents wherever possible and provide good news regularly about student learning
Invest time in preventing misbehaviour
Dont expect or demand immediate conforming or compliance. Expect to develop this over
time in collaboration with the needs of the students (many experience differing levels of
control, compliance or autonomy outside of school it is common for these traits to be
encouraged or expected which will then translate into the classroom)
Encourage group rewards rather than individual
Be mindful of autonomy and non-compliance outside of school and make allowances and

Reflection Time/Self Audit

Read and reflect on the questions listed below.
Consider why/why not or backing up responses with
reasons when responding.

What are your ideas so far? Write a reflective statement on how you think
behaviour management can be a risk or protective factor to teacher wellbeing
and why?
What do I know about each of the students in my class?
Am I differentiating for the needs of all of all students?
Are the students engaged and actively participating?
Is the work at an appropriate level for all the students in my class?
Have I set high expectations underpinned by a supportive environment?
Do my students understand what I am asking?
What have I done to establish a safe learning environment and is it effective?
Identify what steps I am undertaking to ensure my pedagogy is culturally appropriate and
sensitive.
Is my approach to behaviour management firm, fair and consistent?
Are my expectations achievable and realistic?
Am I providing options and choice?
Am I happy with my classroom management?
Is my classroom somewhere my students would want to be?
Can my students recognise themselves and their identity in my classroom?
Do I know where to seek assistance or find information?
Am I developing and nurturing relationships within the classroom and community?
What could I do to improve any of the areas mentioned in this presentation?
Is what I am doing the best I can do?
Have I considered the links between my wellbeing and behaviour (or classroom)

Further Information
Website and Resources
Check out the free resources
and regular webinars
with experts available on our website:

Beyondteachers.weebly.com
Live Chat
We offer a live collaborate style on-line chat everyThursday evening
between 6:00pm 9:00pmwhere an experienced Indigenous teacher
will be available to assist with any further questions or queries that you
may have in relation to Indigenous learning styles and pedagogy

REAL LIFE EXAMPLES:

SAMPLES FROM THE ANALYSED
BEHAVIOUR MANAGEMENT
PLANS DISCUSSED EARLIER

EENSHOTS TAKEN FROM THE RESPECTIVE SCH

WEBSITES AND ARE SUBJECT TO COPYRIGHT**

HERBOURG STATE SCHOO

Source: http://www.cherbourss.eq.edu.a

HERBOURG STATE SCHOO

Source: http://www.cherbourss.eq.edu.a

HERBOURG STATE SCHOO

Source: http://www.cherbourss.eq.edu.a

Source: http://www.cherbourss.eq.edu.a

HERBOURG STATE SCHOO

Source: http://www.cherbourss.eq.edu.a

ARRABAH STATE SCHOO

Source: https://

ARRABAH STATE SCHOO

Source: https://

ARRABAH STATE SCHOO

Source: https://

ARRABAH STATE SCHOO

Source: https://

ARRABAH STATE SCHOO

Source: https://

ARRABAH STATE SCHOO

Source: https://

ARRABAH STATE SCHOO

ARRABAH STATE SCHOO

ARRABAH STATE SCHOO

Source: https://

ARRABAH STATE SCHOO

Source: https://

ARRABAH STATE SCHOO

TAGAI STATE COLLEGE

Source: https://tagaisc.eq.edu.au/Pages/default.a

TAGAI STATE COLLEGE

Source: https://tagaisc.eq.edu.au/Pages/default.a

TAGAI STATE COLLEGE

Source: https://tagaisc.eq.edu.au/Pages/default.a

TAGAI STATE COLLEGE

Source: https://tagaisc.eq.edu.au/Pages/default.a

TAGAI STATE COLLEGE

Source: https://tagaisc.eq.edu.au/Pages/default.a

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