Rima Ali Pedagogy For Positive Learning Environment

17789022

Students who significantly deviate from conventional behavior provide a challenging task for

teachers to manage and maintain a positive classroom learning environment. In order for educators

to provide best practice a professional philosophy should be established in attempt to sustain all

classroom management and organization. Theories explored throughout the unit Pedagogy For

Positive Learning Environments have assisted in forging my own personal philosophy model

which will inherently aid my ability to create a positive classroom learning environment as a future

educator.

A Theory that ultimately resonated with me that I intend to impose within my own classroom in

order to foster a positive learning environment and effectively manage student misbehavior

includes William Glasser’s Choice Theory. I believe that in order to facilitate for a positive

learning environment and create classroom engagement students should have an active role in the

choosing of content they are taught. This to me is an important component as In my experience

student misbehavior is inherently caused by disengagement with curriculum. This theory can be

credited through Terry De Jong's research which asserts that "behavior is inextricably linked to

learning" and that "there is a relationship between positive student behavior and engaging

pedagogy."(De Jong, 2005) Therefore in order to foster a positive learning environment and obtain

best practice teachers must provide "relevant, engaging and stimulating curriculum."(De Jong,

2005) Additionally students may also disengage with the work and misbehave if they find the

curriculum too difficult. Therefore by revising pedagogy and curriculum teachers will ultimately

engage students and dramatically reduce student misbehavior however this approach may prove

to be a challenging task as it is time consuming nevertheless I believe it to be an imperative

approach that will aid in managing student misbehavior and I intend to implement this approach

throughout my own teaching practice.

Furthermore I find it imperative for a teacher to take into consideration the contextual causes of

the students misbehavior in order to efficiently produce relevant approaches and teaching

strategies and interventions that allow for positive learning environments and address the issue

causing the students misbehavior and understand the sociocultural and internal interferences

causing the misbehavior. Therefore a teacher must be able to effectively ‘make sense’ of student

misbehavior. An approach that effectively identifies the causes of misbehavior would be to make

"An observation of the child regarding the purpose or function that the problem behavior serves

for the child and the contextual variables maintaining it. (Dunlap, Kern, DePerczel, & Clark,

1993). This will effectively assist in understanding the cause of misbehavior and allow for the

teacher to devise an approach most suitable rather than simply resorting to Reactive classroom

management, a strategy many teachers who aren't suitably trained to deal with students

misbehavior utilize as their approach. This theory can be credited and supported by further research

by Hanley and fisher who further assert that "functional assessment and intervention is one of the

most commonly rec-ommended intervention approaches for problem behavior in the clinical

literature. Through functional assessment, the clinician determines antecedent and consequent

conditions in the environment that play a role in maintaining the problem behavior (e.g., Pi- azza,

Hanley, & Fisher, 1996). Through this analysis, the causes for the misbehavior can be identified

and can assist "develop an intervention involving modification of the context of the child to

encourage prosocial responding and reduce the need for problem behavior (Hanley et al., 2003)

This research further cooperates with Glasser’s Choice Theory in which it is suggested that
teachers should abet in locating the cause of the students misbehavior and recognize the catalysts

for their misbehavior.

Moreover I am an advocate in the idea that creating a positive relationship with the students

evidently allow for students to feel comfortable and gain a sense of classroom unity optimistically

allowing students to work more autonomously. The study conducted by De Jong asserted that "In

order to provide effective teaching pedagogues and approaches to misbehavior the teacher should

initiate a democratic, empowering and positive classroom management approach And teachers

should take interest in their students personal lives as a means to develop a positive

relationship."(De Jong, 2005)

In order to implement and set a standard for behavior I intend to use a Deductive approach to

reasoning with misbehavior. Furthermore within my own teaching experience I found the use of

positive reinforcement within stage 4 and 5 classes to be most effective. However it is important

to note that in my own experience this strategy is less effective in stage a 6 class. Therefore my

approaches to dealing with misbehavior I believe should change contextually in order to be most

effective. Additionally I find it imperative to be assertive and to also have the classroom ordered

efficiently with students allocated to seats, this will hopefully create order within the classroom.

Student’s work should be displayed around the classroom to promote positive learning. I will

approach misbehavior by using open questioning whereby the student will be asked why they have

misbehaved and how they're behavior is effecting class learning.

Additionally I believe utilizing the Lyford model of classroom management, as I believe it to be a

critical component to best practice teaching. I believe it is vital for teachers to plan, implement,

review and recycle their approaches in order to assure they are maintaining and managing best

teaching practice. My own experiences teaching in a classroom environment have further given
me insight into the approaches and strategies I will utilise in order to achieve a positive learning

environment for my students. Although I am not completely knowledgeable of the varying

approaches available or of their effectiveness I do understand that I must continuously reflect and

review my approaches to ensure they cater to the diverse causes of student misbehaviour. This will

be an unremitting task for the duration of my career and my teaching philosophy and approaches

will be continuously amended accordingly.

Reference

De Jong, T. (2005). A Framework of Principles and Best Practice for Managing Student

Behaviour in the Australian Education Context. School Psychology International, 26(3), 353-

370. http://dx.doi.org/10.1177/0143034305055979

Hanley, G. P., Heal, N. A., Tiger, J. H., & Ingvarsson, E. T. (2007). Evaluation of a Classwide

Teaching Program for Developing Preschool Life Skills. Journal of Applied Behavior

Analysis, 40(2), 277–300. http://doi.org/10.1901/jaba.2007.57-06

Dunlap, G., Kern, L., dePerczel, M., Clarke, S., Wilson, D., Childs, K. E., . . . Falk, G. D. (1993).

Functional analysis of classroom variables for students with emotional and behavioral

disorders. Behavioral Disorders, 18(4), 275. Retrieved from https://search-proquest-

com.ezproxy.uws.edu.au/docview/1297777537?accountid=36155

West, J., & Idol, L. (1987). School Consultation (Part I): An Interdisciplinary Perspective on

Theory, Models, and Research. Journal Of Learning Disabilities, 20(7), 388-408.

http://dx.doi.org/10.1177/002221948702000702
Personal reflection Log

Developing your philosophy of classroom management

John De Nobile
School of Education, Macquarie University
With adaptations by Roberto H Parada, School of Education, University of
Western Sydney


 This resource consists of a series of linked activities chapter-by-chapter to

Lyons et al. Classroom Management: Creating positive learning
environments 4E. These activities enable you to progressively work on and
develop your own philosophy, plan and style of classroom management.


 A classroom philosophy, simply put, is a statement of what you believe

about how to best manage a class and how you will go about achieving that
vision. This resource will help you build it bit by bit. Complete the activities
linked to each chapter of the text and by the end of chapter 10 you should be
able to bring your work together to form your classroom philosophy.


 (Week 1) Chapter 1: Modelling classroom management

 In this chapter you have gained a small insight into the hectic world of
teachers starting out, and have been exposed to the bases of a good
classroom management plan through the Lyford Model. The following
activities are designed to get you thinking about your own model of teaching
and classroom management.

 

 1.1 What is a ‘good teacher’? Think about the teachers from your days in
primary and secondary schooling. What qualities did they have that made
them ‘good’? Make a list in the box below.


-culturally and religiously respective

-engages class in new and innovative ways
-encouraging
-observant and aware of their student’s strengths and weaknesses
-positive teacher student relationships
-uplifting environment

1.2 Using the Lyford Model as a starting point, what do you think are the key
considerations when a teacher is planning their strategy for classroom
management? After making some rough notes, pick out the most important
ones and list them below.


-plan, review, recycle

-be knowledgeable of their students individual behavioural issues

1.3 With your responses to the last two activities as a source of ideas, complete the
sentence in the box below.
 I believe good teaching is about creating strategies and approaches to dealing with misbehaviour,
maintaining best practice, delivering relevant content and designing new and innovative ways to
engage students. keeping calm in any situation that may arise within classroom environments.

 (Week 2)Chapter 2: Classroom management theory

In this chapter you have been introduced to some theories of behaviour/classroom
management. More are presented in the online companion. Some of these might
have caused you to react in some way, either negatively or positively. Of the ones
you developed a positive feeling about, was there a particular theory that stood
out? Was there a theory or approach that you felt might fit your view of how
children should be treated and how teaching happens? Think about this before
responding to the activities.

2.1 In the box below, list the theories that you think are ‘not for you’ under the
heading ‘Not me’, and the theories that you think are more favourable under the
heading ‘More like me’.

Not me More like me

glassiers goal centred theory cognitive behavioural theory
choice theory
positive reinforcement
applied behavioural analysis

2.2 Now take a closer look at the theories you placed in the ‘More like me’
column. Read the suggested readings provided in this chapter and the online
companion. Get to know the theories more intimately. Use this new knowledge,
specifically the key philosophies behind the theories (or theory), to develop your
own statement of belief about the sort of places classrooms should be. Complete
the following sentence and perhaps add another to accompany it.

I believe classrooms should be places where students should have a role in deciding what they are
taught and how they are taught. students should be given the right to work more autonomously.

 (Week 3)Chapters 3 & 6: Relationships, communication & Professional

reflexivity
Effective communication is a key component of effective classroom management,
and quality teaching depends on it. This chapter describes some very useful skills
for dealing with inappropriate student behaviour in a non-confrontational and
positive way. Being aware of non-verbal cues will lead a teacher to be more
sensitive to how their messages are being received as well as how to send
messages and provide feedback more effectively. Active listening allows teachers
and students to interact with minimal interference from underlying emotional
factors. I-messages provide the teacher with a tool to convey to students how their
behaviour is affecting the class in a non-submissive, informative and positive
manner.

Teaching philosophies often describe the way a teacher will interact with their
students and this, in turn, provides a window into the classroom climate that a
teacher is trying to establish. The following activities should help you to identify
your preferred way of communicating with the class generally as well as in dealing
with inappropriate behaviour. After completing them you should have a better idea
of how your classroom philosophy will describe your communication style in the
classroom.

3.1 After reading this chapter and doing some of your own follow-up reading, list
in the boxes below which communication methods you are most attracted to, and
which ones you have not tried but would not mind practising to see if they might
work for you.

My preferred communication style Things I’d like to try out

positive reinforcement and questioning

listening and feedback

3.2 You will need to pre-empt the communication paragraph in your philosophy
with a sentence or two underpinning or justifying it. Using your readings of the
chapter, in particular the Relationships and communication, Interference,
Communication process and Non-verbal communication sections, complete the
sentence in the box below. You might need to add a second or even a third
sentence.

I believe that good communication between teacher and student is vital to a positive classroom
climate because it provides a good teacher student relationship and allows a teacher to take
interest in the students personal lives and understand the students wants and needs evidently
targeting causes of misbehaviour. it also provides room for teachers to utilise behavioural analysis.

3.3 To complete your paragraph on communication you will now need to identify
the key strategies you will use. Take another look at the lists in 3.1 and pick the
most suitable of these to complete the section below.

Therefore, I will utilise good communication within my classroom to build a positive learning
environment for my students and allow them to express their needs and wants.
This week you also looked at how personal beliefs can help or hinder in your
relationships and communication with students.

3.3 Briefly outline your understanding of how beliefs can help or hinder your
ability to create positive learning environments:

Teacher personal beliefs affect the way we create Positive Learning Environments by projecting
their own beliefs on the students which inherently limits the ability of good communication and
teacher student relationship. although having common grounds of opinion can sometimes be
fundamental to a good teacher student relationship it is also important to note that a teachers
attitude or beliefs can sometimes be enforced within their classroom unintentionally. to avoid this
teachers would benefit from being open minded.

 Chapter 6: Professional reflexivity

The last of the four positive practices is professional reflexivity. Good teachers
reflect on what they do frequently, during lessons as well as afterwards. Examining
how well things worked, or how things didn’t work as well as planned, helps
teachers to inform their future teaching and consequently improve their practice.
This chapter discusses at length an action research model that can be used to
encourage professional reflexivity. There are, of course, other models to consider
as indicated in the reference list at the end of the chapter.

Your teaching philosophy should describe how and for what purpose you might
engage in a cycle of professional reflexivity, be it through critical analysis using
various perspectives or an action research model, or both.
6.1 Why should teachers engage in professional reflexivity? By reading this
chapter you will get a clear idea about the benefits of reflection on and in action.
Once you have given this some thought and done some further reading, complete
the following sentence.

I believe professional reflexivity is important to my teaching because it allows for critique of my

own teaching abilities. by reflecting on my own practice i can improve on my teaching
strategies.this will ultimately aid in my ability to provide good teaching practice.

6.2 Having thought up a justification for it, how will you go about engaging in
reflection about your practice in your teaching career? Once you have thought this
out, think of some practical and achievable ways you can engage in professional
reflexivity and complete the next sentence.

As a consequence of this belief, I will discuss my strategies of teaching with my colleagues in order
to gain insight on new and innovative ideas to teach. furthermore i will reflect on my
accomplishments within my classroom termly to try and assess the strengths and weaknesses of my
teaching approach in correspondents to my students academic outcomes. furthermore i will ask
feedback.

 (Week 4)Chapter 4: Classroom organisation and Curriculum,

assessment and pedagogy
Classroom management is not just about managing behaviour. At the heart of
teaching and learning are the curriculum taught, the pedagogy used and the
assessment designed to measure how well that curriculum was taught and how well
the pedagogy worked. This chapter takes you through these three areas one at a
time.
The next part of your teaching philosophy will be about how you will deliver
curriculum and assess student achievement/growth. After reading this chapter,
please reflect on the following:
 What will you take into consideration when planning your teaching
program?
 How will you know what to teach and where to start?
 What are the many ways in which your students could demonstrate
achievement other than tests and quizzes?
 What teaching approaches will you use and what philosophical views will
your pedagogies reflect?

4.1 Using the PIR Cycle as a stimulus, explain how you will go about planning
your teaching program in the box below.

i will ensure that assessments will directly assess students knowledge. furthermore i will outline the
academic outcomes and achievements that need to be met throughout my teaching program.

4.2 Why is assessment important? What types of assessment will you develop and
why? Answer these two questions below.

assessments are imperative as they assess the students attained knowledge. without assessments
teachers are unable to reflect on their teaching strategies and decide if there approaches are
effective.
4.3 Pedagogy refers to how you will teach the curriculum. Usually, the type of
pedagogy you implement is influenced by a basic belief about how students best
learn. After considering your pedagogical approach and strategies, complete the
sentences below.

I believe that students best learn through relevant and engaging pedagogy.

Therefore I will use a choice theory approach to ensure students are interested in the content being
taught and how it is being taught to keep them engaged and interested.

 Chapter 5: Classroom organisation

As explained in this chapter, there are several dimensions to classroom
organisation. Each of these put together become the manifestation of your
classroom culture. Your classroom culture is, simply put, the way your class
operates and incorporates:
 rules and procedures
 organisation of the physical space.

It is now time to think about how your teaching philosophy will describe these two
aspects and explain them in terms of an overarching set of beliefs or approaches.
After reading this chapter, complete the next two activities.

5.1 What values do you hold as important to establishing an orderly, productive

and positive classroom? Answer this question below, then list the key
rules/expectations you think flow naturally from those values and which you want
to stress in your class. Complete the section by explaining how rules and
consequences will be established in your classroom.

it is essential to have classroom expectations as it provides the basis for expected behaviour for
students. to encourage targeted behaviour i will utilise positive reinforcement within my classroom
however negative behaviour will have consequence.

5.2 What should your classroom look like to visitors entering it. Why? Think about
this then answer the question and explain how you might organise:
 seating
 classroom space (displays, colours, furniture, etc).

the classroom should be positive and encouraging of earning. students should be seated in their
assigned seats which will be ordered in rows.

 (Week 5).Chapter 7: Interventions & Evaluation

Interventions bring the focus of your philosophy back to the behaviour
management aspect of classroom management. The first part of this chapter
explains intervention as something that is done to one or more aspects of the
classroom milieu to improve a situation that is getting out of hand (or has the
potential to), usually as a result of inappropriate behaviour that threatens the
stability of the learning environment. The chapter presents approaches to
intervention according to the three theoretical orientations introduced in chapters 1
and 2.
7.1 After reading this chapter ask yourself the following questions and record your
answers.

Which approach am I most Why? How would I use this in

comfortable working with?
(You can chose more than 1)
choice theory
behavioural analysis
because it permits the students
to be active participants in their
learning allowing them to work
autonomously.
practice?
allow them to contribute in the
content they are taught and
how they are taught it.
furthermore classroom
meetings will be held. individual
and group work will be
encouraged.

7.2 Did you list more than one approach? If so, how might the two (or more)
approaches work together as a behaviour management strategy (or sequence of
strategies in a plan)?

7.3 Having thought through the approaches and how you would apply them, it is
time to nail down your intervention strategy. First, write about the approach (or
approaches) you believe will work best and why.

If intervention for behaviour management is needed, I believe that i should reflect on my approach
to ensure i am providing best practice. furthermore i believe if a students is misbehaving choice
theory states that you should ask the student why are they behaving the way they are and how
their behaviour is effecting the class.
7.4 Now write about how you would put the above into practice.

In line with this thinking, I will ask the students why are they behaving the way they are and how
their behaviour is effecting the class.

7.5 Having written an overview of your intervention plan, go back to your earlier
statements, particularly your responses to 1.3, 2.2, 3.3 and 5.1. In light of 7.3 and
7.4 do you need to modify any of these? If so, make the changes now.

This week we also discussed the importance of considering evaluation for

interventions

7.6 Briefly outline below how you would go about documenting and monitoring an
intervention with a student(s) or class for effectiveness.

Taking into consideration the need to have objective measures of effectiveness of an intervention I
will monitor student progress in the following ways. i will utilise behavioural analysis in order to
understand the causes of the students misbehaviour and create interventions that directly target
the causes to the students behaviour.
  (Week 6) Chapter 8: Stories from the field (Personal Reading)
In this chapter there are 10 stories where teachers and others describe an aspect of
their experience with classroom management in the real world. The online
companion website presents even more. To complete the activity below please read
between three and five of these. They will provide you with a variety of models of
practice in classroom management and might trigger new ideas to include in your
philosophy of teaching.

8.1 After reading some of the case studies (E.g., 8 in the text Lisa, 9 Andrew, 10
Wendy and 16, 19, 20 etc online), what would you add about aspects of your
classroom management that have not been mentioned so far in your philosophy?
Add these in the box below in rough draft form. You can refine them later in 10.1.

-don’t be too stringent or vigilent

-be knowledgable in school policies
-allow students to take an active role in their learning

 (Week 7) Social Emotional Learning in Schools. Cohen, J. (2006) &

Zins, et al (2007).
 Social and Emotional Learning brings your attention to focus efforts on
promoting students’ social and emotional competencies. Many leaders in the
field underscore the importance of skills-based teaching and learning to
properly address this important facet of teaching the whole child.
8.1 After reading Cohen and Zin and reflecting on the lecture content what would
you add about aspects of your classroom management that have not been
mentioned so far in your philosophy? Add these in the box below in rough draft
form. You can refine them later in 10.1.
 assertiveness and allowing for encouragement via positive reinforcement



 (Week 8) Principles of Behaviour Modification. Zirporli T.J. (2012).

Ch10 and Killu, K. (2008)


 This week we looked at fundamental aspects of behaviourism and learning.

Ziporli and Killu provide examples of the application of such theory and
research to classroom management and behaviour change. Important
concepts such as reinforcement, functional purpose of behaviour and
behaviour shaping are discussed


7.1 After reading Ziporli and Killu and reflecting on the lecture content what
would you add about aspects of your classroom management that have not been
mentioned so far in your philosophy? Add these in the box below in rough draft
form. You can refine them later in 10.1.

understanding that the social emotional learning and well being is just as important as delivering
content and formative assessment

 (Week 9) Chapter 9: Your theory into practice

Early in the chapter you are asked to write up a statement of your theoretical
approach to classroom management. You should read the rest of the chapter, as it
takes you through the steps of constructing a philosophy of teaching. You already
started this process in activities relating to chapters 1 and 2, but now you have a
chance to refine it by altering your responses in 1.3 and 2.2. This may require
changes to sentences or even some considerable rewriting, but as the authors say, if
a job is worth doing, it is worth doing it well.

9.1 Now that you have reviewed your overarching philosophy and settled, more or
less, on your approach to teaching and classroom management, it is time to
combine the bits that you have been working on into your first (draft) teaching
philosophy. It is simple now. All the hard work has been done. Simply cut and
paste your responses in the order suggested below, into the box.

Cut and paste in the following order leaving a line space between each section:
1.3 > 2.2 > 3.2 > 3.3 > 5.1 > 5.2 > 4.1 > 4.2 > 4.3 > 7.1 > 7.3 > 7.4 >8.1> 6.1 >
6.2

My personal reflection/teaching philosophy (Draft 1)

I believe good teaching is about creating strategies and approaches to dealing with misbehaviour,
maintaining best practice, delivering relevant content and designing new and innovative ways to
engage students. keeping calm in any situation that may arise within classroom environments. I
believe classrooms should be places where students should have a role in deciding what they are
taught and how they are taught. students should be given the right to work more autonomously. I
believe that good communication between teacher and student is vital to a positive classroom
climate because it provides a good teacher student relationship and allows a teacher to take
interest in the students personal lives and understand the students wants and needs evidently
targeting causes of misbehaviour. it also provides room for teachers to utilise behavioural analysis.
Therefore, I will utilise good communication within my classroom to build a positive learning
environment for my students and allow them to express their needs and wants.it is essential to
have classroom expectations as it provides the basis for expected behaviour for students. to
encourage targeted behaviour i will utilise positive reinforcement within my classroom however
negative behaviour will have consequence.the classroom should be positive and encouraging of
earning. students should be seated in their assigned seats which will be ordered in rows.i will
ensure that assessments will directly assess students knowledge. furthermore i will outline the
academic outcomes and achievements that need to be met throughout my teaching
program.assessments are imperative as they assess the students attained knowledge. without
assessments teachers are unable to reflect on their teaching strategies and decide if there
approaches are effective. I believe that students best learn through relevant and engaging
pedagogy.
 Therefore I will use a choice theory approach to ensure students are interested in the content being
taught and how it is being taught to keep them engaged and interested.understanding that the
social emotional learning and well being is just as important as delivering content and formative
assessment.If intervention for behaviour management is needed, I believe that i should reflect on
my approach to ensure i am providing best practice. furthermore i believe if a students is
misbehaving choice theory states that you should ask the student why are they behaving the way
they are and how their behaviour is effecting the class. In line with this thinking, I will ask the
students why are they behaving the way they are and how their behaviour is effecting the class.
don’t be too stringent or vigilent, be knowledgable in school policies, allow students to take an
active role in their learning.

 (Week 9) Chapter 10: Contemporary issues (Personal Reading)

This chapter describes some of the current issues and trends that schools and wider
school systems are dealing with. After reading the chapter, you should consider if
any of these movements require ‘presence’ in your teaching philosophy. For
example, once you have visited the AITSL website and examined the national
teaching standards, do you feel the need to address any of these standards in your
teaching philosophy? After reading about time outs, exclusion and expulsion, do
you feel your classroom management intervention approach needs to change or is
it OK as it is? These are just two example of areas where wider issues that teachers
might want to address in their philosophy.

Ask yourself these questions after reading your draft philosophy from 9.1:
1 Have I covered everything I want to cover in my philosophy and if not, what do I
need to add? This might be from chapter 10, but don’t forget about things you
might have written in 8.1. Now is the time to consider how they will fit into your
draft.
2 Does the philosophy read right to me? If not, then make your changes. Move
sections around if you feel they sit better.
3 Do I need an opening quote/sentence and do I need a conclusion to round things
off? If so, jot down some rough notes.
10.1 After considering questions 1, 2 and 3 above, edit your teaching philosophy. It
would be a good idea to leave the draft you had in 9.1 alone, cut and paste that here
and make the changes here just in case you need to refer back to your original
draft.

My personal reflection/teaching philosophy (Draft 2)

I believe good teaching is about creating strategies and approaches to dealing with misbehaviour,
maintaining best practice, delivering relevant content and designing new and innovative ways to
engage students. teachers should have the ability to keep calm in any situation that may arise
within classroom environments. I believe classrooms should be places where students should have
a role in deciding what they are taught and how they are taught. Students should be given the right
to work more autonomously. I believe that good communication between teacher and student is
vital to a positive classroom climate because it provides a good teacher student relationship and
allows a teacher to take interest in the students personal lives and understand the students wants
and needs evidently targeting causes of misbehaviour. it also provides room for teachers to utilise
behavioural analysis. Therefore, I will utilise good communication within my classroom to build a
positive learning environment for my students and allow them to express their needs and wants.it
is essential to have classroom expectations as it provides the basis for expected behaviour for
students. to encourage targeted behaviour i will utilise positive reinforcement within my classroom
however negative behaviour will have consequence. The classroom should be positive and
encouraging of earning. Students should be seated in their assigned seats which will be ordered in
rows. I will ensure that assessments will directly assess students knowledge. furthermore i will
outline the academic outcomes and achievements that need to be met throughout my teaching
program.assessments are imperative as they assess the students attained knowledge. without
assessments teachers are unable to reflect on their teaching strategies and decide if there
approaches are effective. I believe that students best learn through relevant and engaging
pedagogy. Therefore I will use a choice theory approach to ensure students are interested in the
content being taught and how it is being taught to keep them engaged and
interested.understanding that the social emotional learning and well being is just as important as
delivering content and formative assessment.If intervention for behaviour management is needed,
I believe that i should reflect on my approach to ensure i am providing best practice. furthermore i
believe if a students is misbehaving choice theory states that you should ask the student why are
they behaving the way they are and how their behaviour is effecting the class. In line with this
thinking, I will ask the students why are they behaving the way they are and how their behaviour is
effecting the class. don’t be too stringent or vigilent, be knowledgable in school policies, allow
students to take an active role in their learning.
Ready to roll …
Now that you have made the changes, read it to yourself. How does it read now?
If you are happy with the result, you have your first teaching philosophy.
Congratulations! You have done it! Now it’s time to prepare your final submission.
Look at the Unit Learning Guide and now write your own personal reflection and
philosophy Ability to clearly and coherently reflect on specific learnings in this
unit and their implications for their personal philosophy in relation to the
management of student’s challenging behaviour, learning and wellbeing in a
positive learning environment.

Into the future!

However, please be aware that your philosophy may well change as you gain
experience in teaching and are exposed to other ideas from your ongoing
professional development, your interactions with peers and other sources of
inspiration. It will be an interesting task for you to go back to this philosophy you
have just completed in 10 years’ time and compare it to the one you have then.
Will it have changed much? How have your approaches evolved? What kind of
teacher have you become?