EDUC2181

AT1: Position Statement | Priscilla Payne c3183331

When I consider the concept of classroom management, I think of a classroom that
appreciates the complex individuality of every childs learning needs. Classroom
management should, I believe, lend itself to creating a harmonious learning environment that
suits both the educator and the students. Misbehaviour in the classroom is a problem when
students are disengaged with classroom activities, challenge the authority of teachers
(McDonald, 2010), and disrupt both the other students in the classroom and the school
environment as a whole.
Experience that Ive had in the classroom has taught me that it is imperative that educators
have the ability to unpack student misbehaviour and have positive strategies in place to
redirect students into more productive learning activities. Without this ability it is difficult for
teachers to create a quality learning environment that is inclusive for all students. Comment [PP1]: This statement discusses my
understanding of student misbehaviour, and how I interpret
behaviour positively to maintain a positive learning
environment, thus achieving standard 4.3 Managing
I think that the type of teacher that an individual aspires to be, is influenced by their personal challenging behaviour

experience at school and what key learning area they wish to specialise in. Moreover, I
believe another, more significant contributing factor that influences pre service teachers, is
the study of theoretical strategies.
From a personal perspective, I wish to become an educator who encourages students, and
respects their ideas, in order to inspire learning. I do not wish to be a teacher who attempts to
promote learning through negative avenues, such as strict discipline and polices.
When considering what type of teacher, I want to be, from a theoretical perspective I first
considered my position on the left of Porters Continuum (see Appendix A), and then
considered teaching strategies and management plans from educational theorists. According
to Porters Continuum, my style of teaching will be on the left, egalitarian side. Therefore,
my teaching style will be based on the belief that all people are equal and deserve equal
opportunities.

Based on theoretical readings, my future teaching style, I hope, will align with the work of
Rudolf Dreikurs Goal Centered Theory and William Glassers Choice Theory. Dreikurs and
Glasser both discuss theories that support an egalitarian approach to teaching. The strategies
that Glasser and Dreikurs discuss, aim to promote a democratic relationship between a
teacher and their students. A good teacher, should inspire students to learn, by evoking
curiosity and intriguing students. It is important that this approach can be adapted to include
students with all learning needs.
 EDUC2181 AT1: Position Statement | Priscilla Payne c3183331

Furthermore, Dreikurs Goal Centered Theory, aims to encourage teachers to investigate why
their students may be motivated to misbehave, and discuss alternative ways for students
needs to be met (Lyons, Ford, & Slee, 2014). Therefore, it is important that educators are able
to differentiate students from their behaviour. In order for this theory to be implemented, a
teacher must: Engage the whole class in discussion about needs satisfaction and behaviour,
provide choice, particularly about rules, and about consequences and academic work
(Lyons, Ford, & Slee, 2014). This theory aligns with my personal belief that when a student
misbehaves, they are doing so as they have mistakenly understood that misbehaviour will
lead to a feeling of group belonging, therefore, according to Dreikurs, it is preferred that
educators prevent misbehaviour in the first place. Comment [PP2]: In this statement, I am discussing my
beliefs, based on personal experience in the classroom and
with consideration of social theory, that students can
misinterpret misbehaviour as belonging. Being aware of this
Moreover, William Glassers Choice Theory, is a psychoeducational theory with its basis on social theory helps me as a teacher to maintain a supportive
learning environment, as I do not react poorly to students
the notion that behaviours are individuals attempts to satisfy needs. When considering misbehaving. Therefore, I can contribute to maintaining a
positive learning environment for all students and achieving
Glassers theory in an educational context, it is a preventative approach to classroom standard 4.3.
management which guides teachers to lead rather than dominate (Lyons, Ford, & Slee, 2014).
Educators can do this by creating classroom environments which align with students ideas of
an ideal life. Glasser says that teachers can lead students to feel satisfied by teaching them
appropriate behavioural choices rather than forcing them to comply to strict rules. All
behaviours are cognitively motivated and Glassers theory says that only an individual can
control where and how that motivation is directed.
Choice Theory claims that student boredom and negative behaviour are a result of
inappropriate learning environments. This theory aligns with my personal beliefs, that a
positive and interesting classroom environment, such as one with engaging visual stimuli will
lead to stronger success in managing a classroom.

Once a preservice teacher understands the theory of classroom management, it is important to

have strategies in place that will help to support their idea of a positive learning environment.
After consideration of the strategies discussed in Roy Killens Effective Teaching Strategies:
Lessons from Research and Practice, I believe that my personal approach to classroom
management, as an egalitarian teacher, would benefit from using small group work as a
teaching strategy.
During group work, the principal role of the teacher becomes that of a monitor (Killen, 2013)
rather than a director of student learning. Group work is a positive way to encourage
collaborative learning and promote a team environment. Group work allows students to
 EDUC2181 AT1: Position Statement | Priscilla Payne c3183331

have leadership experience and to contribute their ideas in a non-threatening environment
(Killen, 2013). A non-threatening team environment in the classroom will align with
Dreikurs Goal Centred Theory, with students using positive peer pressure to motivate each
other to achieve the same goal.

Furthermore, another strategy that I believe will help me to establish a positive learning
environment is the use of affirmative gesture and communication. Communication skills are a
critical factor in creating good student and teacher relationships (Hill & Donnelly, 2017).
Facial expression and gesture can be used in a classroom, to communicate with students
Comment [PP3]: This is an example of a practical approach
that I use in the classroom in order to maintain positive
learning environments for all students and achieve standard
4.3 as I can use this approach to manage challenging
behaviour.

without interrupting the whole cohort. Additionally, positive verbal communication, such as
saying Thank you after giving instructions rather than Please (Hill & Donnelly, 2017)
positions the educator as the leader of the classroom and does not sound like begging while
implying compliance.
The use of positive communication, can redirect student misbehaviour, therefore preventing
the need for strict punishment and continuing to support a democratic relationship between
educators and their students.

Every teacher is going to express their own individual thoughts and beliefs around what they
think a perfect classroom is. By following management techniques and strategies, teachers
can develop their own personal approach to classroom management. The theorists I have
discussed above, I believe, embody the schema that the kind of teacher I want to be, would
follow. The strategies that I have discussed; using group work and positive non-verbal
communication, demonstrate ways that educators can transition from having a theoretical
understanding of classroom management to a positive physical approach in order to create a
positive environment for all students and produce high quality learning.
 EDUC2181 AT1: Position Statement | Priscilla Payne c3183331

Works Cited
Hill, P., & Donnelly, D. (2017, April 6th). Positive Communications and Interventions.
EDUC2181 Managing The Learning Environment .
Killen, R. (2013). Effective Teaching Strategies: Lessons From Research and Practice. South
Melbourne: Cengage Learning.
Lyons, G., Ford, M., & Slee, J. (2014). Classroom Management: Creating positive learning
environments. South Melbourne: Cengage Learning.
McDonald, T. (2010). Positive Learning Framework: Creating Learning Environments in
Which All Children Thrive. Reclaiming Children and Youth, 16-20.


Appendix A: