Prior to undertaking the unit, I did not understand and realise the depth of research and

theory that goes into creating a positive classroom environment and managing challenging
behaviour from students. From the outset, I believe that a good teacher is empathetic,
compassionate, just and fair, in addition to, having a deep knowledge and understanding of
content which is demonstrated in every lesson. During this course, I realised that there were
several key considerations in forming a positive classroom environment and a behaviour
management model that suits me best. These considerations correlate mostly with an
interlink between Goal Centred Theory, Choice Theory and Cognitive Behavioural Theory.
For instance, key considerations such as identifying and clarifying various the individual
learning needs of students, as well as coming up with problem-solving solutions is
imperative to help manage challenging situations in the classroom.
Before undertaking the unit, I thought that a positive learning environment was based on
creating an environment that was happy, healthy and inclusive of all children. However,
throughout the duration of this unit, I realised that in order to create this, there needs to be
teacher and student expectations and goals in place, as well as, rules need to be established
in regard to student sensitivities and their needs. Furthermore, as a result of excellent
communication between teacher and students, classroom organisation and management
can be achieved effectively, allowing for a positive environment to emerge.
Throughout this unit I began to appreciate the notion of professional reflexivity. I not
believe it is important to my teaching because it allows for growth and professional
development. It also enables me to reflect on any preconceived stereotypes I may have, and
stop me from making judgements on students without getting to know them on an
individual basis. I will engage in professional reflexivity by asking myself questions:

- What you can change in your context?

- How to value perspectives of others
- Why the situation is stressful? And how it impacts on teaching practice?
- How to improve teacher-student relationships

These questions will enable me to create a supportive and productive environment, as it

they will continuously teach me to get to know and value each student individually.

Professional reflexivity also allowed me to develop my pedagogical strategies. Whilst I was

on practicum I felt that it enabled me to promote a culture of value and respect for
students, and allowed me to practice various learning strategies that promote student self-
confidence and willingness to take risks with their learning and ensure students experience
success through structured support, the valuing of effort and recognition of their work.

When it comes to behaviour management, I thought of prevention initially, basing my belief

that I would use preventative measures, like engaging, fun and interactive lessons to
minimise behaviour. However, during my practicum I felt the need to use rules and
consequences to maintain an orderly and productive lesson, whilst still being sensitive of
students’ needs. The rules I believe are important in the classroom are:

- Be on-time, on task and prepared to learn everyday

 - Keep all personal electronics in your bag unless required
- Be responsible for your own learning
- Respect the teacher, classroom, other students and yourself
- Never give up

I still feel that I am still developing the skill to establish rules effectively, however I have
come up with several ideas that will assist me in establishing ground rules in the classroom,
such as:
- Initially, decide what is non-negotiable for you as the teacher
- Plan to have a class discussion around setting up rules and expectations and allow
students to modify it
- Have students create the rules and expectations
- Adjust the rules all together and apply them in the classroom.

Additionally, since my experience on practicum, I found that modelling and role playing
were effective techniques when establishing ground rules in a classroom that consisted with
students who had learning/intellectual difficulties. Modelling consists of the teacher calling
out the expected behaviour, then follows by connecting it to the class rules, for instance,
“in our classroom we respect the teacher, classroom, other students and ourselves and one
way to show respect to one another is to listen carefully.” This shows that each student has
the opportunity to speak uninterrupted. Alternatively, role playing can be demonstrated by
the teacher can start by describing a situation and then connecting it to the rules. They he
or she can ask students how they think the rule should be followed. Then with volunteer
students, the teacher starts the action, then stops before the bad behaviour occurs and asks
for suggestions on respectful behaviour

Like mentioned previously, my methods of behaviour management relied heavily on

preventative methods, however, I soon realised that rules and consequences are also
important to create a functioning classroom. During week 5 and after reading Ziporli & Killu
(2008), the notion of reinforcement is a concept that I found imperative when modifying
and managing classroom behaviour. Positive reinforcement permits teachers to give
rewards to their students in order to modify or increase target behaviour, for instance,
giving a merit to reward good behaviour. Alternatively, negative reinforcement is the act of
removing something to increase target behaviour, for example, if a class had to collect
rubbish during lunch time, and a student was behaving undeserving of the punishment, the
teacher removes the chore from said student. In this way, the act of negative reinforcement
may give students the motivation to behave accordingly in the classroom.

Lastly, a method that I would incorporate into my personal philosophy and classroom
management strategies are holistic social and emotional learning approaches. Such
approaches like the Grip method are key when dealing with challenging behaviour. They
utilise the following strategies: individualise instruction to maximise instruction and
minimise disruption; praise positive behaviours; establish routines; respond to feedback;
and most importantly build positive relationships with and between your student.

Although I have gained various strategies and skills from undertaking the unit, I still feel that
there is more to learn in the field. With continued application in classrooms that I teach, I
have no doubt that my new skills that I have attained will help me grow as a professional
educator and I will continue to develop as I gain more experience.

Acknowledgements

Goal Centred Theory

Choice Theory
Cognitive Behavioural Theory