Classroom Management Plan

Pre-service Teacher:
My management
style (links to
philosophy and
learning theories)

Hunter Lloyd-Pugh
Class: 3D
Philosophy:
A productive and engaging school environment has to be lead from the top, with a whole school approach.
Leadership in learning needs to be driven as the primary objective by school leaders and administration and from
their best practices can filter into classrooms. With this holistic approach improvements, initiatives, curriculum
planning and design can be addressed covering all area as a consistent overarching umbrella approach for all staff
and teachers to uses as a framework (Mc Donald, 2013, p.214). With the major whole school priorities being
addressed by the school leadership and administration team, teachers can get on with the job of teaching in the
classroom.
My personal ideas for what constitutes as a productive and engaging learning environment are influenced by three
main child development theorists and their work. Vygotsky, Bronfenbrenner and Bandura with their beliefs that
social and cultural as well as many other factors influence the successful development and learning of children at a
young age (Mc Devitt & Ormrod, 2010, pp. 18-19).
It is therefore my belief that an engaging classroom requires a child centred engagement approach. A knowledge of
your students and their basic needs, how they best learn and what makes them tick as individuals, addressing their
individual needs, learning styles, intelligences and suitable pace for learning (Churchill et al., 2011, pp.56-57). A
varied approach towards in-class pedagogy needs to be adopted with constant reflection, feedback for peers,
profiling opportunities and ongoing adaptations to ensure the best possible outcomes from all students. Giving
students the opportunity to thrive in a diverse safe and friendly classroom.
Behaviour:
Behaviour management also needs to be addressed as a whole school approach with the school leadership and
administration team in collaboration with teachers, teacher aids etc., developing a behaviour management plan,
providing school wide consistency for learning behaviour expectations, school rules and responding to unacceptable
behaviour (McDonald, 2013, p.242).
By knowing the rules, (Be Responsible, Be Respectful & Be Safe)
effectively managing the classroom,
applying appropriate consequences and

 recording and referring consistently inappropriate behaviour.

In class behaviour management, will utilise the Essential Skills for Classroom Management, The Essential Skills
for Classroom Management are directly related to:
setting expectations,
acknowledging appropriate behaviour &
correcting inappropriate behaviour (Davidson, 2012).
The Balance Model of Behaviour Management by Richmond (2002) can be seen in the approach taken by Davidson
(2011) with the Essential Skills for Classroom Management. The balanced approach is designed to with effective
classroom management overtime, promote cooperation allowing for the steady increase in the acknowledgement rate
with a corresponding decrease in the correction rate (Richmond, 2002).
Learning:
To achieve active engagement and full participation in learning experience with in the classroom, teachers need to
firstly know the students. How they learn best, what motivates them, their interests and dislike and know their
individual circumstances, backgrounds and home life intricacies. Learning must be a constructive process with
children actively creating rather than passively absorbing knowledge, with the right amount of challenge to suit a
childs readiness (McDevitt & Ormrod, 2010, p.224). Learning must be catered to suit the diverse classroom with
special considerations for the social, cultural and ecological aspects highlighted by the theorists Vygotsky,
Bronfenbrenner and Bandura (White, Hayes & Livesey, 2013, pp.13-18). For the classroom to successfully be
conducive of engaging participation for all students in creative and exciting learning experiences, it is the
responsibility of the in-class teacher to help facilitate the construction of knowledge. Paying particular attention to
knowing your students, their needs, learning styles and background, using the balance model and the essential skills
to manage the classroom to give all students the opportunity to learn and to have high expectation of all individuals
offering a balance of challenge to readiness in the co-constructive classroom to cater for all students.
My expectations of
learners

The expectations of learners in the classroom will be to follow the school rules and be responsible, respectful and
safe at all times. Giving each student the opportunity to engage and participated fully in all learning experiences. By
placing high expectation on all learners to actively participate and offer all classmate that same opportunity free
from judgement or ridicule. Thus, giving each student the confidence in the safe and secure learning environment to
best produce successful results. The same respect for each other needs to be extended to the in-class teacher and all
other staff within the school. To endeavour that long-lasting relationships are formed and maintained particularly

between student and teacher.

Class rules and
consequences

Be Responsible:

I will be organised and ready to learn

I will keep the classroom tidy
I am responsible to my own learning
I will be brave and confident & give everything a go.

Be Respectful:

I will follow my teachers instructions

I will look after all classroom and school property
I will listen when other are talking
I will respect my classmates right to learn
I will use positive language

Be Safe:

I will use all school and classroom equipment safely

I will ask for permission to leave the room
I am only allowed in the classroom while a teacher is present
I will use all school and classroom furniture properly

Positive and negative consequences will be negotiated as a class at the start of each year and displayed on the walls
of the classroom. Three choices for both positive and negative behaviour will be chosen by the students for behaving
accordingly.
Regular positive feedback and re-enforcement are imperative.

Strategies
Preventive

Supportive

Corrective

Strategies to incorporate explicitly into my lessons

Use the ESCM to encourage the class to learn.
Plan creative, exciting, engaging and relevant
learning experiences to cater for the diverse
classroom.
Clearly state at the daily routine at the beginning of
the day outlining; subject, timeframe, breaks etc.
Be consistent, follow through and bring a good
attitude.
Make sure the learning environment helps students feel:
Safe and secure
Free from discrimination, judgement and ridicule
A sense of belonging, to the class and school
Supported by both teacher and fellow students
Fun and enjoyable
Free to comment and discuss their opinions
Use the behaviour management techniques in ESCM
Regularly use What, Why & How providing clear
instruction at the beginning of each session/task.
Use:
Language of expectation:
1. Establish expectations
2. Giving instructions
3. Waiting and scanning
4. Cueing and parallel acknowledgment.

Use:

Strategies to use throughout the day

Use the start of each session to re-iterate
expectations
Use positive and negative consequences
Praise positive behaviour
Use positive feedback
Have a good attitude
Enjoy yourself, have fun
Monitoring students ongoing interactions inside
and outside the classroom.
Talk to each of your students as often as possible,
find out about them and their world.
Get to know students families, siblings and
backgrounds. (Know your students)

Use positive feedback and re-enforcement to keep

students on task
Bring a happy enthusiastic attitude to each day,
children will pick up on the vibe.
Language of correction
Selective attending
Redirecting to the learner
Giving a choice
Follow through

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

Have a genuine interest in each and every student in your class, get to know they WELL, each and every one of
them.
Try to end on a positive note and not just the negative. Talk to students about how to change or improve their
behaviour and what it might look like. Give the process adequate time, dont expect exceptional results overnight.
Get the parents or caregivers involved to re-enforce the desired outcomes.