Behavioural Classroom Management Plan Educ 2670 PDF

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Creating a Behavioural Classroom Management Plan ...

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Erin Chloe Talan – EDUC2670 45321914

Classroom Management Plan Philosophy Effective learning and teaching can only take place if a good management system is implemented by outlining methods to accomplish tasks and establishing a routine to keep the class focus. To minimise misbehaviours and creating a safe environment that allows students for intellectual and emotional growth (Egeberg, McConney, & Price, 2016). However, there is no one-size fits all on what “good” teaching and learning is . Management strategies and tool have evolved over the years based on research and when entering in a high school environment there is diverse backgrounds, interests, and capabilities to meet the student’s needs and engaging them in meaningful learning. I personally believed that to be an effective teacher is to positively impact student’s lives by tailoring the classroom content to the student’s abilities which allows them to become successful in the real word. As teachers, we are responsible for preparing students for life and I believe that it is important that teachers should teach students about life skills, so not only they can be successful in the classroom, but in life as well. At the end of the year when my students leave my classroom, I want them to take a piece of knowledge that will lead them success. I am a strong believer that whatever you do today, reflects your tomorrow. To increase their interest to learn is providing encouragement, therefore creating engaging activities and providing support to the students it necessary. Additionally, collaborating with students promotes positive teacher-student relationships which results the class to have a sense of belonging and a safe environment. It allows opportunities to broaden my perspective by incorporating effective teaching methods to create an ideal learning environment.

Erin Chloe Talan – EDUC2670 45321914

Preventative Strategies Classroom Culture In the case study, my science students are a boisterous class and they get easily distracted and very noisy when it comes to group work, as well as very rowdy when transitioning to another class. Since it is already midway through term one. Linda Albert’s Cooperative Discipline Theory is the most effective way to address inappropriate behaviours that disrupt engagement and learning is creating a code of conduct cooperatively as a class (Charles & Senter, 2008). Albert has identified that there are four type of classroom misbehaviours: attention, power, revenge, and avoidance of failure (Charles & Senter, 2008). As teachers, we cannot control the student’s behaviour, but we can influence their motivation of succeeding in science by giving them opportunity to contribute in the class by creatin 3-5 simple rules. It is important when addressing a rule that it should be supported why it necessary and beneficial to create a positive classroom environment (McGinnis, Frederick, & Edwards, 1995). It allows students to play an active role in the classroom to determine the consequences, not only they can take ownership and evaluate their own behaviour choices but increases their responsibility and capability of making good decisions (Franklin & Harrington, 2019). When conducting practical is in the laboratory, it is important to remind the students about the code of conduct but there are some safety guidelines for the science labs are essential that cannot be change in order to avoid hazards. The laboratory procedures can include: 1. Wear safety glasses and laboratory coat at all time when requested 2. Long hair must be tied up 3. Treat equipment and lab partner with respect and care. Having brief review of laboratory procedures before entering in the labs can reduce loss time and maximise effectiveness (McGinnis, Frederick, & Edwards, 1995). Students will be given

Erin Chloe Talan – EDUC2670 45321914

a copy of the laboratory safety guide that will include a layout of the laboratory to familiarise the location of the safety features such as the eye wash fountain, fire extinguishers, fire blankets and the safety shower. They will be required to sign an agreement to follow the code of the conduct and expectations of using the laboratory including the parents before a student conducts science experiment. A poster will be created to remind the students of the safety guide procedures in the laboratory section of the class including the safety of aspects, especially chemical handling, and disposal. Establishing routines to facilitate classroom procedure is key to successful teaching and learning. Depending if I was coming from lunch or from another class, the students are expected to wait outside the classroom before entering the room. If I am there early in the classroom, I will put an objective for the lesson so the students know what the content will be about. Towards the end of the class before transitioning to another subject. Movement between classes is significant in a high school timetable. These transitions can lead to behaviours such as rowdiness which can interfere student’s learning (Saled, 2008). To minimise loss time is giving verbal cues by telling the students 5 minutes before the bell rings their expectations to complete home for the next session and having a summary discussion about what one thing they learned from the lesson before leaving the class.

Classroom Climate Applying William Glasser’s Choice theory will maintain a safe and positive classroom climate in understanding the student’s behaviours to design an effective strategies to reduce disruptive actions and enhancing teacher engagement (O’Brennan, Bradshaw, & Furlong, 2014) (Bechuke & Debeila, 2012). The theory is based on the five basic principle human needs of survival, belonging, freedom, power and fun as the driving force behind the desirable and undesirable behaviour in the classroom (Glasser, 1998) (Praveen G. & Thomas

Erin Chloe Talan – EDUC2670 45321914

Alex, 2018). These needs can be elaborated, for example survival can be expanded in relation to safety and security (Irvine, 2015). There are physical and social aspects that will need to take in considerations such as seating arrangements, classroom displays and clear understanding of rules, procedures and consequences to create a safe and supportive environment (Franklin & Harrington, 2019). If students feel unsatisfied in the classroom, it leads them not feeling safe and insecure. One of the important needs in the Choice theory is belonging towards having a positive climate, as it has been argued that it is responsible for teacher to create caring learning environment where trust, respect and tolerance is implemented (Gabriel & Matthews, 2011) (Glasser,1998). Having a positive relationship enhances students to promotes building of peer relationships, especially working together in small groups. It helps students to have a sense of acceptance, exchange ideas and learn from each other and allowing them take responsibility of their learning by working towards a goal. This will enhance confidence to participate in collaborative discussion to have further understanding from different perspectives and to give and receive feedback from each other. In addition to belonging can be associated through the freedom of choice. This stage 5 class is required to work independently majority of the time leading up to their senior year and preparation for university. Allowing students to have a choice to showcase their knowledge in learning activities promotes strategic planning, goal setting and the opportunity to selfevaluate their own understanding of the content (Franklin & Harrington, 2019). Furthermore, it’s providing a life skill to take ownership of their own learning and being responsible when monitoring their progress, seeking help when required and managing their time effectively (Stefanou, Perencevich, DiCinto & Turner, 2004) (Conley & French, 2014).

Erin Chloe Talan – EDUC2670 45321914

Physical Environment

As 10-2 Science class can be easily distracted and noisy when engaging in group work and taking long when completing tasks. I will be assigning seats for the first two weeks to reduce behaviour problems and monitoring the student’s behaviour before inputting the class negotiations and ideas to arrange an appropriate agreement. Changes to seating arrangement can be useful to re-establish control and manage relationships and interactions in the classroom (John De Nobile et al., 2017). The above classroom layout, there are 30 students and the seats have been arranged for maximum visibility and minimise congestion for easy student and teacher access. Learning a heavily content subject, I have implemented Lyons, Ford and Arthur-Kelly (2014) seating arrangement to be suitable. Working in groups is important for collaborative discussion from using prior knowledge and allow students to be open and learn from each other which these skills can be applied to improve academic ability, especially in

Erin Chloe Talan – EDUC2670 45321914

science experiments (Sterling, 2009) The positions of the seats allow students to easily form pairs and group of four if needed. Each table will consist a mixture of students with different abilities. For example, the 8 ESL students who require support will be seated with students who are very conscientious and for 3 students with significant behaviours concerns will be seated separately in the first three tables close to the whiteboard, so they can be positively influence and minimise disruptions. Key Interventions Although may students will respond positively to the prevention strategies but in some cases, interventions may need to use appropriately to establish limitations of misbehaviour and reinforce positive expectations (Egeberg et al., 2016). If the behavioural problem continues affecting their own classroom performance, a specialised student- specific designed intervention plan will be created to address the relationship between their personal learning and behaviour where their parent’s will be notified (Killu, 2008). Intervention strategies can be implemented into the classroom using Positive Behaviour Support (PBS). The process involves The three students who have been identified with significant behaviour concerns and have received warnings; it is necessary to design specific plan focusing on enhancing the development oof positive behaviours under the Applied Behaviour Analysis (ABA). ABA requires the evaluation and observation of the student to analysis the antecedents and consequence that influence their misbehaviour. Carlo was diagnosed with ADHD-HI when he was year 7 and has been classified that he can be energetic, controlling his impulsive behaviour and disobedient. Based on his behaviour he could be seeking for attention and gaining power. As he has been regularly been violent with his peer and served detention, I will be providing a three level hierarchy that would include by discussing the code of the

Erin Chloe Talan – EDUC2670 45321914

conduct that has been created and reinforce why it necessary to having a positive learning space. If he continues to misbehave, Carlo will leave the classroom immediately by walking with or without a buddy (depending on the situation), where he will be left to calm down and to rethink his action. If both actions have both failed, speak to Carlo’s parents to discuss, and understand what may cause Carlos to react this way and how he acts at home. If he has routine or procedures that assist him to complete tasks and control his behaviour, I will implement these actions by creating a specialised lesson plan to provide consistency. On the other hand, Christopher is extremely capable student who is unable to work in group tasks. He doesn’t take consideration of his peers feelings or opinions when doing group activities, thus resorting having a bossy attitude and using bad language to express his feelings. As his mother has been made aware of his actions, to address the situation is by giving a five level hierarchy as he can cause unavoidable disruption in the class and start a violent rage. 1. Giving eye contact 2. Gentle reminder in a positive tone by saying “ Christopher, I am very disappointed that you aren’t showing respect to your peers” 3. Restate directions 4. Giving the freedom of choice, for example “Christopher, you can either sit out of this activity or work cooperatively” 5. Removal from class and speaking to Noel about his misbehaviour and actions affecting the class’s learning. I will be notifying the parents and discuss options. The last student is Carmelina who has a tendency to contribute to whole class discussion without putting her hand up first, using her device in classroom and affecting her relationship with her peers as they have been excluding her from group tasks. Based on her background information, she is experiencing her parent’s divorce which has caused the misbehaviour to

Erin Chloe Talan – EDUC2670 45321914

seeking for attention and covering her feelings by acting like the cool kid. I would provide Carmelina a five level hierarchy: 1. Praise immediately when positive behaviour is displayed when working quietly or diligently. I rather reinforce her behaviour with encourage by saying “it’s great to see using your hand up before speaking” so it showcase influence positive behaviour 2. Remind the student of the code of conduct 3. When she disrupts, I would use a positive tonne in redirecting her attention back to her work and 4. Allow her to leave class to take a short time out or allow Carmelina to assist in the lesson 5. Parent interview to discuss the actions that have been made in class. Speak to the Mum about arranging study plan

Erin Chloe Talan – EDUC2670 45321914

References Bechuke, A. L., & Debeila, J. R. (2012). Applying Choice Theory in Fostering Discipline: Managing and Modifying Challenging Learners Behaviours in South African Schools. Journal of Humanities and Social Science, 2(22). https://www.researchgate.net/publication/308900621_Applying_Choice_Theory_in_Fosterin g_Discipline_Managing_and_Modifying_Challenging_Learners_Behaviours_in_South_Afric an_Schools Charles, C. M., & Senter, G. W. (2008). Building classroom discipline. Pearson/Allyn And Bacon. Conley, D. T., & French, E. M. (2013). Student Ownership of Learning as a Key Component of College Readiness. American Behavioral Scientist, 58(8), 1018–1034. https://doi.org/10.1177/0002764213515232 Egeberg, H., McConney, A., & Price, A. (2016). Classroom Management and National Professional Standards for Teachers: A Review of the Literature on Theory and Practice. Australian Journal of Teacher Education, 41(7), 1–18. https://doi.org/10.14221/ajte.2016v41n7.1 Franklin, H., & Harrington, I. (2019). A Review into Effective Classroom Management and Strategies for Student Engagement: Teacher and Student Roles in Today’s Classrooms. Journal of Education and Training Studies, 7(12), 1. https://doi.org/10.11114/jets.v7i12.4491 Gabriel, E., & Matthews, L. (2011). Choice Theory - An Effective Approach to Classroom Discipline and Management. The Journal of Adventist Education. http://circle.adventist.org/files/jae/en/jae201173032003.pdf Glasser, W. (2001). Choice theory : a new psychology of personal freedom. Harperperennial. Irvine, J. (2015). Enacting Glasser’s (1998) Choice Theory in a Grade 3 Classroom: A Case Study. Journal of Case Studies in Education, 7.

Erin Chloe Talan – EDUC2670 45321914

John De Nobile, Lyons, G., & Arthur-Kelly, M. (2017). Positive learning environments : creating and maintaining productive classrooms. Cengage Learning. Killu, K. (2008). Developing Effective Behavior Intervention Plans. Intervention in School and Clinic, 43(3), 140–149. https://doi.org/10.1177/1053451207311610 Lyons, G., Arthur-Kelly, M., & Ford, M. (2015). The Lyford Model of Classroom Management: Authentication through Continuing “Reflections from the Field.” Creative Education, 06(19), 2063–2076. https://doi.org/10.4236/ce.2015.619211 McGinnis, J. C., Frederick, B. P., & Edwards, R. (1995). Enhancing classroom management through proactive rules and procedures. Psychology in the Schools, 32(3), 220–224. https://doi.org/10.1002/1520-6807(199507)32:33.0.co;2-4 O’Brennan, L. M., Bradshaw, C. P., & Furlong, M. J. (2014). Influence of Classroom and School Climate on Teacher Perceptions of Student Problem Behavior. School Mental Health, 6(2), 125–136. https://doi.org/10.1007/s12310-014-9118-8 Praveen G., M., & Thomas Alex, A. (2018). Classroom Management: A Theoretical Overview. Scholarly Research Journal for Humanity Science & English Language, 6(29). http://oaji.net/articles/2017/1201-1539426644.pdf Salend, S. J. (2008). Creating inclusive classrooms : effective and reflective practices. Pearson/Merrill Prentice Hall. Stefanou, C. R., Perencevich, K. C., DiCintio, M., & Turner, J. C. (2004). Supporting Autonomy in the Classroom: Ways Teachers Encourage Student Decision Making and Ownership. Educational Psychologist, 39(2), 97–110. https://doi.org/10.1207/s15326985ep3902_2 Sterling, D. (2009). Classroom Management: Setting Up the Classroom for Learning. Science Scope, 32(9), 29–33....