Educational Philosophy and Classroom Management Plan

Standard 4.3 - Manage challenging behaviour

Standard 4.4 - Maintain student safety
This particular document goes in depth about the various methods that I can use in
my classroom in regards to behaviour management. In particular, I use the assertive
discipline approach as it requires the establishment of class rules and expected
behaviour as well as the consequences of breaking those rules. Some of the rules
that I explain in this document do reflect the ways that I can maintain student safety.
One of my rules is about the use of laptops/computers/mobiles in the classroom in
which I prohibit its use unless I directly instruct students to use it. The reason that I
have included this rule is because students can potentially access inappropriate

Philosophy of
Education and
Classroom
Management Plan
Written by: Loanna Finch
STUDENT ID: 3917024

Table of Contents
Educational Philosophy..............................................................................................................2
Classroom Rules, Procedures and Expectations........................................................................3
Teacher Responsibilities and Resources....................................................................................6
Classroom Example...................................................................................................................7
References..................................................................................................................................7

Educational Philosophy
As an individual I value honesty, respect, fairness and equality. I believe that these values
also extend towards the teaching profession. Furthermore, as a person who works with young
people, how can I expect my students to be honest, respectful, fair or to treat others equally if
I do not demonstrate these values to them within or outside the classroom environment.
Moreover, as a teacher it is expected that I cover the required curriculum but to also support
my students in a way that they are able to achieve their greatest potential. Hence, teaching is
not only about classroom learning but also about listening and understanding the various
needs and abilities of my students, thereby, adapting my teaching to suit their needs and/or
abilities.
As such I draw upon a variety of learning theories because the suitability of a theory depends
on the situation, particularly, the age and ability of the students. However, the assertive
discipline approach developed by L. Canter is a theory which could be applied to different
types of classrooms and age groups. While I do subscribe to Canter's theory, I also believe
there should be some room for adaptability in different situations as this theory can be rigid.
Assertive Discipline Approach
This particular approach is based on the notion that students need and respond to limits that
are put in place as well as enforced by the teacher (Ayers, 2013). Furthermore, the basis of
this theory is that the teachers establish a positive classroom atmosphere by meeting the
various needs of the students through the planning and implementation of classroom rules
regarding student conduct or behaviours (Ayers, 2013, p.44). An important aspect of this
approach is the development of clear and succinct rules as well as consequences for not
following these rules should be explained and made visible to students. Furthermore, it is
important that the students not only receive a copy of these rules but the teacher must ensure
that all students understand what is expected of them.
Moreover, for this theory to operate correctly the teacher must be able to communicate the
appropriate behaviour that they require from their students and follow through with
consequences for failing exhibit the appropriate behaviour (Ayers, 2013). When developing
the consequences for inappropriate classroom behaviour it must something that is easily put
into action by the teacher, in other words, it has to be something that can be followed
through. According to Canter's assertive discipline approach, the consequences should be
equivalent to the offence and be "unwelcome" to students but it should not in any way be
psychologically damaging (Ayers, 2013, p.46). Also, when establishing the consequences for
not following the rules it should be arranged as a hierarchy which will be followed through
by the teacher in the hierarchical order, thereby, increasing based on the seriousness and/or
repetition of the offence (Ayers, 2013, p.46). Not only should the consequences suit the
offence but also be consistently applied to all students engaging in the same behaviour
equally, in a calm and firm manner (Ayers, 2013). Whereas, students that are exhibiting
behaviour that shows them to be off task but not disruptive then loud or direct reprimands
should not be used. A method suggested by Canter to reengage students with the task is
physical presence, in other words being near the student could indirectly ensure the student
completes the task. Another method that can be used by the teacher is the praising of other
students who are engaged with task that are near the disengaged student while not giving that
student any praise. These methods are more effective with disengaged, but undisruptive,
behaviour, this can be applied to different classroom settings.

In comparison, students who display the appropriate classroom behaviour should have their
efforts positively recognised by the teacher, thereby, reinforcing good behaviour (Ayers,
2013). Appropriate or good behaviour, in this case, refers to behaviour that does not disrupt
or harm other students as well as behaviour that the school considers to be appropriate.
Positive recognition for students meeting the teachers' expectation can be directed towards
the whole class, when appropriate, or directed towards the individual student (Ayers, 2013).
The communication of positive recognition can be through praise, contacting
parents/guardians about the positive behaviour exhibited by the student, the awarding of
privileges and other 'rewards' (Ayers, 2013). The method that is used to communicate positive
recognition depends on the situation and behaviour that is being rewarded.
Hence, the aim of this approach is to teach responsible and appropriate behaviour to students,
thereby, creating a classroom discipline plan to enforce this behaviour (Ayers, 2013, p.44).

Classroom Rules, Procedures and Expectations

The classroom rules and expectations that I expect all my students to follow as well as the
enforcement these rules/expectations will be adapted to suit different year levels. As such the
rules and expectations explain below is a general outline of what I expect in my classes.
Furthermore, I will also incorporate the rules and procedures of the school in which I teach in
within my classroom.
Student Classroom Rules
In this table below I will be listing the rules that my students are expected to follow as well as
my reasoning behind these rules and consequences for students who do not follow these
rules. Furthermore, I will adapt the language used within this table to suit the students'
language abilities.
Rule No.
1

Rule
Be on time

Consequence
Please note: that the rules
regarding punctuation will be
adapted to follow school policy.
1. First offence - a student who late
to class (any period) with or
without a valid reason will be
reprimanded and the offence will
be recorded in my personal records
book.
2. Second offence - the late student
is expected to stay after class to
explain why they were late. As
well as having their lateness
recorded in my personal book.
3. Third offence - the student will
receive a detention to be served

Reasoning
Lateness is not a trait that should
be encouraged as it is expected
when these students begin to gain
employment that they get to work
on time. Hence, by having this
rule it is possible to prepare
students not only for entering the
workforce but to encourage
student responsibility.

Be prepared for
class, this
includes
bringing all
necessary
equipment,
completing
assigned reading
and homework
etc.

Be polite and
respectful this
means listening
when other
students are
talking and when
the teacher is
explaining/giving

during lunchtime on that day. The

offence will be recorded in the
book.
4. Continual lateness - where
appropriate the parents or
guardians of the student will be
contacted about the student and the
appropriate consequence will be
discussed.
Please note: Students will only be
allowed to leave the room to collect
the necessary equipment for the class
with a signed note/diary either before
or after giving the instructions to class.
Consequences for not completing
assigned homework/reading:
1. First offence - student will be
reprimanded and made complete
reading/homework in their own
time which is due the next lesson.
Unless a valid reason is provided
(e.g. the student was absent or on
excursion)
2. Second offence - student will be
required to stay back during recess
and/or lunchtime to complete
reading/homework.
3. Continual offences - the
parents/guardians of the student
will be contacted in regards to the
student not completing assigned
homework. Also, repeat offender
will be given an automatic after
school detention unless a valid
reason that is supported by a
parent/guardian is given.
Please note: the method that I use to
for student behaviour in this rule
varies between year levels.
Consequences for disrupting the
class:
1. First offence - student will be
reprimanded directly.
2. Second offence - student will be

The reasoning behind this rule is

that in the later years of their
education and in the workplace
deadlines are expected to be met.
In most cases, these deadline are
inflexible. Hence, by having this
rule students will be prepared for
their future education.

The reasoning behind this rule is

to encourage the values that I
mentioned earlier in my
educational philosophy,
particularly, respect. As well as
discouraging inappropriate
behaviours in the classroom.

instructions.

Complete ALL
assigned tasks
and assignments

reprimanded and made to move

seats closer to the teacher.
3. Third offence - student will be
permanently assigned a seat close
to the teacher and will have to stay
after class to discuss behaviour.
4. Fourth Offence - student will be
given an automatic detention that
must be served during recess
and/or lunchtime.
5. Continual Offences - students
who are continually disruptive
will have their parents/guardian
contacted to discuss behaviour and
relevant consequences will be
decided.
Please note: the consequences for not
following these rules will be based on
the type of task that is not completed.
For consequences regarding
homework see rule 2.
Consequences for not completing in
class/out of class assignments:
1. First offence - student will
complete the assignment in their
own time which is due the next
lesson. Unless a valid reason is
provided (e.g. the student was
absent or on excursion)
2. Second offence - student will be
required to stay back during recess
and/or lunchtime to complete the
assignment. If it is still not
completed it is for homework.
3. Third offence onwards - student
will be required to stay back after
class to discuss their reason for
still not completing the
assignment. The student will then
be given one week to complete and
hand in their assignment before
their parents/guardian will be
contacted to discuss incompletion
of assignment.

The reasoning behind this rule is

to ensure all students meet the
requirements for the subject as
well as reinforcing good
behaviour in regards to deadlines.

4. Repeat offenders for each

incompletion of an assignment will
be given the same chances to
complete the homework as first
offenders. However, if they have
still not completed it after going
through the consequences for
"first" and "second" offences then
the student will be given an
automatic afterschool detention
and their parents/guardians will be
contacted.
Classroom Procedures
The following procedures below will be followed by all students:
1. Food and Drink if brought to class then ALL rubbish is to be put in the bin at the
end of each class. Also any mess made MUST be cleaned up by the student. The
consequence for not doing so will result in the student not being allowed to bring food
to class.
2. Packing up before you leave the student must quietly and neatly pack up all of
their belongings before leaving the room. This will include picking up any rubbish or
scrap paper and throwing them in the bin as well as tucking in their chairs.
3. Signal for attention If my hand is raised then you MUST also raise your hand and
be quiet I will not continue with my instructions/explanations unless ALL students are
completely quiet. The consequence for not following this simple procedure may result
in the entire class staying back after the bell goes.
4. Computers/laptops and mobile phones the laptops/computers must be off and/or
the lid of the laptop must be closed during class unless I have given a specific
instruction/permission to use it. Mobiles must be on silent/turned off and out of sight,
therefore, depending on the school policy should not be used without my permission.

Teacher Responsibilities and Resources

Responsibilities
All schools have a set of responsibilities that teachers are expected to follow, however, these
are drawn from the principles set out in the Victorian Institute of Teaching (VIT) Code of
Conduct (Victoria only). Hence, it is expected that I maintain and exhibit professional
conduct, personal conduct and professional competence. In regards to professional and
personal conduct I will maintain a professional relationship with any of my students, their
parents/guardians as well as families, communities and my colleagues. Furthermore, this
means I will provide a safe learning environment that is adapted to suit the needs of the
students as well as interacting with students without displaying bias. In comparison,
professional competence means that I must be knowledgeable in my methods (subjects),

committed to the pursuit of my own professional learning, complete all my duties thoroughly
in responsible and timely manner as well as knowing/following all legal requirements for this
profession.
Resources
Within this section of my classroom management plan I will discuss the resources or people
who I could turn to for assistance in a range of situations.
In regards to a student who fails to learn despite trying a range of approaches and/or learning
styles, as a pre-service or graduate teacher I can turn to the more experienced teachers within
the school in order to develop a method that will assist in student learning. Furthermore, in
this same situation I could talk with the students' other teachers and develop a method based
not only on my experiences with them but theirs. In comparison, where a student consistently
does not follow classroom rules, procedures and school codes of conduct I could seek the
assistance/support of not only more experienced teachers but also in more serious situations
the support of the principal of the school.

Classroom Example
An example of the assertive approach that I have used during my placement at Gilmore
College for Girls was with my Year 8 English class. I would consistently use the same
method to gain the attention of the students when they were talking over other students or any
of the teachers. In this particular class I was required to team teach, therefore, Sandra or I
would put our hands up and give the instruction for the students to do the same as well as to
stop talking. We would also not continue with the lesson until everyone's hands were up and
all the students' were silent. As a result, after the first lesson that I employed this method, the
students were able to quickly recognise and correct their own behaviour in order to move on
with the lesson. Furthermore, I would also instruct students not to leave the room if the bell
goes and I have not finished giving my instructions for homework, assessments or what to
bring to next class.

References
Ayers, Harry 2013, Classroom Management a Practical Approach for Primary and
Secondary Teachers, Hoboken: Taylor and Francis
McDonald, Tim 2010, 'Positive Learning Framework: Creating Learning Environments
in Which All Children Thrive', Reclaiming Children & Youth, Vol.19 (2), pp. 16-20
McDonald, Tim 2013, 'A Positive Learning Framework for Classroom Management',
Classroom Management: Engaging Students in Learning, Oxford University Press, South
Melbourne
National Tertiary Education Industry Union (NTEU) 2005, 'Preparing and Presenting a
Teaching Portfolio: Philosophy, Practice and Performance', NTEU National Office,
Policy and Research Unit, < http://www.nteu.org.au/library/view/id/479>
Schindelheim, Franklin 2013, 'Effective Behavioural Management Techniques', video
file, viewed 31 March 2015, <https://www.youtube.com/watch?v=Xbtv97KYExU>
Teaching Channel 2011, 'New Teacher survival guide: Classroom Management', , video
file, viewed 31 March 2015, <https://www.youtube.com/watch?v=9CNeaFhLMXw>
Victorian Institute of Teaching (VIT) 2014, 'Read the Code of Conduct', VIT, viewed 20
April 2015, < http://www.vit.vic.edu.au/conduct/victorian-teaching-profession-code-ofconduct/Pages/ReadtheCode.aspx>
Wilkinson, J and Meiers, M 2007, 'Managing Student Behaviour in the Classroom',
Research Digest, 2008 (2), viewed 20 April 2015,
<http://www.vit.vic.edu.au/SiteCollectionDocuments/PDF/The
%20Digest/1505_02_2008.pdf>