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Assignment Coversheet

Student Name: Evelyn Smith

Student Number: 37545

Programme: Bachelor of Education (Teaching) Primary

Course Code: PIPI 6204

Course Name: Being and Becoming: The Compassionate Teacher

Assignment Number: 2

Word Count: 2176

Course Educator: Rachelle Hulbert & Alaster Gibson

Due Date: 9 November 2018

Extension Granted Until*: Click here to enter text.

Date of Submission: 9 November 2018

I, Evelyn Smith
CERTIFY that this assignment is my own work, and that I
have not previously submitted it for academic credit.

Date: 9 November 2018

Evelyn Smith PIPI 6204: Being and Becoming: The Compassionate Teacher Page 1
37545 Assignment 2: Positive Behaviour Management Philosophy of 8
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Positive behaviour management is an essential part of a classroom. Without positive
behaviour management in schools and classrooms, learning can become meaningless, because
students learning needs are not being met adequately. Furthermore, student’s wellbeing is at
risk when there is no positive behaviour and classroom management, because they are not
being supported in their academic and social-emotional learning. Positive behaviour
management in the classroom is not simply about engaging students in meaningful learning.
Downie (2015) suggest, “it is also about facilitating students’ development of self-
management and responsible behaviour” (p. 269). Effective positive behaviour management is
when teachers create a support and facilitate both learning and wellbeing, in a safe and
positive learning community (Evertson & Weinstein, 2006).

As a Christian educator, I believe that I have been called to share God’s love with students
and support them while they discover their God-given gift and purpose (Van Brummelen,
2009). In my classroom, I hope to facilitate a positive learning environment by building
positive relationships, creating a classroom community, setting high expectations, and using
restorative practice. These key underpinnings of positive classroom management do not stand
alone, instead, they complement each other to create an effective positive behaviour
management philosophy. When I intentionally plan and implement my positive behaviour
management philosophy, student’s wellbeing is nurtured, and they will be able to learn to
their full potential.

Positive Relationships:

Building positive relationships with students and whanau is important to me because it gives
people in my classroom a sense of belonging. I want to create a learning environment where
students are safe and cared for, therefore positive relationships are key in my philosophy of
positive behaviour management. Absolum (2006), supports my belief by saying that the
“quality of the relationship between teacher and student is the key to the successfulness of the
teaching” (p. 43).

Positive relationships begin with having respect for students. Respect builds an effective
classroom culture, and Fraser and Hill (2016) support by saying that “teachers who develop
an effective classroom culture for all students ensure that they include all students in
respectful ways” (Fraser & Hill, 2016, p. 3). In my classroom, respecting students will look
like getting students names right, pronouncing students’ names correctly, knowing about each
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37545 Assignment 2: Positive Behaviour Management Philosophy of 8
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student’s culture, and taking time to listen to students (Fraser & Hill, 2016). Moreover, there
will be a no shame policy in my classroom. I believe that no child should be shamed by a
teacher in front of the class, because it harms a child’s self-esteem, discourages positive
relationship, and learning. When a child has done something wrong, I will either address the
issue in private, gently approach the child and ask them to do the right thing or use proximal
praise to direct the student to the appropriate behaviour or learning.

Students will come into my classroom, each with their own diverse background and
experiences and some will suffer from trauma. Wolpow, Johnson, Hertel, & Kincaid (2011),
define trauma as “violation of the basic safety and support expected in intimate relationships”
(p. 9). Therefore, teachers must show compassion, by responding to the needs of students in
the classroom in a way that best suits the child’s needs and circumstances (Gibson, 2015).
Students who are affected by trauma often have a hard time understanding instructions or
explanations (Wolpow et al., 2011), therefore to help them I can give them one-on-one
support which is discreet. I believe compassion is important within teaching because the Bible
tells us to “show compassion, just as our Father is compassionate” (Luke 6:36, New Living
Translation [NLT]). Showing compassion will look like differentiating learning for students,
negotiating learning if there is a good reason, and taking time out of my day to support
students. Research has shown that although people experience trauma in their lives, they are
able to succeed (Wolpow et al., 2011), therefore, I intend to be a teacher who transforms
students’ lives by showing them compassion (Gibson, 2015; Jude 1:22).

In order to maintain positive relationships with students in my classroom, I will need to

choose to let go of the small things and starting each day anew. There is no need to pull up
students for every wrong behaviour because this will affect my wellbeing, which will then
affect the culture of my classroom. The Bible reminds us to “let the peace of God rule in your
hearts and mind” (Colossians 3:15). When I let God’s peace rule in my heart and mind, I can
move on from challenging events. Also, by ensuring the first interactions with a student are
positive each day, I will be able to maintain relationships that are focused on the child and not
their behaviour or wrong uniform. Kathy Colville from Tauranga Intermediate calls this
practice “connect before correct” (K. Colville, personal communication, July 3, 2018) and it is
effective because it promotes positive relationships and community.

Community:
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37545 Assignment 2: Positive Behaviour Management Philosophy of 8
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At the start of each school year, I intend to set up a classroom culture of community. Building
a classroom community from the start of the year will set students up for success in their
learning and wellbeing. Fraser & Hill (2016), promote classroom communities because it
gives students the confidence to take risks in their learning.

One way I will establish a classroom community will be through a class treaty, created at the
start of the year (Downie, 2015; Fraser & Hill, 2016). The development of a class treaty will
start with a questionnaire being sent home to whanau, asking them what their values and
expectations are for their child’s learning. By inviting whanau to contribute to the class treaty,
I am welcoming parents into the learning community. A case study of Ranui Primary
(Ministry of Education, [MoE], 2015) showed that sending questionnaires home to whanau
was effective because the whole community was involved in creating the school culture. The
values decided most important by whanau will be worded in positive language and will be
easily understood by students (Fraser & Hill, 2016). For example, instead of saying “we do
not bully in our class”, I will use “we are respectful to everyone. Fraser and Hill (2016),
suggest that a class treaty should include five aspects of behaviour; “respect or treatment of
others, communication, learning, movement, and problem-solving” (Fraser & Hill, 2016, p.
125). The class treaty will be presented in the classroom, for all students to see and it will be
referred to regularly throughout the school year (Fraser & Hill, 2016).

Another way I will build a classroom community is through circle time. At the beginning of
the year, I will timetable a weekly circle time for my classroom. Circle time is a co-operative
approach used for positive behaviour for learning and problem solving (Kent County Council
[KCC], n.d.). Furthermore, circle time can be used to talk about “issues which promote self-
esteem and positive behaviour” (KCC, n.d., p. 3). Circle time is effective for creating positive
learning communities because it teaches students skills such as, listening, cooperation, and
problem-solving (Collins, 2011). Moreover, students’ self-esteem is positively impacted
because they gain confidence in the classroom as they share ideas and solutions (Collins,
2011). During my PPE, I had the opportunity to lead a circle time which was focused on
positive friendships. Each student shared what they thought a positive friend was, which
reinforced the class value of “respecting others”. What I enjoyed about this circle time, was
that it was both meaningful and fun. When both the teacher and students can enjoy a
humorous moment in the class, safe communities are maintained, and wellbeing is promoted
(Downie, 2015).
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37545 Assignment 2: Positive Behaviour Management Philosophy of 8
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Group work will be another way I encourage community within my classroom. While on my
Professional Practice Experience (PPE), I used an online programme called Quizlet to
organise students into groups they would not normally put themselves in. Quizlet shuffles
students into groups where they must communicate with each other in order to complete the
quiz. I used Quizlet as a warm-up activity in writing, to get students into groups for the rest of
the lesson. This was an effective way to build classroom community because it gave students
the opportunity to connect with people, outside of their friendship circles (Downie, 2015).

High Expectations:

At the start of the school year, high expectations will be established as I will organise the
classroom into a meaningful learning space. This means I will pay careful attention to where I
place tables/ desks in my classroom, as well as, where I allow students to sit (Downie, 2015).
In my classroom, I will create a space where students can relax and enjoy reading or quiet
time. Having a space dedicated to quiet time will give students the opportunity to de-stress if
they need to and this will improve the wellbeing of the students in my class. Furthermore, I
will ensure that workbooks and classroom materials, such as pencils and paper, are easily
accessible in the classroom (Downie, 2015). By making workbooks and classroom material
easily accessible, students will not have to push and shove each other to get the resources they
need for their learning. Taking time to carefully set up my classroom will create smooth
transitions between learning experiences throughout the day (Downie, 2015).

High expectations are an important aspect of my positive behaviour management philosophy.

When establishing high expectations in my classroom, they will be for both myself and my
students. This means that I will model the desired values and behaviours I wish to see in my
classroom (Downie, 2015). Furthermore, it means taking the time to set up clear routines for
my class, so they understand the expectations for learning (Downie, 2015; Fraser & Hill,
2016). The setup of a classroom is important because “the ongoing success or failure of
behaviour management is dependent on the groundwork teachers do at the beginning of the
academic year” (Fraser & Hill, 2016, p. 124). Some routines I will intentionally set up in my
classroom at the start of the year include, how to enter the classroom, asking for help, and call
backs used for gaining the classes attention. These routines will establish the learning
expectations in my classroom, which will help students feel safe at school.
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37545 Assignment 2: Positive Behaviour Management Philosophy of 8
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Creating a meaningful curriculum that is relevant to the student's lives can only be achieved
once I have built relationships with the students in my classroom. A meaningful curriculum
consists of opportunities for students to relate the learning to their own lives (Downie, 2015).
For example, a unit on Healthy Eating could include a chance for students to create nutritious
recipes for school lunches. Furthermore, Downie (2015) says that teachers “need to move
away from an overprivileged competitive academic curriculum” (p. 279) because students
who do not meet the standards become at risk of disappearing from school. Instead of having
a competitive academic curriculum, I would like to implement a curriculum which all students
can use and apply in their own lives. Interesting learning experiences that happen in a
classroom community benefit all member’s wellbeing because “teachers and students
experiences joy as they learn and live in community” (Van Brummelen, 2009, p. 228).

Restorative practice:

Restorative practice is an important part of my positive behaviour management philosophy

because it is about maintaining positive relationships within the classroom community.
Furthermore, I am passionate about restorative practice because it brings Biblical principles
into the classroom. Romans tells us to “live in harmony with one another” (12:16, New
International Version [NIV]), therefore, restorative practice is Biblical, because it is about
bringing people together and finding solutions to problems.

One way I will use restorative practice in my classroom will be through using ‘mini chat’
cards to lead individual conferences with students. Individual conferences are great because
they allow teacher to address student behaviour with dignity and respect (Thorsborne &
Vinegrad, 2006). When inappropriate behaviour leads to serious harm, parents, students, and
teachers will meet in a restorative conference. In these conferences, attendants will discuss the
impact of the student's behaviour, as well as make decisions about how to resolve issues and
restore any relationships that have been affected. Through the use of restorative practice in my
classroom, wise discipleship will take place. As I guide students to understand the impact
their behaviour and actions have on other people, they will think critically about their future
actions. Furthermore, restorative practice is also about allowing students to take ownership for
their behaviour and learn how to resolve conflicts (Thorsborne & Vinegrad, 2006).

Restorative practice leads to effect positive behaviour management that promotes student
wellbeing because “relationships are restored, troublesome behaviours cease, students feel
safe again, and the risk of retaliation is minimised” (Thorsborne & Vinegrad, 2006, p. 34).
Evelyn Smith PIPI 6204: Being and Becoming: The Compassionate Teacher Page 6
37545 Assignment 2: Positive Behaviour Management Philosophy of 8
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In conclusion, having a positive behaviour management philosophy is worthwhile because it

maintains and promotes the wellbeing of both teachers and students. Through the intentional
development of positive relationships, classroom community, high expectations, and
restorative practice, I will be able to create a positive learning environment. When a positive
learning environment is maintained, children can learn to their full potential, and I can help
them find their God-given purpose.
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37545 Assignment 2: Positive Behaviour Management Philosophy of 8
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References

Absolum, M. (2006). Clarity in the classroom: Using formative assessment. Auckland, New
Zealand: Hachette Livre NZ Ltd.

Collins, B. (2011). Empowering children through circle time: An illumination of practice

(Unpublished doctoral dissertation). National University of Ireland Maynooth, County
Kildare, Ireland.

Downie, E. (2015). Managing the classroom learning environment. In Groundwater-Smith, S.,

Ewing, R., & Le Cornu, R (Ed.), Teaching: Challenges and dilemmas (pp. 268-290).
South Melbourne, Victoria, Australia: Cengage Learning Australia

Evertson, C. & Weinstein, C. (2006). Handbook of classroom management: Research,

practice and contemporary issues. Mahwah, NJ: Lawrence Erlbaum Associates.

Fraser, D., & Hill, M. (Eds.). (2016). The professional practice of teaching (5th ed,).
Melbourne, Australia: Cengage Learning.

Gibson, A. (2015). Meanings and applications of compassion in teaching. Christian Education

Journal Series 3, 12(1), 8-25.

Kent County Council. (n.d.). Circle time: A whole school approach. Retrieved from
https://www.unrwa.org/sites/default/files/introducing_circle_time.pdf

Ministry of Education. (2015). Positive behaviour for learning: 2015 overview. Retrieved
from http://pb4l.tki.org.nz/

Thorsborne, M., & Blood, P. (2013). Implementing restorative practices in schools: A

practical guide to transforming school communities. London, England: Jessica Kingsley.

Van Brummelen, H. (2009). Walking with God in the classroom: Christian approaches to
teaching and learning (3rd ed.). Colorado Springs, CO: Purposeful Design.

Wolpow, R., Johnson, M., Hertel, R., & Kincaid, S. (2011). Compassionate schools: The
heart of learning and teaching. Olympia, WA: Washington State Office of Public
Instruction. Retrieved from
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http://www.k12.wa.us/compassionateschools/pubdocs/TheHeartofLearningandTeachin
g .pdf