EDN 358: ASSIGNMENT 2
Criteria
Poor (N)
Analyses
relevant
contextual
factors that
impact on
the design of
the
classroom
management
plan
Very few
contextual
factors were
identified
with limited
analysis of the
factors
related to
school,
classroom
and students
evident. You
needed to
clearly these
factors and
the impact
they have on
the CMP.
Includes
preventative
strategies
that
encourage
the
generation of
a cognitively
challenging
and
emotionally
safe learning
environment.
Strategies are
described
with
sufficient
detail and
examples are
used to
illustrate
critical points
Includes
specific
strategies to
address
BRADLEY LEE: 32533011
Satisfactory
(P)
Few
contextual
factors were
identified
with limited
analysis of the
factors
related to
school,
classroom
and students
evident. Few
links are
made
between
these factors
and the
impact they
have on the
CMP.
Good (C)
Excellent (D)
Some
contextual
factors were
identified
with some
analysis of the
factors
related to
school,
classroom
and students
evident. Some
clear links are
made
between
these factors
and the
impact they
have on the
CMP.
While
preventative
strategies
were
described,
there was
limited detail
and very few
examples to
illustrate your
understandin
g. The few
strategies
identified
were only
briefly
described and
didn’t clearly
illustrate
critical points.
Preventative
strategies
were
described
although
there was
limited detail
and examples
to illustrate
your
understandin
g. Some basic
strategies
were briefly
described but
didn’t clearly
illustrate
critical points.
Preventative
strategies
were clearly
described
although
there was
limited detail
and examples
to illustrate
your
understandin
g. Some basic
strategies
were briefly
described to
illustrate
critical points.
Some good
contextual
factors were
identified
with a good
analysis of the
factors
related to
school,
classroom
and students
evident. Some
clear and
insightful links
are made
between
these factors
and the
impact they
have on the
CMP.
Preventative
strategies
were clearly
described
with some
detail and
limited
examples to
illustrate
understandin
g and critical
points were
highlighted to
show depth of
analysis.
Few
intervention
strategies
were
Some
intervention
strategies
were
Intervention
strategies to
address
challenging
Intervention
strategies to
address
challenging
Outstanding
(HD)
Contextual
factors were
well identified
and excellent
analysis of the
factors
related to
school,
classroom
and students
was evident.
Clear and
insightful links
are made
between
these factors
and the
impact they
have on the
CMP.
Preventative
strategies
were clearly
described and
considered
with sufficient
detail and
examples to
illustrate an
excellent
understandin
g and critical
analysis.
Intervention
strategies to
address
challenging
EDN 358: ASSIGNMENT 2
students with
challenging
behaviour.
Strategies are
described
with
sufficient
detail and
examples are
used to
illustrate
critical points
BRADLEY LEE: 32533011
described and
with limited
detail or
examples to
show your
understandin
g. Critical
understandin
g of the
theory and
relevant
points was
not
sufficiently
evident.
described
although with
limited detail
and
examples.
Critical
understandin
g of the
theory and
relevant
points was
not clearly
evident and
needed
further
analysis.
Very few
strategies to
create an
inclusive
classroom
catering for
the learning
needs of all
students were
evident.
Discusses
Rationale did
how the
not establish
strategies
your
addressed in understandin
the CMP
g or make
relate to
clear links
relevant
with the
literature.
literature.
Demonstrate Analysis of
s
theories
understandin related to
g of the topic personal
teaching
philosophy
and rationale
were not
clearly
demonstrated
and further
depth was
required.
General Feedback Comment:
Limited
strategies to
create an
inclusive
classroom
catering for
the learning
needs of all
students were
evident.
Rationale did
not clearly
establish your
understandin
g and make
clear links
with the
literature.
Analysis of
theories
related to
personal
teaching
philosophy
and rationale
were not
clearly
demonstrated
and further
depth was
required.
Includes
specific
strategies to
address the
learning
needs of all
students
behaviour
were
described
with limited
detail and
examples to
show
understandin
g. Critical
understandin
g of the
theory and
relevant
points was
evident but
needed
further
analysis.
Limited
strategies to
create an
inclusive
classroom
catering for
the learning
needs of all
students were
evident.
Rationale
discusses
understandin
g and makes
some links
with the
literature.
Some analysis
of theories
related to
personal
teaching
philosophy
and rationale
but further
depth
required.
behaviour
were
described
with some
good detail
and examples
showing a
good
understandin
g. Critical
understandin
g of the
theory and
relevant
points was
also evident.
behaviour
were clearly
described
with good
detail and
examples
showing a
great
understandin
g. Critical
understandin
g of the
theory and
relevant
points was
also evident.
Some
strategies to
create an
inclusive
classroom
catering for
the needs of
all students
were evident.
Strategies to
create an
inclusive
classroom
catering for
the needs of
all students
were clearly
evident.
Rationale
discusses
understandin
g and links
this with the
literature.
Some good
analysis of
theories
related to
personal
teaching
philosophy
and rationale.
Rationale
clearly
discusses
understandin
g and links
this with the
literature.
Excellent
analysis of
theories
related to
personal
teaching
philosophy
and rationale.
EDN 358: ASSIGNMENT 2
BRADLEY LEE: 32533011
Assignment Two: CLASS MANAGEMENT PLAN
Context (Scenario)
I have been appointed as a year 3 primary school teacher in the eastern suburbs of
Mandurah. The appointment has been made 3 months before the start of the new
school year. My main focus is to find out a little about the community in which the
school is located and gather some general information about the students and
families that attend there. The principle has invited me in to commence planning and
preparing in the remaining weeks of the current year. During this time I gather
information about the demographics and school policies. My findings are;
-
My class has a total of 24 children.
There is a large gap in academic skills within the group.
The school is situated in a low socio economic area with crime at a high rate.
There has been history of family violence within the community, which for
some, is associated with drugs and alcohol.
There are two students that I will be teaching that continually show signs of
misbehaviour in the classroom. Attributes include, attention seeking, power,
revenge, inadequacies.
School Polices:
-
-
-
Whole School Approach: Moto (To Respect, To be safe, To achieve, and To
be friendly.) Praise and encouragement is the focus for this school which will
suit my teaching style.
No Bullying Policy. ZERO POLICY.
Classroom Buddy: Children are matched with a child from year 5 upwards
who take responsibility for that child in ensuring they feel safe and supported
in the playground at lunch at recess.
The Tribes approach: An effective way to establishing caring and challenging
learning environment in any school setting. The administration, teachers,
support staff, parents, teachers and adults can promote group learning, child
development, resiliency and early prevention of youth problems.
Factors that may impact learning
-
-
-
It is around this time that children are developing their language and social
skills. This may have a direct link to students understanding different types of
texts and tasks that will be used in class.
A high proportion of children come from a home with domestic violence or a
history of family problems. A child’s emotional wellbeing may prevent them
from participating and succeeding in class.
The school is not from a wealthy community, hence there could be a lack of
resources within it. This could hinder a child’s development.
EDN 358: ASSIGNMENT 2
BRADLEY LEE: 32533011
Introduction
For any effective teacher, the need to know why students misbehave in class is
imperative. In order to truly help any student change inappropriate behaviours, it is
important to first find out the root causes, and then, consider the core of the problem.
As a future teacher, I will not only consider the most effective consequence, but also
the key strategies that minimise future occurrences. As Tileston quoted, “The
punishment alone, rarely teaches a child the skills necessary to act appropriately in
the future” (Tileston, 2004). So why do children misbehave? There are many
reasons as to why a child may misbehave. From that child that craves attention or
power, to a child that is bored or frustrated within the learning process. Then there is
the child that have the pressures from classmates or their home. Or, maybe a child
simply believes, it’s just plain fun to misbehave a little. The fact is, there are many
underlying factors as to why a child may misbehave, but it is the responsibility of
myself to find out. Learning and understanding each of my students is imperative for
any teacher. What motivates and excites them? How can I plan tasks and activities
to suit their needs? How can I make them feel supported and nurtured? Once these
questions are answered, then the role of finding the core of any problem becomes a
little easier. After all, the reason why someone does something is every bit as
important as what they are doing (Harris, 2009).
Part One: Philosophy
Being a future primary school teacher of a year three class carries an important
amount of accountability. It carries the responsibility of the school, community,
parents, caregiver’s and most importantly of all, my students. It is this responsibility
that I will thrive on in becoming a successful and competent teacher. But how can I
play the role of a classroom manager as well? To achieve this I will need to deliver a
class that will be consistent, well structured, caring and in particular, safe. I will need
to know my students, individually, as well as a collective, both their feelings and
needs. Interaction should go beyond recitation, and become real discussion, in which
students offer conjectures and respond to others' ideas. My students’ ability to think
and learn effectively will be closely linked to their physical and emotional well-being. I
will encourage their prior knowledges and experiences and utilise them in a social
setting. It is my responsibility as an educator to be an effective diagnostician of my
students’ interests and abilities and scaffold tasks that will both challenge and allow
students to think and grow. Utilising three key strategies will help me provide a fun
and engaging classroom that will help unlock the key to classroom management.
Firstly, I will highlight positive expectations within my students. Whether a student
receives a ninety or a forty in class, it is my responsibility to praise them at the
highest level. This will push students to excel at the highest level, and for some, give
them that extra motivation that they might not be getting from home. Secondly, I will
exhibit enthusiasm. Effective educators keep the learner interested and engaged in
the learning process. And finally, I will continually build a rapport with each student.
Establishing interpersonal relationships about their prior knowledge and experience
EDN 358: ASSIGNMENT 2
BRADLEY LEE: 32533011
is crucial to form a trusting bond with each student. The ability to show tolerance to
differing points of view during class is a great way to engage with each child.
Classroom management is not about disciplining your class or handing out
punishments, however, it is about a wide variety of skills that I will use to keep
students organised, orderly, focused, attentive and academically productive during
class. When my ideologies and strategies are introduced into class, the behaviours
of my students that facilitate and enhance learning, will improve, as well as creating
a positive learning environment for all my students.
Part Two: Theory
There have been many theories or key concepts uncovered over the years that
underpin classroom management. Most, or if not all, have been tried in a classroom
at some stage, but if I was to deliver my philosophy in a real life context, it would be
aligned to the findings from the Goal Centred Theory. Based around the work of
Rudolf Driekurs, this psychoeducational approach, requires teachers to seek out
needs based explanations as to why the students are motivated to misbehave, then
negotiate alternate ways for these needs to be met (Lyons, Ford & Slee, 2014). This
best depicts my philosophy as it;
-
Focuses on my students needs through social interaction.
Enhances the individual experiences that are brought into my classroom and
are used as tools to promote the learning process.
It focuses on my students’ interests and abilities, to plan tasks that will both
challenge and allow students to think and grow.
Utilises a whole school/classroom approach that motivates a child to succeed.
As my philosophy is linked to only one of the classroom management theories, it is
evident that I am taking the simple approach in educating my children. I am choosing
exclusively from the theories that were discussed in chapter two of, “Classroom
Management,” and have used this to create a fun and safe classroom management
plan. It is the least complex and the most preferred way of teaching for pre-service
teachers and early career teachers (Lyons, Ford & Slee, 2014).
It requires the teacher to engage in class discussions about student’s needs,
expectations and their behaviours, and encourages students to have a choice in
class, around the rules, the consequences of misbehaviour and academic work. It
sets expectations and boundaries, but one of the biggest advantages of a
psychoeducational approach, is that it allows the teacher to build class trust and
develop a sense of self-responsibility (Lyons, Ford & Slee, 2014). As my philosophy
outlines, class management is not about punishment, however, it encourages the
effort that students put in, not academic achievement. The primary role of my
philosophy is to cater for all of my student’s needs (psychological, sociological and
pedagogical), whilst discouraging misbehaviour.
EDN 358: ASSIGNMENT 2
BRADLEY LEE: 32533011
Back in week two, there were some key initiatives that were discussed in relation to
viewing student behaviour that align well with my philosophy. Student behaviour is
guided by the individuals desire to meet their basic needs. Students are engaged
when,
-
They feel they are noticed when given attention
Have a sense of power
Are respected and treated fairly
Nurtured and supported
(Banner, 2016)
These needs have to be challenged and met within a classroom setting in order for
students to be engaged within the learning process. They also focus on the beliefs
and feelings of students, and how these are the basis for challenging behaviour.
When I now look back at these initiatives it becomes quite clear on how closely
aligned my philosophy is.
The overall goal for any teacher is for all students to feel safe in any learning
environment. They should be made to feel welcome in any situation. Below are some
key teaching strategies to improve teacher/student relationship;
-
Show your interest in them before school starts (Post-card)
Invest time in getting to know your students
Smile and acknowledge students
Greet students as they come to class
Acknowledge the return of a student who has been absent
Use thank you notes
Do an activity together
These are some simple ways in which any teacher can build a solid rapport with their
students. These were a discussed back in week 3, “Knowing your students and
meeting their needs” (Banner, 2016).
There is a clear equivalence between my emerging philosophy and the principles
and theories of the psychoeducational approach. The two work together to minimise
the disruption of classroom misbehaviour, and encourages the learner to discover
and self-learn within my classroom, by,
1)
2)
3)
4)
Developing a democratic teaching style and classroom environment
Fostering mutual respect and valuing
Identifying student strengths and abilities
Utilising praise and encouragement to meet students’ primary and social
needs
5) Collaboratively invoking rules and consequences
6) Being accommodating and flexible when responding to misbehaviours
7) Facilitating whole class discussions about challenges and achievements
(Lyons, Ford, Slee, 2014, pp.24)
EDN 358: ASSIGNMENT 2
BRADLEY LEE: 32533011
Part Three: Practice (Class Management Plan)
Having a classroom management plan that outlines your philosophy, theoretical
approach and model is a positive and meaningful tool for any teacher to use in the
school community. It demonstrates your professional philosophy to learning in
tandem with a theoretical approach to classroom management, and outlines the
contextual considerations that you will have to take in a “real” teaching setting.
Developing a plan can be extremely daunting for future teachers, however, utilising
tools such as the Lyford Model, will give students and teachers some comfort in
satisfying the needs and expectations of your students, whilst alleviating some of
those classroom management headaches. It assists with designing, developing,
implementing, reviewing and reflecting upon, your own professional philosophy and
classroom management model (Lyons, Ford, Slee, 2014, pp.16).
The first phase of the model is for the planning to take place. Teachers need to know
who they are going to teach and what the school approach to learning is. This is the
time a teacher needs to understand their students and their needs, something that
can only be done through meaningful engagement with sociocultural issues.
Interventions for some students might need to be incorporated that align with their
philosophy of teaching. Secondly the teacher needs to implement the plan.
Introducing, establishing, monitoring and consolidating a CMP can sometimes take
longer than a term. Influencing factors can be the maturity of the students, the mix of
individual needs, and the ability to implement your plan consistently and
systematically. Students can also influence the way the plan is considered (Lyons,
Ford, Slee, 2014, pp.15). The third and final stage is to review the plan. The review
should be ongoing and modified as part of the learning cycle. This will continually
change with your programming of the plan. For early career teachers or pre-service
teachers, it is advised to discuss issues with other teachers and/or lecturers and
peers, which can help to clarify what parts of the plan need to be changed and
affirmed (Lyons, Ford, Slee, 2014, pp.15) The important thing to note, is to always
refer back to your original teaching philosophy.
A key to having a successful but consistent class management plan, is to have key
strategies that are both proactive and reactive to support it. I need to align these
strategies with my own philosophy utilising the resources from Lyford Model. The
pro-active strategies are linked to my students’ safety and well-being, whereas the
reactive strategies are aligned with challenging students’ behaviours. In order for my
teaching philosophy to be an effective tool in class, I need to come up with some
positive reactive strategies that will engage all of my students and build an
environment that will enhance student learning. Through the below practices, I would
be confident of achieving this;
EDN 358: ASSIGNMENT 2
BRADLEY LEE: 32533011
Positive feedback (Lyford Model Component: Relationships and
Communication) Reactive Strategy
Effective communication plays a major role in building healthy relationships, in
particular to the group of children that I have been lucky enough to teach. It is an
intervention type practice that aligns itself with the Goal Centred Theory. Regular
feedback provides a key link to maintaining a positive approach to behaviour and the
curriculum materials being presented (Lyons, Ford & Slee, 2014, pp.75). As a lot of
these children come from backgrounds that inhibit learning and discussion, feedback
would be something that would be unheard of before. The only feedback that they
would be accustomed to, would be that of negativity. By enhancing positive feedback
with all students, the motivation to learn would dramatically increase. They would
feel a sense of achievement and feel good about themselves, and the class.
Whenever a student provides a response, it is imperative that the feedback given is
understood by the student/s. Positive feedback communicates to the students that
the teacher is recognising the efforts and progress. (Lyons, Ford & Slee, 2014,
pp.75). I have a responsibility to foster students’ sense of self-efficacy and offering
positive feedback does this. Positive reinforcements will push students to excel at
the highest level, and for some, give them that extra motivation that they might not
be getting from home or within the community of Mandurah.
MY TIPS FOR SUCCESS
EDN 358: ASSIGNMENT 2
BRADLEY LEE: 32533011
NOTE: Remember, feedback, whether positive or constructive, should always be given to help the
student/s whether by encouraging or correcting. Teachers must know their students and be aware
of which type of feedback works best for each student (Bilash, 2009).
WHY WOULD I ENCOURAGE AND PROVIDE POSITIVE FEEDBACK?
To deliver high quality
feedback to encourage
learners to self-correct
To encourage interaction
and dialogue between
teacher and student
To involve the students in
the decision making process
To close the gap
between the current
and desired
performance
To facilitate the
development of self
assessment and
reflection in learning
To encourage positive
motivational beliefs
and self esteem
Ensuring that the
feedback given has a
positive impact on
learning
To provide choice to
the individual
To provide
information to
teachers to shape
their teaching
(Spiller, D. 2009)
Building positive relationships in class is fundamental to students learning. Positive
feedback is one way to enhance healthy relationships, which in turn promotes
positive behaviours in classrooms. This is the first positive practice of the Lyford
Model that is directly aligned with my philosophy which promotes a students’ safety
and wellbeing in class. In particular to a class of year three students.
Creating Classroom Rules (Lyford Model Component: Relationships and
Communication) Proactive Strategy
Creating a list of class rules can be quite daunting for many, but with patience,
research and the help of your students, it can be quite satisfying and rewarding.
Rules and conduct have to be established immediately within this group and as for
most of them, rules and consequences would probably be new to them. Together the
students can promote a safe an inclusive environment. Below are some practices
that I would use to establish the rules in my classroom from the outset.
EDN 358: ASSIGNMENT 2
•
•
•
•
•
•
•
BRADLEY LEE: 32533011
I would start with a list of what I would consider the bare essentials. After
thoughtful discussion, I would work with the group of students to create a set
of rules of conduct for our classroom.
Respect for each individual and their property within the classroom. No hitting
or stealing etc.
Laughter is a great tool in class. Laugh with anyone, however do not laugh at
someone.
All students are to be responsible for their own learning
Come to class on time and always hand in assignments on time
Do not disturb students whilst working
Develop a “whole class approach” that encourages everyone to participate in
the decision making process.
Note: Teaming my students up will assist to promote healthy relationships, as per the
“Buddy System” discussed across the school policy.
History says, that most teachers agree to only use a select few rules as it will assist
the successful learning of the learner and create an orderly environment. If the list is
too long or too hard, the students, and teacher will find it hard to remember. Creating
and establishing class rules in a classroom is a common type of proactive approach.
Again, this is an effective type of communication between teacher and student that
will maximise student participation and is closely aligned with my philosophy and the
Lyford Model.
WHY WOULD I USE THIS STRATEGY IN CLASS?
To create
stability
and order
To treat
others with
fairness
and
kindness
To
demonstrate
appropriate
behaviours
WHY
To maintain
control
To create
inclusivity
in the
classroom
To set
expectations
and
boundaries
EDN 358: ASSIGNMENT 2
BRADLEY LEE: 32533011
MY TIPS FOR SUCCESS
Only select a
few rules
Discuss each
rule
individually
and the
rationale
behind it.
Teach the
rules as a
regular lesson.
It should be
your first
lesson
Make your
rules as clear
as possible
Decide the
consequences
with your
students
NOTE: It's also a good idea to post the rules as a reminder and send a copy home with each
student
Altering the Classroom Environment (Lyford Model Component: Classroom
Organisation) Proactive strategy
Classroom organisation is an essential part of my class management plan that
promotes social interaction within the class and is closely aligned with the “cycle of
reflexion and plan-implement-review cycle” in the Lyford Model. Warm and well run
classrooms begin with the physical layout of the room. It is a pro-active response
that teachers need to minimise disruptions. From the arrangement of desks and
working space, the attractiveness and appeal of bulletin boards and the storage of
materials and supplies. Organising the physical nature of the classroom environment
is of fundamental importance to good classroom management (Lyons, Ford & Slee,
2014, pp.94). It sets the stage for a positive classroom ecosystem. The physical
settings of any classroom can have a powerful influence on a students’ expectations,
attitudes and behaviours (Lyons, Ford & Slee, 2014, pp.94). I will be having
prominent displays of my students’ work that will make them feel excited and
engaged and feel a sense of achievement. This is extremely important for them, as
many children will find this lacking in their own lives and home. This will reflect my
teaching style, and will create a learning environment that enhances motivation.
Giving our classroom our personal touch will ensure each child will feel they
contributed to the design of the room, therefore creating a sense of belonging to the
EDN 358: ASSIGNMENT 2
BRADLEY LEE: 32533011
room. Plants, art, rugs, posters, and maybe some cosy pillows for the reading corner
are examples of that (Shalaway, L. n.d). I must be able to easily access materials
and supplies, which will eliminate delays, disruptions, and confusion as students
prepare for activities. If my classroom is poorly arranged, then students will spend a
lot of time waiting — waiting in line, waiting for help, waiting to begin. (Shalaway, L.
n.d). This particular type of strategy aligns with my philosophy as it encourages a
child to learn through a positive, fun and safe learning environment.
Why alter my classroom environment
MY TIPS FOR SUCCESS
FURNITURE
- Before moving furniture, factors
including the size of the room and
the number of students are to be
considered.
- Consider the needs of each
student.
ROUTINES AND PROCEDURES
CLASSROOM AESTHETICS
- Have a variety of settings within the
classroom
- Variations of colour, space and
texture
- Rows, Groups, workstations are
to be considered
- Have a display of students' work,
photos, hand prints on show to
create a feeling of belonging
-Access and movement of the class
need to be planned
- Displays to be changed over time to
create a fresh feeling in class
- Keep practical routines and
procedures clear, simple and precise.
- Once key routines are established,
most students will incorporate it into
their daily habits.
- Routines and habits need to be
taught from the beginning or during
activities.
- Encourage the students to become
responsible for housekeeping duties.
EDN 358: ASSIGNMENT 2
BRADLEY LEE: 32533011
Pedagogy (Lyford Model Component: Curriculum, Assessment, and
Pedagogy) Proactive strategy
The way I choose to teach can be the difference between having a well-run, wellstructured learning environment, as to having a chaotic, ill-disciplined and poorly run
classroom. It is important to note, that my teaching style will have massive
implication on the dynamic relationships that I will have with my year three’s, which
will result in them learning new knowledge and understanding new skills. Through
pedagogy it will help me interpret my identity as a teacher and is aligned with the
Lyford Model under, “Four positive practices.”
A great teacher will take into account different levels of learner proficiencies. I need
to establish these from the outset. The easiest way to do this, is to “know your
students.” Knowing their likes, dislikes, interests and skillsets. This will help me
choose course outlines and topics, how the class is organised, how groups are
organised and any adjustments that need to be made for individual needs. An open
communication with families and student carers will provide a great insight, as will
observing how and with whom, students spend free time in the playground (Lyons,
Ford & Slee, 2014, pp. 72). This is explicitly outlined in my philosophy and is a proactive approach to learning, which may take more than a term to master across the
schooling year.
Practice will be a major strategy for students in my class. For any student to achieve
fluency in a task, it is vital that he/she has the opportunities to practice. Practice can
be in the form of practical application or verbal rehearsal, but often most teachers will
introduce both (Lyons, Ford & Slee, 2014, pp. 72). As accuracy increases, so too
does the pace of performing a task. It is important to note however, the way in which
I will assess students and provide feedback will have a direct impact on how each
student will see themselves as a valued member of my class. This needs to be
practiced as a teacher if I want to encourage all of my members to feel as though are
active members of my classroom community.
The overall goal of my teaching is to manage student learning so that attention is
given to academic learning, social interaction and the promotion of positive
behaviours within our classroom. All of which are outlined throughout my philosophy.
EDN 358: ASSIGNMENT 2
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HOW CAN I IMPROVE MY PEDAGOGY?
Accommodate
different levels of
learning
Self efficacy and
motivation
Discuss feedback
values and
expectations
Review the quality
of teaching and
learning
Review task
relevance,
achievability and
success
Reflection: (Lyford Model Component: Professional Reflexivity)
Reactive Strategy
The emphasis of the Lyford Model is to develop a classroom and school community
where every student feels he/she belongs, and where every teacher feels a sense of
professional satisfaction and accomplishment (Lyons, Ford & Slee, 2014, pp. 107).
This is exactly what I am striving for as a teacher and reflecting on past experiences,
or referring back, will aim to deliver this. Reflecting is an essential part of any class
management plan and is subject to my cycle of reflexion and plan-implement-review
cycle. My reflection has to be entirely truthful and honest to appraise my beliefs and
actions. The aim of reflection is to be my own practitioner that empowers me to
examine those beliefs and values about behaviours, and in particular, my
philosophy. As Lyons, Ford and Slee discussed in, Classroom Management, there
are three reasons as to why I should be vigilant about my philosophy on classroom
management. The first, recording and tracking my growth as an early career teacher
should be a daily practice. This will continually contribute to my personal portfolio. It
will give me insights as to what I did well, what could have been done better and the
style of teacher I am, and are becoming. Secondly, classroom management has
become one of the major concerns for teachers. Without the use of reflection, the art
of mastering misbehaviour will continue to concern teachers for some time. As a
teacher of year three’s, I have to ask myself the four questions that are outlined
below. The third and final stage is for myself to frequently round up support in
establishing and developing the skills necessary to control classroom management.
EDN 358: ASSIGNMENT 2
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Interventions need to be carefully managed to manage and improve individual
students’ inappropriate behaviours.
Intervention type practices include,
STEP ONE (IDENTIFY THE GOAL): Teachers feelings and responses encourage or
discourage student participation
STEP TWO (BREAK CYCLE OF FIRST REACTION): Stop doing what I would
normally do. Enhance motivation by continually adapting new task and skills.
STEP THREE (DISCLOSE THE GOAL): Be sensitive when goals are discussed.
Each child will have different views on a goal and how to set and reach them.
STEP FOUR (ASSERT SOCIAL REALITY): What is going to be the impact on
myself and the students with social misbehaviour?
STEP FIVE (CHOICES): Always give my class choices and give them the power to
make decisions based on their feelings.
STEP SIX (ESTABLISHING LOGICAL CONSEQUENCES): Always ensure that the
punishment fits the crime. Give the group a say on what acceptable consequences
and what’s not.
The need for continuing and thorough reflection is paramount to any classroom, and
considering I would be teaching a class of year three’s, it becomes evident more
than ever. If I can find ways to better myself, then this can only be a benefit for the
students I teach. Building positive relationships with and between members of my
school community, students and peers, is a precondition to creating positive and
most of all, safe learning environments, that will underpin my continual striving to be
an effective and compassionate teacher.
WHAT SHOULD I REFLECT ON?
Curriculum
What have I
been teaching
this group of
year three's. Has
it been
releavant to
meet their
needs?
How have I
been teaching?
Student
Behaviour
In what ways
have I been
teaching these
children. Does it
suit their age?
How have my
students been
approaching the
task? How are
they interacting
and engaging?
Assessment
Have my
evaluation
processess been
effective? Are
the student
outcomes
aligned with my
teaching style?
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The classroom management plan that I have put together focuses on the needs of
every student and will create a positive, but most of all, an inclusive and safe
environment. Every class will have its great deal of headaches, but through this
guide, will help any teacher face them head on. It promotes cooperative learning and
enhances student’s feelings and wellbeing, whilst at the same time, sets a list of
expectations that each child will become accustomed to. These list of proactive and
reactive strategies are only the tip of any iceberg, but will be an effective tool for any
teacher that experiences behaviour problems in any setting. It was a pleasure to be
part of an incredible unit that has given me my own set of beliefs, values and
flexibility, which can be transformed into my own class upon graduation.
EDN 358: ASSIGNMENT 2
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