Classroom Management Aussie Fair Rules

Guest Lecturer Rob Schouten EPT218 Refer back to notes and workshops from
EEA202
17 August 2017

1. Working as a team

We have to maintain an eclectic approach to the support of children with behaviour

disorders. No one approach will work for all students as every school, teacher,
student, class and environment is different. Make your class the team and set the
expectation that you will lead them. Make teaching social skills and school wide
values a priority (honesty, acceptance, excellence, responsibility and teamwork) and
always know what you will do and say in a situation. Plan for the unexpected.

2. Positive relationships

Positive Behaviour Support (PBS). Covers the whole school. 80% of children fall into
the area of Primary Prevention, school wide classroom management systems for all
students staff and settings, 15% into the Secondary Prevention area of Behaviour
Management which will require specialised group systems for students who exhibit at
risk behaviours and finally the 5% of students who require specialised and
individualised management systems for chronic at risk behaviours.

The children in your team are all special, precious and unique and each child is
important to the success of the game. As the coach my job is to first know how to
play the game very well myself and ensure that all the other coaches are playing the
same game. This principle is built on support rather than power or coercion. Review
some of the principles of Canter (assertive discipline) and Glasser (Choice Theory)
from EEA202.

3. Six expectations

Teach children how to care for each other. It is not just a word. It is now an action.
The first step I need to teach the children in my class in how to play the game of
school is to care for others.

Establish positive relationships I am there to help children learn. Let them know it.

4. Talk to the rule

It times of poor behaviour go back to the rule. Have them well displayed so as all
students understand the expectation and can be brought back to it easily.

Avoid focusing on the student.

Name the rule
Say what you want to see
Students do not respond to negative dialogues about how bad they are. They
respond much better to statements about what you believe they can do.

5. Positive language of expectation

Imbalance 1. Unclear expectations = to much negotiation and secondary

behaviour
Imbalance 2. Too much acknowledgement = No limits
 Imbalance 3. Too much Correction = negativity and expectation. Emotional
engagement
Reinforcement board reinforces good behaviour and has positive consequences.
Consequences schedule assertive stop light.
Children see where behaviour choices take them
Stop light displayed at front of room with set of names
Names placed on stop light as visual reminder
Verbal consequences too abstract for young children and children with
special needs
CAUTION: Use stop light to defuse problems. Make sure children who are
having a bad day know that you care. Give them time to make choices. State
what you want expecting the children to play.

6. The fool in the ring

No matter what the situation is refuse to be drawn into the ring or going to the mat.
Tell students that you will not go there and be assertive.

7. Rule of five

Primary School

I can follow instructions

I can listen
I can raise my hand and wait
I can work quietly
I can control what I say and do

High School

I can follow instructions all good workers say yes

I can listen I am being responsible
I know how to ask a question or for help (raise my hand and wait)
I can work and let others work
I can respect others by controlling what I do and say

8. Voice and intonation

Modulate voice, tone and intonation to suit the students in your room. Most students
respond to a calmer less sing song style of voice.

Take voice down a level to make position clear

9. Positive reinforcement

Always reward and praise good behaviour at the time when it occurs.
Reinforcement must be regular and simple
Change reinforcement systems regularly