Classroom Management Plan

Pre-service Teacher: Tiana De Thomasis

School: Beaconsfield State School
Class: 5S
My
management
style (links to
philosophy and
learning
theories)

Philosophy: I believe that a teacher who is determined to know the students in order to plan engaging
lessons for the students to participate in creates a successful classroom. Students should be made to feel
welcome, safe and able to freely discuss their thoughts in any particular topic being taught. I fell that
children thrive in a disciplined and routine environment particularly when they are given opportunity to
make choices with regard to their learning (McDonald, 2013). It is my opinion that commanding and
democratic style of teaching will create a positive classroom environment as students are able to have
some control over their learning in a classroom that adopts this approach (McDonald,2013). I believe that
the students will thrive when treated holistically through the recognition that each of the students have a
range of emotions and experiences that impact their behaviour during class time. I feel that a range of
teaching pedagogy such as explicit teaching- I DO, WE DO and YOU DO, collaborative learning, class
discussions, rotational activities educational games and the development fun whole class activities that
will foster excellent education and a warm and connected classroom environment.
Discipline: I believe that behaviour shown within the classroom is a result of how a child is feeling and
that unwanted behaviour stems from an unfulfilled need of some description. I believe that Logical
Consequences Theory by Driekurs is an excellent theory to model my practice on because it focuses on
treating the students holistically. Driekurs theory includes the acknowledgement of unfulfilled need that is
causing the behaviour and the selecting the correct approach to fulfill the need with the hope that this
will lead to the student to become less disruptive.
Learning: I believe that learning within the classroom can be based upon Multiple Intelligences theory
by Gardener (Gardener,2016). This theory is an excellent theory for catering to the diverse classroom
because it acknowledges that students think and learn in different ways. Gardener describes his cognitive
theory- And powerful constraints that exist in the mind can be prepared to introduce a particular
concept (or whole system of thinking) in a way that children are most likely to learn it and least likely to
distort it and this aligns with how I view student learning (Gardner,2016). In addition to this high

expectations are linked to student motivation to learn and promote to the students to attempt task that
they may not have tried due to the belief they can not complete what is required of the set task
(McDonald,2016).
My
expectations of
learners

My expectations of the learners is that they try their hardest and will be made to feel comfortable so that
they can ask questions and admit when they do not understand the topic being investigated. I believe
that high expectations are important and I will try to implement such when I am teaching. I except that
the students will respect me on the condition that I return this respect and work to get to know the
students so I can educate them in the best way possible.

Class rules and

consequences

Classroom rules:
Raise your hand to contribute
Listen as much as you speak
Follow directions
Do your best and work hard
Be responsible
Be safe
Be respectful
Consequences:
Write the name of the child disrupting on the whiteboard.
If the child keeps misbehaving then they receive a tick, if they receive 3 ticks then they will get a
BC- better choices.
Whole school behaviour management plan:
Beaconsfield State School behaviour management plan more consistent consequence for unacceptable
behaviour in to minor and major behaviour to make it easier for teachers to choose a solution to deal
with a scenario. Staff members handle minor problem behaviour at the time it happens. Major problem
behaviour is referred directly to the school Administration team.

Minor consequences logically connect to the problem behaviour, such as complete removal from an
activity or even for a specified period of time, partial removal (time away), individual meeting with
student, apology, restitution or detention for work completion.
Redirection procedure. The staff member takes the student aside and:
1. names the behaviour that student is displaying
2. asks student to name expected school behaviour,
3. states and explains expected school behaviour if necessary
4. gives positive verbal acknowledgement for expected school behaviour
5. if minor behaviour continues then refer to list of possible minor behaviour consequences that could
be applied above.
Major behaviour results in an immediate referral to administration because of its seriousness. When
major problem behaviour occurs, staff members calmly state the major problem behaviour and remind
the student of expected school behaviour. The staff member then fills out the office referral form and
sends the student with a buddy to Administration. If the student refuses, the office will be contacted for
Administrative support to visit the classroom.
Major problem behaviours may result in the following consequences:
Level One: Time in office, removal to withdrawal room, alternate lunchtime activities, loss of
privilege, restitution, loss of break times, warning regarding future consequence for repeated
offence, after school detention, referral to Better Choices Program
AND/OR
Level Two: Parent contact, referral to Guidance Officer, referral to Social Justice Committee,
suspension from school (student disciplinary absences are to be used after consideration has
been given to all other responses. In the instance of a student disciplinary absence being
applied, the Principal will take reasonable steps to ensure the student is given school work to
allow the student to continue with their education. Schoolwork will be provided in consultation
with the students classroom teacher.)

Level Three: Students who engage in very serious problem behaviours such as major violent
physical assault, or the use or supply of weapons or drugs can expect to be
recommended for exclusion from school following an immediate period of suspension.

Strategies
Preventive

Supportive

Strategies to incorporate explicitly into my

lessons
Preventive approach:
Setting up the classroom environment
strategically
Differentiating for students to meet their
learning needs through quality teaching
Modelling trust and respect you want the
students to show within the classroom.
Set clear expectations
Setting clear instructions for routine of the
day/session.
Plan for behaviour and plan lessons that are
engaging and relevant.
Developing a basis of trust and respect with
students
Supportive approach:
Use eye contact the look to stare at the
offending student.
Pause in mid sentence and stare at the
offending student
Use non-verbal signs to offending students
such as a shake of the head, frown, hand
signals etc.

Strategies to use throughout the day

Referring to the rules frequently

Caliing students by their names
Being prepared for the lesson having the
worksheets etc printed out ready for each
lesson.
Consider the classroom seating plan and
where you are going to position the students
that struggle.

Clap (in sequence)

Scan the class to wait for their attention
Remembering to phrase the instruction as a
direction rather than a question.
Waiting for silence
Proximity (walking over to the student that is
misbehaving or is off task)

Corrective

Proximity
Acknowledge good behavior in appropriate
ways and at appropriate times.

Corrective approach:
Stimulus change
Redirect misbehavior in positive directions
Follow through consistently on promised
consequences
Defusing the situation

Addressing behaviour- business like

conversation- talking about choices, and
repercussions of such choices.
Follow through with consequences (dont just
jump to the major consequences straight
away being sending them to the principals
office)

Restorative Practices strategies to retain strong relationships with the learners after corrective strategies have been used

Restorative Chat: Name the childs behaviour. Discuss the scenario with the child. Asses for the childs insight into
the situation. Explain that they have not met the expectations set and were being disrespectful and therefore
required to have some thinking time about how they contributed to the situation and how they should have acted
instead. At Beaconsfield State School the school looks at being safe, responsible and respectful.
Affective questions
Is what you are doing safe?
Are you respecting people and their property?
IS what you are doing helping or stopping others from learning?
How did happen?
What is expected behaviour?
What should you have done?

How
How
How
How

were you affected?

did you act in this situation?
were they affected?
could they have done things differently?