The Model is Discipline with Dignity.
Richard Curwin and Allen Mendler have an egalitarian approach to classroom behaviour Teachers must maintain a positive learning environment that supports students dignity and gives a sense of hoe to those students struggling with school. Teachers consider individual situations rather than relying on a rigid hierarchy of consequences and provide choices for students. Teachers model the values promoted in the classroom. Demonstrate knowledge of practical approaches to manage challenging behaviour.
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If a child doesn't know how to read, we teach.
If a child doesn't know how to swim, we teach. If a child doesn't know how to multiply, we teach. If a child doesn't know how to drive, we teach. If a child doesn't know how to behave, we...What? Teach? Punish? Herner 1998, NASDE President Sourced from EDN 358 Creating and Managing classrooms Environments |
, Whilst on Placement I adhered to the Schools Polices on Management Behaviour as per outline, however, I did introduce a trial of my own idea on Classroom Behaviour Management 'The 100's chart' . This is were students have to try and get their name on the chart as many times as possible on the chart throughout the day to become the star.
i
Developing a Classroom Management Plan
Section One Philosophy
Why do students misbehave?
There are many contributing factors that lead to student misbehaviour. Some of the common misbehaviours may be due to unclear directions or expectations, frustration from a lack of cognitive skills or as a result of underlying home problems or peer group pressures. Students could also be attention seeking and desiring a need to belong in the classroom context as Dreikus, a student and colleague of Adler notes. He believed that “people try to find a unique way to belong to most groups so that their position of significance within the group is less likely to be usurped) by anyone else’. Also the Early Learning Framework for early childhood educators (2009) reinforces the need for students to establish a ‘sense of belonging’ when they start school.
Personal Belief
To be an effective teacher I want to adopt the approach of assisting students into changing their behaviour by delving into the causes of such behaviour and helping to alleviate or lessen, if possible, the problem which acts as a trigger for their behaviour. As a teacher I would consider different strategies in addressing the behaviour as a first option and preference rather than using punishment, to try and prevent it from continuing. Punishment on its own only tells the student that he or she has caused a problem and it does not equip the student with the necessary skills required to act appropriately so the behaviour does not recur. In order to manage classroom behaviour, I will need to adopt an evidence based management theory that provides an approach I am comfortable with and that can address the types of misbehaviours that students display or help to prevent them in the first place.
I would focus on proactive rather than reactive strategies as I want to place emphasis on ‘prevention before intervention’ as outlined in ‘Classroom Management, Creating Positive Learning Environment’ (2006) as having the desired behaviour in the beginning is far more effective than having to continuously address or manage inappropriate behaviour. I would also take into consideration other aspects of classroom management, starting with an effective evidence based practise and then work with the models and frame works all the time being aware of the need to take into account any cultural diversity amongst the students.
My role as a classroom manager commences at the start of the school year (and even earlier in my preparation for the new year during the summer break). I see classroom management as consisting of three phases which are outlined below.
Phase One
‘The first step towards effective classroom management and creating positive environments is to plan’ and thus the teacher must take into account the cohort of students they will be teaching; how the physical classroom environment, including student seating arrangements, is to be set up; the learning and teaching resources that will be used; and the social and cultural factors that may affect student to student and student to teacher relationships.
Even though the plan would be initially for all students I would plan for specific interventions for individual students should the need arise or if known to me prior to the commencement of the year.
Phase Two
The next step would be to implement the plan, collect data for example on - what is not working well, continued behaviour problems, motivation and engagement through ‘effective monitoring’ and make conclusions from the data or evidence collected. From the conclusion I would be able to see if students are not responding effectively to the plan and so then I may need to introduce key interventions that will blend in with the class practice.
Phase Three
Following this it is important that I review the plan based on the “formative reflections” This would best be done by consulting other teachers who may provide positive and worthwhile suggestions, as well as discussing the matter with the students themselves seeking their input and acknowledging that they are essential players in the smooth running of a classroom. Then positive changes to the effective implementation of the classroom management plan can be made. This review cycle is continuous and necessary in order to produce the desired behavioural and educational outcomes for both the student and teacher.
Section Two Theory
As a teacher, positive behaviour can be promoted using the ‘Goal Centered Theory’. This can be implemented by creating and developing an environment where children feel safe and comfortable within the classroom by being ‘noticed, empowered, cared about,’ where learning activities are adapted to their cognitive level and where procedures for resolving conflict are firmly established.
‘Democratically’ developing negotiated classroom rules that see student misbehaviour linked to and natural consequences, will help to reinforce the notion of ‘cause and effect’ and that all behaviour has consequences sometimes positive and sometimes negative. Equipping students with this knowledge will help them to make more informed or alternate decisions at a later time. Students will thus be empowered to have their say in choosing ‘the consequences of their inappropriate or appropriate behaviour’ along with the opportunity to evaluate the effectiveness of the decisions they made in bringing about more acceptable behaviour. This may also inform students when making similar decisions in the future. The applied consequences should be actioned without anger and emotion as otherwise students could interpret the consequences as being punishment.
Using a method for resolving conflict in the classroom that involves the student can sometimes be overlooked. By involving the student, the student is given the opportunity to develop responsible behaviours and the ‘capacity to self-regulate their behaviour’ ‘Classroom Management, Engaging Students in Learning’ (Tim MacDonald, 2013) It involves them in their own personal development, as well as in their ethical behaviour not only in the school setting but in their home and out in the community.
Dreikus strongly believes that encouragement is fundamental in developing positive behaviour in students as when students ‘misbehave it is because they are discouraged’ By providing encouragement to students they learn they are doing alright and that they are on the right track which helps to promote the warm, positive sense of self-satisfaction and the feeling of being valued for their participation and contributions.
Encouragement, as opposed to praise, also provides students with constructive accurate feedback on their work and behaviour whereas on the other hand praise does not, it is providing only an opinion of being good, better or best and providing no constructive feedback for improvement ‘Best or Good’ Ginott, (1965). Carol Dweck Ph.D. Columbia University also showed what Adler, (1930) followed by Dreikus, (1957) proved in previous years that praise can create ‘approval junkies’. Dweck goes on to say that, ‘Children that were praised for being smart when they accomplished a task chose an easier task in the future, as they did not want to make a mistake’. I believe that integrating the practice of encouragement in all aspects of teaching is essential for effective classroom management and that it will play a big role in discouraging students from misbehaving as they will be more focused on achieving and enjoying the inner glow and sense of pride which comes with success. However, encouragement needs to be consistently applied with all students and support being given each step of the way to be successful.
Planning for needs satisfaction not only involves planning for students with negative self-belief but also for students who are attention seekers. An all-inclusive environment taking into account the wide diversity of individual personalities, abilities and interests as well as the cultural and social backgrounds of students serves to cater for the need of students to belong. This will empower students and build on their strengths rather than them thinking they cannot learn because there is something wrong with them.
The (PLF) Positive Learning Framework as mentioned in section one, philosophy, is another model that can be used in meeting the students’ needs as it ‘shifts the classroom focus from controlling problems to building strengths’ (Tim MacDonald, 2013), as they identify the four universal needs which are, Belonging, Competence, Independence and Connectedness to the broader social environment.
After the First World War in Berlin Wilker (1920) was also an advocate for building on young people’s strengths, he wrote:
‘What we want to achieve in our work with young people is to find and strengthen the positive and healthy element, no matter how deeply they are hidden. We enthusiastically believe in the existence of those elements even in the seemingly worst of our adolescence’.
This also applies when connecting to students of different cultural groups whose feelings of self-worth may be at risk due to them being immersed in a culture of different values, beliefs, expectations and practices to their native culture and family life style, as almost all schools in Australia adhere to values and behaviours associated with a white middle class Australian way of life. In order to help these students to belong and to feel like they belong it is important that we connect with them respecting and accepting their customs and cultural ways. This could be acknowledged, for example, by involving the class in celebrating special days associated with the different cultural backgrounds of students in the class. Students could be invited to present an explanation or demonstration of some customs or ways of life that are significant to their country of origin. With permission and assistance from their family a student could show relevant video footage, have cooking demonstrations and bring to school items or artifacts associated with their way of life or of their country of origin.
Section Three Practice
Four Positive Factors to Consider for the Effective Management of a Classroom
According to The Lyford Model there are four positive factors to consider for the effective management of a classroom. There is also the Intervention Practices. These four factors as well as the Psychoeducational Intervention strategies is how I would consider implementing them in my classroom are outlined below.
1 Classroom Organisation
Management of a classroom following the ‘Lyford Model’ raises four positive practises which are ‘fundamentally important in the creation and maintenance of a positive classroom learning environment’. The class I will be focusing on is a Year 4 class.
It is important that the classroom setting meet the basic needs of students. The physical classroom will be structured into groups aligned with the basic psychology of the ‘Goal Centered Theory’ as Adler saw people as primarily social beings who have an overriding desire to belong to one or more social groups’. By doing so student behaviour will be guided in accordance with the groups they identify with. Adler also believed that people would naturally behave in a ‘socially acceptable’ manner in a way that is compatible with the behaviour of the group I agree with this assertion as I can’t imagine a person wanting to be the odd one out in the group through behaving differently to others in the group. You can see this occurring in the social setting with children wanting to fit into groups and also competing with others for social acceptance. It may involve a student having designer clothing popular with their peers or the same latest technology, or sharing an enjoyment of the same music etc. But if you don’t have a common appearance, shared appreciation or past time it is hard to fit into that group. The group will have to show encouragement towards one another so that a sense of belonging is achieved. It is important that each person is noticed, heard, respected, supported and treated fairly and that they have some power to influence the group and also to be independent.
Other aspects of classroom management are the establishing of cues for gaining whole class attention, where a system is put in place in the form of a signal. This also applies for students wanting to gain the attention of their teacher when they are required to signal such as by either raising their hand or calling the teacher’s name. Attention signals can also be used for transitioning from one lesson or activity to another, when particular actions are expected and by whom whether it is done individually, alternatively as in girl boy, girl boy or in groups.
2 Relationship and Communication
I will create a positive learning environment in my classroom – an environment that is both physically and mentally safe for students and one in which students have a good relationship with one another and with their teacher. This will be established at the beginning of the year and collaboratively developed during the term. It is important that students work in partnership with their teacher and that the ‘system’ is reviewed upon reflection a couple of times during each term. The expectations the teacher has of the students will be clearly explained so students are fully aware of what is expected of them from the ‘start of the school year’ by negotiating the 5Rs of (Sleishman’s framework, 2005) which are - Rights, Responsibilities, Routines, Rules, and Responses; as well as class procedures in accordance with the school policy, as research shows that in doing so this will ‘establish a productive climate’.
3 Curriculum Assessment and Pedagogy
The Curriculum is the totality of what students learn experience and process when they come to school. The Curriculum refers not only to the skills that students attain, it also includes the effective social and intellectual competencies which are required for a student’s unique and personal development in the context of a positive learning environment. Curriculum is such a broad and complex area and there is so much to teach within it that in order to deliver a high quality curriculum optimises learning outcomes I would have to make sensible judgements as to what aspects of the Curriculum are the most appropriate to my students based on their age and stage of development, their cultural and social backgrounds and their interests as suggested in the ‘Knowledge Filter’ stage of the ‘Lyford Model ’ (Lyons, G., Arthur-Kelly, M., & Ford, M. 2015, 2065) and I would teach the relevant material that is relative to ‘real life examples and experiences so as they expand their understanding of the social demands of school situations and their ability to relate to others’. Quality instruction will have to be given to facilitate effective learning in all areas with the identification of achievable goals to be attained and mastered. I would assess students prior to a unit of work to identify where the students’ weaknesses and strengths lie and so determine if students should be redirected into a more appropriate level of work. After these initial assessments students will be further assessed during instruction through ‘formative assessment’ practices to identify if they have gained ‘fluency and accuracy’ in the relevant skills and if not then other specific skill targeted activities can be introduced so students can achieve mastery of the basic skills before moving on to higher level skills. A summative assessment will follow at the completion of a set unit of work. This will provide an indication of whether or not students have mastered the required skills or if the skills need to be revisited for revision.
4 Professional Reflectivity
Being reflective on my teaching and classroom management practices will help to improve and develop the way I will grow as a teacher. This will be an ongoing practice applying to all aspects of classroom management covering what is taught in the Curriculum and how the required skills and understandings are taught, how instructions to students are given taking into account the different learning styles of students, and how I will assess student learning, evaluate the result of the assessments and how I will report to parents or the school administration.
In working as an Education Assistant I see very few teachers use evidence based practices in management of their classrooms. They would rather discuss the management with their peers or attend professional development in order to better their classroom practices. Reflection should incorporate the scientific approach where quality evidence is gathered from the setting for example on behaviour management, into journals, diaries, document sheets, (appendix B Weekly Behaviour Frequency Recording Sheet, & C, ABC Diary of Behaviour) and is analysed objectively, then any gaps between the current practice and best teaching practise should be actioned through a specific plan aimed at bringing about a positive change or development in classroom management practices. This can be outlined in a Brief Functional Assessment’ (appendix D). Reflexivity applies to all areas in classroom management from how to deliver better ways of teaching to how to deliver instructions on learning.
Intervention Practices using Psychoeducational Strategies
Not all students will always respond to the classroom behaviour management plan in a manner that is initially hoped for as there are many factors that come into play for example family issues, social problems, psychological concerns or simply the student’s life experiences. Therefore, much consideration must be taken into account when planning intervention practices that build positive and desired behaviours. In order to do this the teacher should plan an intervention program aimed at promoting a sense of feeling valued in the student and in which the student’s contributions, knowledge and skills are genuinely valued by the teacher. Building a positive, caring and respectful relationship with your students and their family could go a long way to improving a student’s overall behaviour. When there is a requirement for an intervention the teacher should respond in a way that enforces a positive and not negative belief rather than responding in a way that the student might expect you to.
When using the ‘Goal Centered Theory’ for intervention if a student displays an inappropriate behaviour the first option for a teacher is to address and clearly state the appropriate behaviour that the student should be displaying. The encouraging response may be enough to satisfy the student’s need to feel important so they are not requiring the need to resort to the inappropriate behaviour to achieve a sense of importance. There will be times when encouragement on its own will not be sufficient to resolve a problem therefore the ‘Goal Centered’ theorists have identified a model for intervention. The first step of this model is for the teacher to identify the goal of inappropriate behaviour (Appendix A) and assess their own response or reaction to the student’s behaviour and the response the student displays to a standard corrective way. So before a response is given to a student on their behaviour the goal is identified, the cycle is then broken and then you go on and determine a planned response related to encouragement, by disclosing the goal, asserting the social reality, implementing logical consequences or giving choices as per the Goal Centered model for intervention.
Intervention practices also involve ‘action research’ with a key factor being the collaborative partnerships and ‘co-operation between various parties ‘class teachers, councillors, parents, itinerant teacher’s, executives as well as the school principals’ and deputies who could all work together in the best interest of the student.
Conclusion
The characteristics of a well-designed classroom management plan comes down to developing a well formed personal philosophy based on good pedagogy and on a choice of theories that maintain desirable student behaviour and motivation in the classroom. It is desirable for a teacher to get to know and build positive relationships with their students and their families. In doing so a teacher might find it easier to establish the warm, caring, respectful, inclusive learning environment they hope for and which should then enable the teacher to achieve the desired educational outcomes in their students. Other key features of a well-planned classroom that can be focused on are proactive rather than reactive strategies and following the continuous ‘Lyford’ model cycle of planning, implementing and reviewing.
References:
Morcom, V., & MacCallum, J. (2011) Getting personal about values: Scaffolding student participation towards an inclusive classroom community. International Journal of Inclusive Education, 16, 1325.
Michael Arthur Kelly, Gordon Lyons, Nancy Butterfield, Chris Gordon. (2006). Classroom Management. Creating Positive Learning Environments (2nd ed.), Thomson Nelson Australia Pty Limited, pgs. 7,18, 21, 49, 88, 105,150, 154, 156, 160
Tim MacDonald, (2013,). Classroom Management, Engaging Students in Learning (2nd ed), South Melbourne Victoria Oxford University Press. pgs. 8, 42,238
Lyons, G., Arthur-Kelly, M., & Ford, M. (2015). The Lyford Model of Classroom Management: Authentication through Continuing “Reflections from the Field”. Creative Education, 6, 2063-2076. http://dx.doi.org/10.4236/ce.2015.619211
Positive Discipline in the Classroom Teacher’s Guide, by Dr Jane Nelsen and Lynn Lott, www.empoweringpeople.com
https://www.positivediscipline.com/sites/default/files/praise_and_encouragement.pdf p1of 1
Classroom Management Professional Learning, Craig Smith 26th April (2016). Appendixes A, B, C, D. extracted from handouts.
Appendix A
Dreikurs' Mistaken Goals of Misbehaviour
Attention Seeking
Attention seeking refers to unproductive behaviour that occurs when a student discovers they are not getting the recognition they believe they require.
They believe that they only belong when others are paying attention to them.
These students are seeking acceptance through the attention of others.
Power
Power refers to student behaviour that oozes defiance. The student believes that they are only important when in control of a situation or of others.
Defiance is usually found in temper tantrums, crying and in the arrogant tone of voice and body language.
Sign of defiance is when a student is asked to stop and continues to misbehave.
Revenge
Revenge refers to student behaviour that indicates they are only significant when they are hurting others physically or emotionally.
Hurting others helps balance the fact that they are also hurting.
These students set themselves up to be punished and the hurt of the punishment renews their cause for revenge.
Assumed Disability
Assumed disability refers to student behaviour that reflects their feelings of helplessness and their belief that they have no ability.
The behaviour is no or minimal effort. They do not stop you from teaching or other students from learning unless they are expected to contribute to a group.
Adapted from Maintaining Sanity in the Classroom: Classroom Management Techniques, Dreikurs and Pepper, 1998
© Department of Education WA 2010
Appendix B Weekly Behaviour Frequency Recording Sheet
Name:
Year Level:
Teacher:
Week Beginning:
Monday
Tuesday
Wednesday
Thursday
Friday
08.30-09.30
0.900-09.30
10.00-10.30
Recess
11.00-11.30
11.30-12.00
12.00-12.30
Lunch
01.00-01.30
01.30-02.00
02.00-02.30
02.30-03.00
On Task Behaviour
5
Yelling
11
Throwing Objects
ꟷ
Out of room
6
Swearing
12
Damage to property. i.e. own or others.
1
Refusing to follow instructions
7
Threats of Violence
13
Timeout
2
Refusing to work
8
Sexual References
14
Duration
3
Out of seat displaying disruptive behaviour
9
Physical assault of students
15
Restraint by staff member
4
Leaving the room without permission
10
Physical assault of staff
16
Other (Detail)
Appendix C ABC Diary of Behaviour
Setting. What happened? Include where, when and with who.
Antecedent. (Trigger/Cue)
What happened
IMMEDIATELY before
Behaviour. Describe only what you saw
Consequences. What happened IMMEDIATELY after?
Fremantle -Peel SPER.Center
Appendix D
Brief Functional Assessment
Student: _______________________________ Date: _______________________________
Behaviours of Concern:
Predictors:
Maintaining Function(s):
What makes it worse (Setting Events):
Summary Statement (Define by Routine)
Setting Event-→ Predictor→ Problem→ Maintaining Behaviour
Copyright 2003 by Deanne Crone and Robert H Horner, From Building Positive Behaviour Support System in Schools: Functional Behavioural Assessment by Deane Crone and Robert H Horner. Permission to photocopy this to purchases of this book for person use only.
Developing a Classroom Management Plan
Section One Philosophy
Why do students misbehave?
There are many contributing factors that lead to student misbehaviour. Some of the common misbehaviours may be due to unclear directions or expectations, frustration from a lack of cognitive skills or as a result of underlying home problems or peer group pressures. Students could also be attention seeking and desiring a need to belong in the classroom context as Dreikus, a student and colleague of Adler notes. He believed that “people try to find a unique way to belong to most groups so that their position of significance within the group is less likely to be usurped) by anyone else’. Also the Early Learning Framework for early childhood educators (2009) reinforces the need for students to establish a ‘sense of belonging’ when they start school.
Personal Belief
To be an effective teacher I want to adopt the approach of assisting students into changing their behaviour by delving into the causes of such behaviour and helping to alleviate or lessen, if possible, the problem which acts as a trigger for their behaviour. As a teacher I would consider different strategies in addressing the behaviour as a first option and preference rather than using punishment, to try and prevent it from continuing. Punishment on its own only tells the student that he or she has caused a problem and it does not equip the student with the necessary skills required to act appropriately so the behaviour does not recur. In order to manage classroom behaviour, I will need to adopt an evidence based management theory that provides an approach I am comfortable with and that can address the types of misbehaviours that students display or help to prevent them in the first place.
I would focus on proactive rather than reactive strategies as I want to place emphasis on ‘prevention before intervention’ as outlined in ‘Classroom Management, Creating Positive Learning Environment’ (2006) as having the desired behaviour in the beginning is far more effective than having to continuously address or manage inappropriate behaviour. I would also take into consideration other aspects of classroom management, starting with an effective evidence based practise and then work with the models and frame works all the time being aware of the need to take into account any cultural diversity amongst the students.
My role as a classroom manager commences at the start of the school year (and even earlier in my preparation for the new year during the summer break). I see classroom management as consisting of three phases which are outlined below.
Phase One
‘The first step towards effective classroom management and creating positive environments is to plan’ and thus the teacher must take into account the cohort of students they will be teaching; how the physical classroom environment, including student seating arrangements, is to be set up; the learning and teaching resources that will be used; and the social and cultural factors that may affect student to student and student to teacher relationships.
Even though the plan would be initially for all students I would plan for specific interventions for individual students should the need arise or if known to me prior to the commencement of the year.
Phase Two
The next step would be to implement the plan, collect data for example on - what is not working well, continued behaviour problems, motivation and engagement through ‘effective monitoring’ and make conclusions from the data or evidence collected. From the conclusion I would be able to see if students are not responding effectively to the plan and so then I may need to introduce key interventions that will blend in with the class practice.
Phase Three
Following this it is important that I review the plan based on the “formative reflections” This would best be done by consulting other teachers who may provide positive and worthwhile suggestions, as well as discussing the matter with the students themselves seeking their input and acknowledging that they are essential players in the smooth running of a classroom. Then positive changes to the effective implementation of the classroom management plan can be made. This review cycle is continuous and necessary in order to produce the desired behavioural and educational outcomes for both the student and teacher.
Section Two Theory
As a teacher, positive behaviour can be promoted using the ‘Goal Centered Theory’. This can be implemented by creating and developing an environment where children feel safe and comfortable within the classroom by being ‘noticed, empowered, cared about,’ where learning activities are adapted to their cognitive level and where procedures for resolving conflict are firmly established.
‘Democratically’ developing negotiated classroom rules that see student misbehaviour linked to and natural consequences, will help to reinforce the notion of ‘cause and effect’ and that all behaviour has consequences sometimes positive and sometimes negative. Equipping students with this knowledge will help them to make more informed or alternate decisions at a later time. Students will thus be empowered to have their say in choosing ‘the consequences of their inappropriate or appropriate behaviour’ along with the opportunity to evaluate the effectiveness of the decisions they made in bringing about more acceptable behaviour. This may also inform students when making similar decisions in the future. The applied consequences should be actioned without anger and emotion as otherwise students could interpret the consequences as being punishment.
Using a method for resolving conflict in the classroom that involves the student can sometimes be overlooked. By involving the student, the student is given the opportunity to develop responsible behaviours and the ‘capacity to self-regulate their behaviour’ ‘Classroom Management, Engaging Students in Learning’ (Tim MacDonald, 2013) It involves them in their own personal development, as well as in their ethical behaviour not only in the school setting but in their home and out in the community.
Dreikus strongly believes that encouragement is fundamental in developing positive behaviour in students as when students ‘misbehave it is because they are discouraged’ By providing encouragement to students they learn they are doing alright and that they are on the right track which helps to promote the warm, positive sense of self-satisfaction and the feeling of being valued for their participation and contributions.
Encouragement, as opposed to praise, also provides students with constructive accurate feedback on their work and behaviour whereas on the other hand praise does not, it is providing only an opinion of being good, better or best and providing no constructive feedback for improvement ‘Best or Good’ Ginott, (1965). Carol Dweck Ph.D. Columbia University also showed what Adler, (1930) followed by Dreikus, (1957) proved in previous years that praise can create ‘approval junkies’. Dweck goes on to say that, ‘Children that were praised for being smart when they accomplished a task chose an easier task in the future, as they did not want to make a mistake’. I believe that integrating the practice of encouragement in all aspects of teaching is essential for effective classroom management and that it will play a big role in discouraging students from misbehaving as they will be more focused on achieving and enjoying the inner glow and sense of pride which comes with success. However, encouragement needs to be consistently applied with all students and support being given each step of the way to be successful.
Planning for needs satisfaction not only involves planning for students with negative self-belief but also for students who are attention seekers. An all-inclusive environment taking into account the wide diversity of individual personalities, abilities and interests as well as the cultural and social backgrounds of students serves to cater for the need of students to belong. This will empower students and build on their strengths rather than them thinking they cannot learn because there is something wrong with them.
The (PLF) Positive Learning Framework as mentioned in section one, philosophy, is another model that can be used in meeting the students’ needs as it ‘shifts the classroom focus from controlling problems to building strengths’ (Tim MacDonald, 2013), as they identify the four universal needs which are, Belonging, Competence, Independence and Connectedness to the broader social environment.
After the First World War in Berlin Wilker (1920) was also an advocate for building on young people’s strengths, he wrote:
‘What we want to achieve in our work with young people is to find and strengthen the positive and healthy element, no matter how deeply they are hidden. We enthusiastically believe in the existence of those elements even in the seemingly worst of our adolescence’.
This also applies when connecting to students of different cultural groups whose feelings of self-worth may be at risk due to them being immersed in a culture of different values, beliefs, expectations and practices to their native culture and family life style, as almost all schools in Australia adhere to values and behaviours associated with a white middle class Australian way of life. In order to help these students to belong and to feel like they belong it is important that we connect with them respecting and accepting their customs and cultural ways. This could be acknowledged, for example, by involving the class in celebrating special days associated with the different cultural backgrounds of students in the class. Students could be invited to present an explanation or demonstration of some customs or ways of life that are significant to their country of origin. With permission and assistance from their family a student could show relevant video footage, have cooking demonstrations and bring to school items or artifacts associated with their way of life or of their country of origin.
Section Three Practice
Four Positive Factors to Consider for the Effective Management of a Classroom
According to The Lyford Model there are four positive factors to consider for the effective management of a classroom. There is also the Intervention Practices. These four factors as well as the Psychoeducational Intervention strategies is how I would consider implementing them in my classroom are outlined below.
1 Classroom Organisation
Management of a classroom following the ‘Lyford Model’ raises four positive practises which are ‘fundamentally important in the creation and maintenance of a positive classroom learning environment’. The class I will be focusing on is a Year 4 class.
It is important that the classroom setting meet the basic needs of students. The physical classroom will be structured into groups aligned with the basic psychology of the ‘Goal Centered Theory’ as Adler saw people as primarily social beings who have an overriding desire to belong to one or more social groups’. By doing so student behaviour will be guided in accordance with the groups they identify with. Adler also believed that people would naturally behave in a ‘socially acceptable’ manner in a way that is compatible with the behaviour of the group I agree with this assertion as I can’t imagine a person wanting to be the odd one out in the group through behaving differently to others in the group. You can see this occurring in the social setting with children wanting to fit into groups and also competing with others for social acceptance. It may involve a student having designer clothing popular with their peers or the same latest technology, or sharing an enjoyment of the same music etc. But if you don’t have a common appearance, shared appreciation or past time it is hard to fit into that group. The group will have to show encouragement towards one another so that a sense of belonging is achieved. It is important that each person is noticed, heard, respected, supported and treated fairly and that they have some power to influence the group and also to be independent.
Other aspects of classroom management are the establishing of cues for gaining whole class attention, where a system is put in place in the form of a signal. This also applies for students wanting to gain the attention of their teacher when they are required to signal such as by either raising their hand or calling the teacher’s name. Attention signals can also be used for transitioning from one lesson or activity to another, when particular actions are expected and by whom whether it is done individually, alternatively as in girl boy, girl boy or in groups.
2 Relationship and Communication
I will create a positive learning environment in my classroom – an environment that is both physically and mentally safe for students and one in which students have a good relationship with one another and with their teacher. This will be established at the beginning of the year and collaboratively developed during the term. It is important that students work in partnership with their teacher and that the ‘system’ is reviewed upon reflection a couple of times during each term. The expectations the teacher has of the students will be clearly explained so students are fully aware of what is expected of them from the ‘start of the school year’ by negotiating the 5Rs of (Sleishman’s framework, 2005) which are - Rights, Responsibilities, Routines, Rules, and Responses; as well as class procedures in accordance with the school policy, as research shows that in doing so this will ‘establish a productive climate’.
3 Curriculum Assessment and Pedagogy
The Curriculum is the totality of what students learn experience and process when they come to school. The Curriculum refers not only to the skills that students attain, it also includes the effective social and intellectual competencies which are required for a student’s unique and personal development in the context of a positive learning environment. Curriculum is such a broad and complex area and there is so much to teach within it that in order to deliver a high quality curriculum optimises learning outcomes I would have to make sensible judgements as to what aspects of the Curriculum are the most appropriate to my students based on their age and stage of development, their cultural and social backgrounds and their interests as suggested in the ‘Knowledge Filter’ stage of the ‘Lyford Model ’ (Lyons, G., Arthur-Kelly, M., & Ford, M. 2015, 2065) and I would teach the relevant material that is relative to ‘real life examples and experiences so as they expand their understanding of the social demands of school situations and their ability to relate to others’. Quality instruction will have to be given to facilitate effective learning in all areas with the identification of achievable goals to be attained and mastered. I would assess students prior to a unit of work to identify where the students’ weaknesses and strengths lie and so determine if students should be redirected into a more appropriate level of work. After these initial assessments students will be further assessed during instruction through ‘formative assessment’ practices to identify if they have gained ‘fluency and accuracy’ in the relevant skills and if not then other specific skill targeted activities can be introduced so students can achieve mastery of the basic skills before moving on to higher level skills. A summative assessment will follow at the completion of a set unit of work. This will provide an indication of whether or not students have mastered the required skills or if the skills need to be revisited for revision.
4 Professional Reflectivity
Being reflective on my teaching and classroom management practices will help to improve and develop the way I will grow as a teacher. This will be an ongoing practice applying to all aspects of classroom management covering what is taught in the Curriculum and how the required skills and understandings are taught, how instructions to students are given taking into account the different learning styles of students, and how I will assess student learning, evaluate the result of the assessments and how I will report to parents or the school administration.
In working as an Education Assistant I see very few teachers use evidence based practices in management of their classrooms. They would rather discuss the management with their peers or attend professional development in order to better their classroom practices. Reflection should incorporate the scientific approach where quality evidence is gathered from the setting for example on behaviour management, into journals, diaries, document sheets, (appendix B Weekly Behaviour Frequency Recording Sheet, & C, ABC Diary of Behaviour) and is analysed objectively, then any gaps between the current practice and best teaching practise should be actioned through a specific plan aimed at bringing about a positive change or development in classroom management practices. This can be outlined in a Brief Functional Assessment’ (appendix D). Reflexivity applies to all areas in classroom management from how to deliver better ways of teaching to how to deliver instructions on learning.
Intervention Practices using Psychoeducational Strategies
Not all students will always respond to the classroom behaviour management plan in a manner that is initially hoped for as there are many factors that come into play for example family issues, social problems, psychological concerns or simply the student’s life experiences. Therefore, much consideration must be taken into account when planning intervention practices that build positive and desired behaviours. In order to do this the teacher should plan an intervention program aimed at promoting a sense of feeling valued in the student and in which the student’s contributions, knowledge and skills are genuinely valued by the teacher. Building a positive, caring and respectful relationship with your students and their family could go a long way to improving a student’s overall behaviour. When there is a requirement for an intervention the teacher should respond in a way that enforces a positive and not negative belief rather than responding in a way that the student might expect you to.
When using the ‘Goal Centered Theory’ for intervention if a student displays an inappropriate behaviour the first option for a teacher is to address and clearly state the appropriate behaviour that the student should be displaying. The encouraging response may be enough to satisfy the student’s need to feel important so they are not requiring the need to resort to the inappropriate behaviour to achieve a sense of importance. There will be times when encouragement on its own will not be sufficient to resolve a problem therefore the ‘Goal Centered’ theorists have identified a model for intervention. The first step of this model is for the teacher to identify the goal of inappropriate behaviour (Appendix A) and assess their own response or reaction to the student’s behaviour and the response the student displays to a standard corrective way. So before a response is given to a student on their behaviour the goal is identified, the cycle is then broken and then you go on and determine a planned response related to encouragement, by disclosing the goal, asserting the social reality, implementing logical consequences or giving choices as per the Goal Centered model for intervention.
Intervention practices also involve ‘action research’ with a key factor being the collaborative partnerships and ‘co-operation between various parties ‘class teachers, councillors, parents, itinerant teacher’s, executives as well as the school principals’ and deputies who could all work together in the best interest of the student.
Conclusion
The characteristics of a well-designed classroom management plan comes down to developing a well formed personal philosophy based on good pedagogy and on a choice of theories that maintain desirable student behaviour and motivation in the classroom. It is desirable for a teacher to get to know and build positive relationships with their students and their families. In doing so a teacher might find it easier to establish the warm, caring, respectful, inclusive learning environment they hope for and which should then enable the teacher to achieve the desired educational outcomes in their students. Other key features of a well-planned classroom that can be focused on are proactive rather than reactive strategies and following the continuous ‘Lyford’ model cycle of planning, implementing and reviewing.
References:
Morcom, V., & MacCallum, J. (2011) Getting personal about values: Scaffolding student participation towards an inclusive classroom community. International Journal of Inclusive Education, 16, 1325.
Michael Arthur Kelly, Gordon Lyons, Nancy Butterfield, Chris Gordon. (2006). Classroom Management. Creating Positive Learning Environments (2nd ed.), Thomson Nelson Australia Pty Limited, pgs. 7,18, 21, 49, 88, 105,150, 154, 156, 160
Tim MacDonald, (2013,). Classroom Management, Engaging Students in Learning (2nd ed), South Melbourne Victoria Oxford University Press. pgs. 8, 42,238
Lyons, G., Arthur-Kelly, M., & Ford, M. (2015). The Lyford Model of Classroom Management: Authentication through Continuing “Reflections from the Field”. Creative Education, 6, 2063-2076. http://dx.doi.org/10.4236/ce.2015.619211
Positive Discipline in the Classroom Teacher’s Guide, by Dr Jane Nelsen and Lynn Lott, www.empoweringpeople.com
https://www.positivediscipline.com/sites/default/files/praise_and_encouragement.pdf p1of 1
Classroom Management Professional Learning, Craig Smith 26th April (2016). Appendixes A, B, C, D. extracted from handouts.
Appendix A
Dreikurs' Mistaken Goals of Misbehaviour
Attention Seeking
Attention seeking refers to unproductive behaviour that occurs when a student discovers they are not getting the recognition they believe they require.
They believe that they only belong when others are paying attention to them.
These students are seeking acceptance through the attention of others.
Power
Power refers to student behaviour that oozes defiance. The student believes that they are only important when in control of a situation or of others.
Defiance is usually found in temper tantrums, crying and in the arrogant tone of voice and body language.
Sign of defiance is when a student is asked to stop and continues to misbehave.
Revenge
Revenge refers to student behaviour that indicates they are only significant when they are hurting others physically or emotionally.
Hurting others helps balance the fact that they are also hurting.
These students set themselves up to be punished and the hurt of the punishment renews their cause for revenge.
Assumed Disability
Assumed disability refers to student behaviour that reflects their feelings of helplessness and their belief that they have no ability.
The behaviour is no or minimal effort. They do not stop you from teaching or other students from learning unless they are expected to contribute to a group.
Adapted from Maintaining Sanity in the Classroom: Classroom Management Techniques, Dreikurs and Pepper, 1998
© Department of Education WA 2010
Appendix B Weekly Behaviour Frequency Recording Sheet
Name:
Year Level:
Teacher:
Week Beginning:
Monday
Tuesday
Wednesday
Thursday
Friday
08.30-09.30
0.900-09.30
10.00-10.30
Recess
11.00-11.30
11.30-12.00
12.00-12.30
Lunch
01.00-01.30
01.30-02.00
02.00-02.30
02.30-03.00
On Task Behaviour
5
Yelling
11
Throwing Objects
ꟷ
Out of room
6
Swearing
12
Damage to property. i.e. own or others.
1
Refusing to follow instructions
7
Threats of Violence
13
Timeout
2
Refusing to work
8
Sexual References
14
Duration
3
Out of seat displaying disruptive behaviour
9
Physical assault of students
15
Restraint by staff member
4
Leaving the room without permission
10
Physical assault of staff
16
Other (Detail)
Appendix C ABC Diary of Behaviour
Setting. What happened? Include where, when and with who.
Antecedent. (Trigger/Cue)
What happened
IMMEDIATELY before
Behaviour. Describe only what you saw
Consequences. What happened IMMEDIATELY after?
Fremantle -Peel SPER.Center
Appendix D
Brief Functional Assessment
Student: _______________________________ Date: _______________________________
Behaviours of Concern:
Predictors:
Maintaining Function(s):
What makes it worse (Setting Events):
Summary Statement (Define by Routine)
Setting Event-→ Predictor→ Problem→ Maintaining Behaviour
Copyright 2003 by Deanne Crone and Robert H Horner, From Building Positive Behaviour Support System in Schools: Functional Behavioural Assessment by Deane Crone and Robert H Horner. Permission to photocopy this to purchases of this book for person use only.