Amy Herbert

S00147098
EDAC314 AT2
Personal Philosophy

As a teacher we have the privilege of guiding students in their learning and their behaviour. To manage
their behaviour in the classroom, we must implement effective practices. These include the proper
development of their social, emotional and intellectual skills, modeling and teaching independent and
collaborative behaviours and assisting students to regulate their thoughts, emotions and behaviours
with the goal of preparing them to live as active members of society. We want students to know they
are not inferior but that they belong, not only in our classroom and school but also in our community.
With this said, it is difficult to achieve these in an environment of chaos and disorder; therefore, we
need to create an atmosphere of mutual respect and acceptance, regardless of individual differences.
Valuing students through recognition may not only have the potential to combat misbehaviour but
prevent its occurrence.

Just as thriving roots produce a blossoming tree, so too, do healthy emotions and thoughts produce
positive behaviours. Although we see misbehaviour for what it is on the outside, we must not apply
consequences and stop there. Rather we must go deeper to determine the underlying thoughts and
emotions behind the behaviour to make changes and prevent the misbehaviour from reoccurring. The
most effective way for teachers to achieve this is through thorough knowledge of their students.
Knowledge of students thoughts, emotions and abilities comes from functional student-teacher
relationships. Just as I experienced on one placement with a boy high on the Autism spectrum, he was
displaying disturbing behaviour, but once building a strong relationship with him he ended up being
extremely respectful and cooperative. He trusted I knew him and knew how to meet his needs and he
felt he belonged and that was a moment of breakthrough and significant learning in behaviour
management for me.

We must empower students to take control of their learning and behaviour to encourage motivation.
Teachers can achieve this by recognizing students accomplishments regularly and cater for
differentiation. An effective teacher will plan, implement and attend to curriculum and behaviour
simultaneously, whilst creating an environment of order, where there is structure and routine. Where
students manage their own behaviour and rather than rules, there are rights and responsibilities. When
rules are applied the teacher becomes boss and this puts tension between the student-teacher
relationships. There is short-lasting behaviour change through the punishment of rule breaking,
whereas with consequences, students bring these upon themselves when they willingly do not comply,
as they agreed with it in the first place.

1
 Amy Herbert
S00147098
EDAC314 AT2
Theories to Support Philosophy

Haim Ginott quotes, a teachers response has crucial consequences it creates a climate of
compliance or defiance. In addition Ginott states, a child becomes what he/she experiences and
[teachers] can open or close the minds and hearts of children (cited in Rogers, 2002 p.1). As outlined
in my philosophy, behaviour management strategies are considered effective if they are built on
positive teacher-student relationships, self- regulation of thoughts and emotions, differentiated learning
opportunities, knowledge of social norms and values and an evident sense of belonging.

One theory, which is in conjunction with my philosophy, is the cognitive behaviourism theory.
According to the cognitive behaviourism theory, distortions in cognitive processes are connected to
disrupted behaviour in children (Spence, 1994). As a teacher we play a crucial role in influencing
students individual thinking/self-management skills, as well as collaboration to teach them appropriate
behaviours they should be demonstrating (Porter, 2000). Whilst Vygotsky would determine that the
teachers are the most significant component in effecting cognitive changes in students, Piaget stated
that changes in cognition occur independently. I believe both of these statements, and whilst the
teacher can initiate change, students ultimately must make the change (Rogoff, 1990). When students
display appropriate behaviour, teachers need to acknowledge this through encouragement. This
discourages the negative, attention seeking behaviour and leads to long lasting behaviour change, as
their cognitive processes restructure and adapt (Rogoff 1990).

The neo-Adlerian theory is also in alignment with my philosophy and both this theory and the
cognitive behaviourism theory can go hand in hand. The ability to accept, empathise and understand
others is a cognitive function, and these enhance a students sense of belonging in a classroom, which
is critical in promoting positive behaviour (Storey & post, 2012). The neo-Adlerian theory aims to
increase students sense of belonging and subsequent appropriate behaviour by establishing democratic
relationships within the classroom that are based on mutual respect, cooperation and encouragement
(Porter, 2000. p. 91). As a neo-Adlerian, I am responsible for understanding students fundamental
need for acceptance, which will minimise associated negative thoughts and ultimately discourage
inappropriate behaviour students demonstrate to be recognised. I am also responsible for building
democratic student-teacher relationships, reduce competition and provide encouragement, which will
lead to greater acceptance, recognition and social interactions (Porter, 2000). Thorough knowledge of
individual student skills, strengths and abilities guide the teacher to better adapt curriculum and cater
for individual needs, in turn strengthening their sense of belonging.

The neo-Adlerian theory and cognitive behaviourism significantly differ from assertive methods of
discipline. Assertive methods dictate that the teacher is the authority and they establish order through
implementing rules and consequences (Sargeant, 2016). This goes well against my philosophy, as rules
minimally influence behaviour and implies the teacher is an authoritative figure, thus minimising
student-teacher relationships (Rogers, 2002). Under cognitive behaviourism the assertion that

2
 Amy Herbert
S00147098
EDAC314 AT2
discipline is not about the teacher taking control, but rather creating order in the classroom is crucial.
As supported by Kounin, order can be maximised through teachers putting practices in place to prevent
discipline problems from occurring in the first place. One example of this is through, teachers
[maintaining] a group focus by engaging in behaviours that keep children alerted and on their toes
(1970, p. 123). Creating order also enhances learning; promotes student self-discipline, leads,
motivates, guides and supports students to manage themselves and their relationships (Porter, 2000).

Although similarities can be made between Applied Behaviour Analysis (ABA) and cognitive
behaviourism, there are distinct differences, particularly in how I would conduct behaviour
management. ABA emphasises external forces, which control student behaviour, whereas, cognitive
behaviourism focuses on internal forces also and teaches students to manage their own behaviour,
independent of adult supervision (Porter, 2000). It is critical that teachers support students in
developing self-regulatory skills so when students are in any environment, they can practice self-
control and participate in correct behaviour. It would be my goal to encourage independence by
allowing students to decide for themselves how to behave according to the rights and responsibilities of
the classroom and help them change how they make sense of their actions and the effects of their
actions (Porter, 2000). The elements of cognitive behaviourism such as, self-efficacy (ability to learn),
self-esteem (identifying the value of abilities), motivation and problem solving, will guide my
classroom practices, to ensure behaviour is best managed and individual needs are best met (Porter,
2000).

Although the neo-Adlerian theory can be critiqued for its lack of focus on the social context for
behaviour, by including the cognitive behaviourism approach it ensures that it is not teacher centrered
and the behaviour is not misdiagnosed (Porter, 2000). Cognitive behaviourism focuses on the external
causes of behaviour resolving these through teacher facilitation but not teacher control. Including
rewards can be to reinforce positive behaviour and increase student intrinsic motivation, with the
ultimate goal of fading these out as they become more motivated (Sargeant, 2016). With a balance of
these in the classroom, it can become a place of safety and acceptance. Where no students are singled
out and everyone feels like they can belong and flourish in their learning and behaviour.

3
 Amy Herbert
S00147098
EDAC314 AT2
BEHAVIOUR MANAGEMENT PLAN

EXPECTATIONS FOR APPROPRIATE BEHAVIOUR

Through the collaborative development of classroom rights and responsibilities, students are to be
accountable for their behaviour and respect others rights (Rogers, 2002). Rights and responsibilities are
agreed upon, purposeful code of conduct that is seen to be mutually beneficial (Arthur-Kelly, 2007,
p. 134). Classroom rights and responsibilities, in conjunction with daily routines should be explained
and teachers should consolidate their importance (Rogers, 1989).

Our classroom rights, responsibilities and consequences

- Good listeners give 5 and classroom rights and responsibilities details are listed on the classroom
display poster (part 4 Page 8)
- These rights and responsibilities should cover all other minor misbehaviours as outlined by give me
5 as this would come under interference of others right to learn.

STRATEGIES TO PROMOTE AND REINFORCE APPROPRIATE BEHAVIOUR

Encouragement
Neo-Adlerians prefer giving encouragement as it focuses on the process rather than the outcome,
and teaches students to independently value themselves and their learning over others judgements
(Porter, 2000, p.98).

Rewards and student-teacher conferences

Following on from the whole school behaviour approach, I will include the celebrate behaviour
system in my classroom. Students receive a behaviour buck for displaying positive behaviour.
Behaviour that is in line with the rights and responsibilities will be recognised and $1 will be rewarded
each time with the opportunity to shop at the Behaviour Buck store on Fridays.
- Details are listed on the classroom display poster (part 4 Page 8)

PREVENTATIVE STRATEGIES
Kounin (1970) makes it abundantly clear that preventative strategies are designed to prevent the
likelihood of discipline problems occurring in the first place. The following preventative strategies will
be implemented:

Seating arrangements
The seating arrangement will be U-Shaped, which is aimed at enhancing student freedom, social
interactions, acceptance, student-student discussions and whole-class discussions as well as allowing
for teacher interaction and monitoring (Arthur-Kelly, 2007).

4
 Amy Herbert
S00147098
EDAC314 AT2
Structure, communication and differentiation
According to Kounin (1970), structure in the classroom brought on by regular routines, teacher
preparation, effective communication, differentiation and smooth transitioning can minimise
undesirable behaviour.

STRATEGIES TO ADDRESS INAPPROPRIATE BEHAVIOUR

As stated by Adler himself, transgressions are students choice and students responsibility, so it is
crucial to refer back to the behaviour management plan when addressing misbehaviour and subsequent
consequences (Churchill, et al, 2016, p. 372).

These steps will be implemented in my classroom, based on the school wide approach, to address
inappropriate behaviour. Each of the consequences can be adapted to suit the behaviour.

Least to most intrusive

1. Non-verbal warning
2. Redirection (commenting on appropriate behaviour of another student)
3. Verbal warning/choice (you have a choice to stop interfering with others learning point back
to classroom rights and responsibilities).
4. Time out and if still too disruptive, buddy classroom
5. Office referral

(Rogers, 2002)

*Before applying consequences, ensure the student knows the expectations of the activity. If students
display repeated misbehaviours, a meeting will be arranged with the deputy principal and parents to
find alternative solutions/underlying causes.

MONITORING STUDENT PROGRESS

Student-teacher conference
Behaviour will be followed up each week through a teacher-student conference, which aims to
encourage and reinforce positive behaviour separate from the reward system. This reinforces the
students sense of belonging, acceptance and recognition, whilst increasing their intrinsic motivation as
they report how they feel and take responsibilities for subsequent behaviours (Porter, 2000).

5
 Amy Herbert
S00147098
EDAC314 AT2
Self-evaluation
Students will record how they felt they behaved on a self-evaluation. This will be commented on by the
teacher and sent home to ensure consistent collaboration with parents each Friday.
Please tick/comment on yes, no or a little bit.

Behaviour " #

I made others feel safe

and included

I respected my own and

others property

I allowed others to learn

and also participated in
learning.
I showed respect and
manners

Student comments:

Teacher comments:

Parent comments & signature

STRATEGIES FOR INTEGRATING WITH THE SCHOOL AND OTHER TEACHERS

CLASSROOM MANAGEMENT POLICIES

Building Safe, supportive and inclusive schools and classrooms

This plan, as well as the plan of other classrooms, is consistent with the whole school rights and
responsibilities agreement created under the National Safe Schools Framework.
The implementation of You Can Do It Education focuses on teaching children the foundations to
achieve social, emotional and behavioural wellbeing. Placing Bullying No Way! into class programs
focuses on reducing bullying and enhancing social interactions and inclusivity (Bullying No Way,
2016).

6
 Amy Herbert
S00147098
EDAC314 AT2
CRISIS PLAN
A crisis plan is in place for any severe or dangerous misbehaviour. If a student is known to display
these behaviours, a trustworthy teacher and the principal should be fully notified and prepared in
advance in the event of an unexpected episode.

Steps to take during a behaviour crisis:

1. Remain calm and keep students calm while you send for a trustworthy student to report to the
principal or associated teacher with a yellow card (behaviour emergency card in school
agreement).
2. Evacuate students from the classroom to ensure safety by sending them to designated class
(pre-organised) or outside.
3. Once additional help has arrived, remain non-invasive, unaggressive but assertive in trying to
calm down the student. To ensure your safety this can be achieved through verbal
communication.
4. Remove the student from the classroom to be sent to the principals office, where follow up
actions can take place and the student has the opportunity to remain calm without the presence
of other students or comments/questions.
5. Bring students back into the classroom and briefly discuss thoughts and emotions to ensure
students are not overwhelmed and are able to resume with class activities.
6. Report home and set up emergency parent-teacher-student meeting to discuss appropriate
action.

7
RIGHTS
Amy Herbert
RESPONSIBILITIES S00147098
EDAC314 AT2
I have the right to be respected in my school and classroom
I have the responsibility to respect and appreciate other people through speaking positively and showing empathy to
their feelings

I have the right to my privacy and respect of my property

It is my responsibility to respect the property of others and the school, as well as respect the privacy of others.

I have the right to be safe and treated fairly

It is my responsibility to make school a safe place for others. It is my responsibility to communicate any problems and
report any bullying that I see or experience to a staff member.

I have the right to learn in my school and classroom

It is my responsibility to be enthusiastic and try my best in all activities. It is my responsibility to respect others
rights to learn by not being disruptive through talking, throwing things or being disrespectful.

I have the right to be heard and a participant in my classroom, school and community
It is my responsibility to actively listen to others, work independently and cooperatively, and raise my hand if I want to
say something.

I have the right to feel happy and included

It is my responsibility to make others feel happy and included through positively speaking and showing respect for
others differences.

REWARDS
BEHAVIOUR BUCKS 1. Non-Verbal Warning

$1 Reward for POSITIVE behaviour! 2. Verbal Warning

On FRIDAY you can buy something from the 3. Time out

BEHAVIOUR BUCKS STORE! 4. Buddy Classroom

$1-$5 = Small box 5. Office Referral

$6-$20 = Medium box

$20+ = Expensive box

If you save your bucks, you might just gain

enough to spend big!
REMEMBER! Teachers on yard duty will also be
watching!

8
 Amy Herbert
S00147098
EDAC314 AT2
REFERENCES

Churchill, R. Godinho, S. Johnson, N. Keddie, A. Letts, W. Lowe, K. Mackay, J. McGill, M. Moss, J.

Nagel, M. C. Shaw, K. Ferguson, P. Nicholson, P. Vick, M. (2016). Teaching: Making a
Difference. (3rd Ed). John Wiley & Sons, Ltd: Australia.

Dinkmeyer, D., McKay, G. & Dinkmeyer, D. (1980) Systematic Training for Effective Teaching.
American Guidance Service, Minnesota.

Kounin, J. (1970) Discipline and Group Management. Robert. E. Krieger Publishing Company.
Huntington, New York.

Porter, L. (2000). Student Behaviour: Theory and Practice for Teachers. (2nd Ed). Allen & Unwin. St
Leonards, New South Whales.

Rogers, B. (2002) Classroom Behaviour: A Practical Guide to Effective Teaching, Behaviour

Management and Colleague Support. Paul Chapman Publishing, London.

Rogers, B. (1989) Making a Discipline Plan: Developing Classroom Management Skills. Thomas
Nelson Australia: Malvern, VIC.

Rogoff, B. (1990) Apprenticeship in thinking: Cognitive development in social context. Oxford

University Press

Sargeant, J. (2016) EDAC314 Professional Term Day 1: Theories. Australian Catholic University:
Melbourne

Spence, S. (1994) Practitioner review: cognitive therapy with children and adolescents, from theory to
practice.
Journal of Child Psychology and Psychiatry and Allied Disciplines, 35(7), p.1191-1228

Storey, K. & Post, M. (2012). Positive Behaviour Supports in Classrooms and Schools: Effective and
Practical Strategies for Teachers and Others Service Providers. Charles. C. Thomas
Publishers. Springfield, Illinois.

Weinstein, C & Mignano. A. (1993) Elementary Classroom Management: Lessons from Research and
Practice. New York: McGraw-Hill.