Pre-service Teacher: Nichole Rutherford

Class: year 9
My management
style (links to
philosophy and
learning theories)

Classroom Management Plan

Philosophy:
As a teacher, I feel I am obligated to ensure I provide a learning environment in which my student not only learn, but benefit
from positive classroom discipline (Jones, F 2009) in which they feel a belonging to a larger family unit within the school.
Through providing engaging lessons, encouraging participation in conversation and activities the students will become
actively involved in their learning journey. As students are encouraged through conversation and interaction they are able to
help guide their areas of strength while elevating them through areas of uncertainty.
Whilst being a caring, encouraging environment, respectful interaction is expected. Students will learn through peer and
teacher scaffolding, explicit teaching examples and guidance ways in which their behavior can help encourage not only
theirs, but their peers learning journey. By setting expectations high through engaging activities involving group discussions
as well as organized activities using vary means of lesson delivery, including ICT, students will be constantly encouraged to
advance their knowledge beyond their own expectations.
Discipline:
The classroom environment should be one of respect for all parties, student to teacher and teacher to student.
As a teacher it is important to understand the students as individuals and reasoning behind behavior whilst combining
several theories of classroom management. Theories which provide the best guidelines for my beliefs on management
would consist of introducing students at the start of the year to a combines Assertive Discipline Management system
(Canter, L & M, 2007), with setting Real Discipline strategies (Morrish, R, 2007), Instructional Management (Kounin, J, 2007)
and Behavior Modification (Skinner, B, 2007).
By starting the year with clear guidelines on rules and expectations for the students, it provides the students with an idea on
right and wrong within the classroom environment. They are provided with opportunities to make choices on their behavior
as well as the consequences or rewards that follow. From this, they learn a life skill in which they would be able to carry as
they further through school and work.
Together with the student, emphasis is placed on prevention of misbehavior. Behavior management is only part of a well
running classroom, a vital role would require planning on the teachers part to provide effective lessons and techniques
which encourage the guidelines set out in the rules and regulations.

Learning:
My learning environment would consist of three main theories on learning Social Learning Theory, Multiple Intelligences
Theory and Constructivism Theory.
All students need to be considered on an individual basis. Constructivism Theory enables the students perspectives on the
learning material to be considered. The theory describes the ability and want of learning and how the students are able to
link the new knowledge being introduced to prior learnt knowledge, interest, the students own environments in which they
interact as well as personal experiences. This leads into how the student would then learn. Multiple Intelligences suggests 7
different ways in which students would learn, as a teacher, it is important to understand which of these the students fall into
and incorporating this into lesson planning. Social Learning Theories introduced into the learning environment help to
encourage learning through observation, imitation and modeling by other students as well as the teacher.
My expectations of
learners

Class rules and

consequences

I endeavor to provide a learning environment which will be well planned, managed and prepared. As a teacher, I will ensure
my students feel supported and safe enabling them to become part of a classroom family based on respect and being
respected. I expect my learners to strive for high expectations through completing work provided to the best of their ability
and beyond, as I provide encouragement and guidance through their learning journeys.
Expectation of students within my classroom environment:
* Be respectful at all times to teachers and fellow class mates.
* Complete work required.
* Allow fellow students to participate by listening and being quiet.
* Follow teacher requests.
* Participate in class activities/discussions.
* Speak up when in doubt.
* Help out a friend in need, or find help.
* Keeping our hands to ourselves.
* Ask permission.

Consequences:
* Unfinished work complete at lunch break.
* Name written on board.
* 3 marks against name, lunch time detention.
* Continual misbehavior Miss out on excursions, refer to school principle.
Strategies
Preventive

Supportive

Corrective

Strategies to incorporate explicitly into my lessons

* Well planned lessons.
* Engaging material and outside of the box delivery on
occasions.
* Start lesson with an outline of lesson introduction.
* Expectations of behavior.
* What needs to be completed.
* Competent delivery of the lesson.

Strategies to use throughout the day

* Set up of classroom desks to prevent blockage of
teacher/board.
* Seating arrangements to ensure learning is encouraged.
* Clear rules which are visible, reminders when necessary.
* Ensure lessons are defined and a clear conclusion of lesson
given before starting a new one.
* Provide adequate breaks and interaction time.

* Provide time for student feedback and questioning.

* Check student progression.
* Guided questioning to gauge understanding and lead
direction.
* Allow students to participate and be heard.
* Encourage through responding and commenting.

* Ensure to watch student behavior for triggers or want of

further learning.
* Talking off subject to gauge motivational levels.

* Obtaining eye contact.

* Corrective gesturing.
* Waiting for attention.
* Calling on student to answer question.
* Standing near student.
* Writing name on board.

* Reminder of rules.
* Private conversation with student.
* Email to parents.
* Enlist the help of School Principle.

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

To ensure my students feel they still belong within our learning environment after discipline has been necessary, the student must feel
that the action has been dealt with, and they are now able to move on.
Before they are able to move on, it is important for them to understand what expectations are.
By asking questions, the student is able to assess the process and ultimately learn from the situation.
Question process to be followed:
Do you understand what happened?
Can you tell me who was affected by your actions?
What were you feeling/thinking during that time?
What do we need to do now to ensure it doesnt happen again?
Can you be assured that you will not act in that way again?
(McDonald, 2013)

Behavior Management Plan

Supportive:
* Provide time for students to participate,
opportunities to apply their opinion.
* Confirm with students their understanding and
ability to complete tasks.
* Encourage through responding to questions and
providing guided learning which allows them to think
and contribute.
* Provide well planned and structured lessons which
include thoughtful delivery approaches.

Expectations:
* Students to listen when teacher talking.
* Students to participate in class discussions.
* Students to be respectful of other students, allow them
their turn and say.
* Student to be respectful towards the teacher and follow
requests.
* Students to approach teacher respectfully with concerns.
* Students to complete work assigned.
* Students to be caring and helpful towards their learning
environment

Corrective:
* Teacher to ensure clear lesson expectations are
provided.
* Teacher to provide class reminders.
* Teacher to provide individual reminders.
* Teacher to use gestures to remind individual
students.
* Proximity to student off task.
* Teacher to call on student to answer queries to
divert attention back to task.
* Teacher to use technique of stopping and
waiting for attention.
* Give student a choice.
* Teacher to use three warning system to advice
of escalation of disciplinary action.

Escalated Disciplinary
Action:
* Temporary loss of
privileges.
* Removal of students from
learning environment.
* Students to complete work
during assigned breaks.
* Contact parents, phone or
email.
* Student to be removed to
Rethink Room.
* Referral of student to Head
of Department.

Restorative Action:
* Restoration of privileges.
* Restorative discussion, providing clear expectations on
what was unacceptable, also providing student a chance to
explain and apologize, inclusion back into learning
environment.
* Restorative discussion with a restitution action plan: apology, make up for hurt or damage, make a plan for
future events, may include parents and Principle for extreme
cases.
* Teacher to hold discussion with student on moving
forward by creating an Individual Behavior Support Plan.