EDFD260

Assessment A: Behaviour Management Plan

Demonstrate knowledge of practical approaches to manage challenging behaviour.

Introduction:
My belief with behaviour management surrounds the importance of belonging through a comforting environment, where students are
able to learn from one another and grow as a community of learners. Its important to ensure students recognise their strong sense of
responsibility within the classroom and maintain a balance in ensuring that appropriate behaviour is exercised. I understand the need to
step up and the importance of equipping students with the appropriate skills for conflict resolution. My classroom will promote
learning, personal wellbeing, social skills and safety (Lyons, Ford, Arthur Kelly, 2006).

Additionally, positive student engagement in school life is a key endeavour as students are able to forge positive relationships within the
classroom and progress to create a school community through acceptance. Dreikurs Goal Centered Theory (GCT) highlights that
students will become confident individuals with a sense of responsibility whereby discipline procedures will be firm, fair and consistent.
Through such an ideal students will be able to take responsibility for their behaviour choices. Dreikurs GCT focuses on the importance
of social acceptance and the understanding that positive behaviour is able to occur when norms are followed such as being noticed,
exerting influence, being respected and fairly treated and when students are supported (Carroll, 2014).

Rogers school community is based on the notion of rights, respect, relationships and rules. The positive behaviour leadership model
(PBL) highlights that all discipline is directed towards enabling students to own their behaviour and be accountable for their behaviour
choices, respect the rights of others to learn, to feel safe and to be treated with basic respect; and build workable with students even
where teachers have to discipline them (Lyons et al, 2006, p.23). The roles which PBL identifies and I endeavour to incorporate include
lead, guide, support, discipline and encourage students with shared rights and responsibilities at the core. I recognise the paramount
nature of relationships and hold these as crucial within my classroom (Edwards & Watts, 2006, p.242).
Links to theoretical model/approach
Teacher actions/strategies
(Effective Teaching- ET, Positive Relationships- PR, Specific Behavioural
Management Strategies- SBMS)
Preparatory and Establishment phases
6. The GCT reiterates the importance of ensuring Preparatory:

Grace Leva 19/10/2015 8:46 PM

Comment [1]: This assessment task
provided the opportunity to reflect on the
varied practical approaches which exist in
behaviour management. These approaches
inform the approach which I endeavour to
adopt within the field broadly and then
more specifically for managing the varying
tiers of challenging behaviour.

Grace Leva 19/10/2015 8:49 PM

Comment [2]: I have been able to
highlight the initial steps to be taken in
order to set the foundation for all students
within the classroom as a means of setting
the expectations and getting to know the
students and ensuring they get to know you
as the teacher. These strategies as such as
proactive practical measures taken in
general by all teachers.

that the strengths and interests of students are

included (Lyons et al, 2006).
10. Dreikur emphasises the importance of
modelling behaviour as its understood that
students will copy what they see their teacher
doing. Thus, modelling consistent, considerate
and responsible behaviour is pivotal (Lyons et al,
2006, p.7)

11. Rogers highlights that positive relationships
should be facilitated within the classroom (Lyons
et al, 2006)

12. The GCT highlights the importance of
engaging with the class to consider the needs
satisfaction and behaviour (Lyons et al, 2006,
p.7).

13. GCT recognises the importance of providing
students with such clear expectations and
boundaries as this enables them to see what they
must do (Lyons et al, 2006).

14. Dreikurs GCT focuses on the importance of
building trust within the classroom whilst
simultaneously enabling students to gain self
responsibility (Lyons et al, 2006).

1.

Consult with previous teachers, building understandings about abilities,

interest and needs. (When consulting colleagues personal perspectives may
overshadow reality) (ET)
2.
Build coherent understandings about the schools policies and practices with
specific regard to rules implemented within the classroom building up to the
whole school. Know the schools reward systems for appropriate and
inappropriate behaviour and become aware of the systems in place to manage
inappropriate behaviour beyond your control. Know who to turn to if this
arises. (ET)
3.
Have an understanding of any additional needs considering those with
learning difficulties and gifted and talented students. Understand various
learning styles and the ways in which these could be catered for within the
classroom. (EG- Incorporating drama within a dense topic for kinaesthetic
learners) (ET)
4.
Consider classroom rules on a poster (visual learners) and use them as a point
of reference. (SBMS)
5.
Adapt/reflect on previous behaviour management plans. Use these to
continually improve teaching practices by using strategies which have worked
and making alterations to those which didnt (SBMS)
6.
Determine the rewards which will be used within the classroom such as table
points, mystery person, best reading group etc. (Konza, Grainger &
Bradshaw, 2001, p.107) ET
Establishment
7.
Be motivated to model expectations from the very first meeting by being
professional. (ET/ PR)
8.
Build understandings about the students through establishing positive
relationships (form clear understandings about interests and challenges
limiting challenging behave iour due to boredom) (PR)
9.
Divide the smart board in two sections on the left have a list of everything you

10.
11.

12.
13.
14.
Preventative Measures
1.Relationships are perceived as pivotal within
the GCT as students key social groups are
school groups and family groups, and the
development of positive relationships in these is
central to needs satisfaction (Lyons et al, 2006,
p.7). This informs the necessity for developing
positive relationships within the classroom.

4. Driekur reflects on the importance of ensuring
that effort is at the forefront of praise as opposed
to focusing solely on a students level of
achievement (Edwards & Watts, 2004).

1.
2.
3.
4.
5.
6.
7.

expect of the students to create the lists together. Use this as a class contract
which students have created and thus must follow. (ET/ PR)
Hold a meeting with parents and use this time to talk to them about
expectations. (ET)
To ensure students are able to maintain a strong sense of responsibility,
students will alternate through a series of roles. These roles will include 2
maths helpers, 2 environmental leaders, 1 special helper, 1 door helper, 2 SRC,
1 Table helper per group, 2 messengers, 2 library monitors and 2 lunch order
leaders. (PR)
The classroom will be set up in small groups as this promotes team work and
a community of learners all student will be seen from any point in the
classroom. (ET /SBMS)
Discuss expectations assertively, maintain a clear voice with positive body
language and gestures.
A clear class routine will displayed and followed daily. (ET/ PR)
Discuss with students what bullying is and how it will note be tolerated within
the classroom. (PR)
Provide varying opportunities for students to work with different members of
the class. (PR)
Provide students with clear instructions to ensure on task behaviour. (ET)
Ensure tasks are fi and students are implicitly motivated with necessary
scaffolding. (ET)
Systematically move around the class starting with the weakest student to see
the leaning. (ET)
Know the students and tailor activities. They should be derived from students
interests as this ensures motivation and excitement surrounding the
completion of the activity. (ET)
In the form of rewards (SBMS)

Grace Leva 19/10/2015 8:51 PM

Comment [3]: These measures are the
starting point for being proactive in
endeavouring to prevent the challenging
behaviours which may become evident.
They are practical and ensure that students
receive some continuity as they begin
broadly and begin to become more
individualised to student behaviours.

These preventative measures are deemed critical

both within the GCT and Rogers PBL as its ideal to
prevent misbehaviour as opposed to
interventions (Lyons et al, 2006).

8.

v Rewards will differ depending on the age and stage of the class with
younger students presented with more extrinsic motivation and the
older years with higher levels of intrinsic motivation.
v Students will be rewarded for their effort and achievement. Positive
reinforcement will focus on what the students have achieved. This may
be individualised as some students may finish activities whilst other
students have only completed half of an activity. Verbal praise such as
fantastic work today or I like the way you sat down quietly after
lunch acknowledging the appropriate behaviour students should be
demonstrating.
v Rewards in the forms of stickers, stamps, table points will be given to
students with a clear understanding of WHY they are receiving them,
The setting of the classroom will encourage students to work in teams
supporting one another and in turn creating a supportive learning
environment.
Being prepared for each lesson with adequate resources in advance.

9.
Low level/unobtrusive/ non-punitive interventions
1. Rogers reflects on the importance of ensuring Promoting desired behaviours
that students are able to own their own
1. Commenting on a student doing the right thing such as Jack I love the way you
behaviour. This enables students to take
are sitting a ripple effect is created as all students suddenly follow (Lyons et al,
action and undertake the appropriate
2006) (SBMS)
behaviour on their own accord (Lyons et al,
2. Reminding students before the behaviour is asked of them such as Im looking
2006, p.23)
to see who sits on the floor quietly. The two questions which should be directed
2. Rogers identifies the importance of the casual
to off task behaviours include what are you doing? where students will often
refocus as a method of redirecting off task
respond to bluntly of which the question which should come next is what
behaviours (Konza et al, 2001, p.114).
should you be doing? (Lyons et al, 2006, p.125). (SBMS)
8. The teachers look is seen as a key method of
3. The use of purposeful roving as this proximity tends to put students on track.
providing students with assertive and direct
(ET/ PR /SBMS)
messages (Konza et al, 2001, p.113).
Responding to inappropriate behaviours

Grace Leva 19/10/2015 9:02 PM

Comment [4]: Here, I have outlined some
practical approaches to dealing with the
beginnings of challenging behaviour.
Initially it is important to encourage the
appropriate behaviours and respond to
these in order to minimise the
inappropriate behaviours. There are
various strategies outlined when
responding to students who demonstrate
inappropriate behaviours and begin to
demonstrate challenging behaviour.

4. Students should be redirected to doing the right thing (ET)

5. Its important not to embaress students exhibiting inappropriate behaviour, its
often best to ignore it, to begin with and see if it ceases. If the behaviour
continues its very important not to humiliate students but leave the behaviour
until the remainder of the class is on track providing an opportunity to talk to
the student (Konza et al, 2001) (ET/ PR /SBMS)
6. When students demonstrate undesired behaviours pausing and posing a
question to the class may prompt thinking (EG- calling out repeatedly poses the
question why dont we call out?) (ET /SBMS)
7. The look given to students may demonstrate tat you dont approve of what they
are doing. (SBMS)
Second tier responses
2.The GCT recognises the importance of providing 1. Referring back to classroom rules and expectations encourages students to note
children with choice (Lyons et al, 2006, p.7).
the rules being disregarded. Depending on the situation discussing the rule will
6. The GCT highlights the strong influence of the
provide context and an understanding as to why this behaviour is not
teachers personality on the childs behaviour.
appropriate (ET /SBMS).
Being democratic rather than permissive or
2. Providing students with a clear choice in relation to consequences requires
autocratic, has a greater capacity to support
owning their behaviour (PR). However separating students who continuously
students to become personally responsible
disrupt r negatively influence other may be necessary (Konza et al, 2001)
learners (Lyons et al, 2006. P.7).
(SBMS)
3. Follow through with consequences after warning and the choice to change their
behaviour (Low level- asking a student to put their hand up to talk/ the child is
given the choice. 2nd tier if this continues they will not be able to join in the
discussions occurring and will be spoken to afterwards) (ET/ PR /SBMS).
4. Ask students what choices will help them improve their behaviour (ET/ PR
/SBMS).
5. Maintain calm emotionally, be careful with consequences and ensure these are
not for the entire class based on a few students (Konza et al, 2001, p.104) (ET/
PR /SBMS).

Grace Leva 19/10/2015 9:04 PM

Comment [5]: As students begin to
continually demonstrate challenging
behaviours these responses are some
practical approaches as a response which
will hopefully minimise some of these
behaviours.

6. Instead of saying Sam please sit down change it to be expressed in a positive

manner to indicate this is what they must do Sam sit down thank you.
Maintain the use of clear and straight to the point instructions through the use
of positive language and reinforcements (ET/ PR /SBMS).
More significant interventions/moving beyond the classroom
1.Driekurs GCT focuses on the importance of
1. Ask the student what they think needs to be done in order to minimise the
ensuring that teachers understand why their
challenging behaviour. Ensure that these are always followed up (Konza et al,
students are motivated to misbehave. After this
2001) (SBMS)
point is determined teachers are able to
2. Discuss with the child what the logical conseqiences which need to be enforced
adequately determine the ways in which the
with be (SBMS).
individual students needs can be met (Lyons et
3. Sit down with the child and talk to them and their parents to determine the
al, 2006, p.7).
reason for the challenging behaviour (PR /SBMS).
2.Driekur recognises the importance of ensuring 4. Enforce consequences if the previous strategies have not worked (Konza et al,
that students are presented with natural and
2001) (SBMS).
logical consequences (Lyons et al, 2006, p.7).
5. If the challenging behaviour may threaten the safety of anybody, follow the
schools policies and procedures. This may be to remove the child from the
classroom. Do not leave the child outside on their ownsend them to another
teacher/principal with supervision. Be sure to make sure that the remainder of
the class is being supervised if you leave (Konza et al, 2001) (ET /SBMS).
6. A higher authority should be consulted to provide the teacher with support and
guidance (SBMS).
7. Create a contract with the student, parent/carers, principal; class teacher
depending on the situation a counsellor may be present also (SBMS).
Conclusion:
The classroom should be a student centered and interactive place where students are able to grow individually and as a community with
positive relationships pivotal to understanding student behaviour. Key areas of focus ensure appropriate behaviour is exhibited are
through Rogers PBL of respect, relationships, rules and responsibilities. These factors influence students and thus ensure that the
desired behaviour is achieved. In addition, there are various strategies, which can be implemented within the classroom for varying
purposes. Rogers and Driekur have influenced my plan in the classroom. Thus, a teacher who has a plan in terms of behaviour will be

Grace Leva 19/10/2015 9:04 PM

Comment [6]: If everything mentioned
previously does not work and challenging
behaviours are still evident these
interventions may be used.

better able to accommodate the student needs to belonging and therefore minimise undesired behaviours.

References

Carroll, K. (2014). Lecture 4: Behaviour Management Models [Powerpoint]. Retrieved from http://www.leo.acu.edu.au/


Carroll, K. (2014). Lecture 5: Managing Disruptive Behaviour [Powerpoint]. Retrieved from http://www.leo.acu.edu.au/


Edwards, C.H., & Watts, V. (2004). Classroom discipline and management: An Australian perspective. Milton, QLD: John Wiley and Sons
Australia.


Konza, D., Grainger, J., & Bradshaw, K. (2001). Classroom Management: A Survival Guide. Social Science Press.


Lyons, G., Ford, M., & Arthur-Kelly, M. (2006). Classroom Management: Creating Positive Learning Environments. Northshore, NZ: Cengage
Learning Australia.