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Reflection – Pedagogy for Positive Learning Environment

I believe good teaching is about being a positive influence in the teaching environment where

respect and commitment are reciprocated between students and the teacher; good teaching is

about seeing the value of each student, and nurturing them in their learning process.

Consequently, this belief is the basis of my teaching philosophy which is the metaphor of a

gardener and the seed: the gardener being myself; the students are the seeds, and the

classroom as the garden.

Classrooms should be places where students are nurtured academically, socially and

emotionally, so that they become beautiful human beings that they are, become positive

influences to their peers as well as effective members in the wider community. Students

should feel safe, valued, respected, supported and accepted in their classroom environment in

order for them to learn effectively (Cohen, 2006). At the same time, classrooms should be

places where teachers continue to learn and develop in their profession, especially in their

communication skills.

Good communication between teachers and students is vital to a positive classroom climate,

because it is in this type of climate that students’ academic, emotional and social efficacies

are nurtured to promote healthy growth, and their wellbeing looked after. Good

communication means to develop a trusting and safe environment where students and

teachers engage in healthy dialogues where opinions and ideas are motivated, encouraged and

valued. As the teacher, it is vital to know when to stop talking, and to listen – really listen,

without interference, inferences or pre/judgements (Lyons, Ford & Slee, 2014). Therefore, I

will work more on my negotiating skills and learn ways to nurture students’ learning interests

from their perspectives.

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Personal beliefs affect the way we create students’ learning environments. Drawing on my

teaching philosophy, positive learning environment allows and promotes the use of students’

inherent skills in positive learning environments. On the other hand, should I take my

personal beliefs to intimidate and de-value the worth of my students, it means that I do not

have students’ best interests in my teaching radar. However, I echo Zins, Bloodworth,

Weissberg and Walberg’s (2007) suggestion that ethical teachers contribute to the emotional,

social and academic wellbeing of their students. Thus, I intend to uphold my teaching

philosophy so that students’ learning needs are achieved.

Respect foregrounds a productive, positive classroom. The term “rules” sounds confining and

intimidating, so to mirror my teaching philosophy, a “code of conduct” approach will be used

instead (Lyons et al, 2014). It is an agreement between the students themselves, as well as the

students and I, that we respect each other’s learning space as well as being responsible and

sensible learners/individuals. Hence, when consequences occur resulting from breaking our

code of conduct, students will know that they have essentially disrespected their peers’

learning and theirs too.

“There is no one best way to arrange seating” (Lyons et al., 2014), so arrangements will be

changed from time to time to spark new interests and meet students’ changing learning needs.

As part of our code of conduct, students are expected to take responsibility and pride in

keeping our classroom clean at all times, just as they take pride in their individual and

classroom work. Similarly, students will be involved in the what and how displays are done

in their classroom, at the same token compliment my teaching program.

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When planning to teach my program I will consider students’ prior knowledge and

incorporate differentiated learning strategies to cater for students’ learning needs. As part of

increasing their academic efficacies and individual growth, healthy learning relationships will

be encouraged amongst students. Spending sufficient time with each student is an ultimate

part of my teaching program to monitor their progress.

Assessment is important because this will provide me the information on which I can

evaluate students’ learning progress, as well as the effectiveness of my teaching program.

At the same time, assessment is the opportunity for me to reflect on my teaching strategies,

the content I am teaching, determine the gaps and make appropriate adjustments.

I believe that students best learn through challenging, but achievable tasks and constructive

feedback that recognises their efforts and progress. A variety of stimulating activities will be

used to challenge students’ thinking, meet learning needs, broaden their academic, social and

intellectual efficacies. Therefore, “knowing…students” (Australian Institute for Teaching and

School Leadership) is the core element to this strategy. Additionally, facilitated

“organisational strategies” will be implemented in which group works are implemented to

“mind map” new tasks (Lyons et al., 2014).

In the event a situation gets out of hand (or has the potential to), as a result of inappropriate

behaviour that threatens the stability of the learning environment, I, as the “lead teacher” will

implement the “Choice Theory approach” (Lyons et al., 2014). I believe that giving students

choices is effectively giving them autonomy to rectify their own misbehaviour. Giving

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students time and the opportunity to reflect on their actions gives them a sense of

responsibility. This approach will also provide the opportunity for me to have a one-to-one

dialogue with the student, determine the cause, and find out more about the individual.

Positive relationship between the teacher and students is clearly the essence of effective

learning/teaching relationship (Lyons, et al., 2014). While my philosophy advocates nurturing

students in their learning milieu, nurturing in this sense means guiding, directing,

empowering and allowing students to learn and grow academically, socially and emotionally

in their unique way.

Finally, I believe professional reflexivity is important for my teaching and personal growth.

Noting that teaching demands a substantial personal investment, Ryan and Bourke (2012)

posit that I need to habitually reflect on my teaching practice, relationship with students and

students’ learning environment. Professional reflexivity provides a platform for me to think

deeply about the what, how, and why questions of my teaching philosophy and pedagogies.

During this process, I can modify and improve my professional and personal development.

Subsequently, I will keep a professional journal, engage the assistance of an experienced and

successful teacher as my mentor, involve in a collaborative group with other colleagues, as

well as engage in research initiatives to promote change and improve my classroom practices.

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References

Australian Institute for Teaching and School Leadership. (n.d).Retrieved from

https://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list

Cohen, Jonathan. (2006). Social, emotional, ethical, and academic education: Creating a

climate for learning, participation in democracy, and well-being. Harvard Educational

Review, 76(2), 201-237.

Killu, K. (2008). Developing effective behavior intervention plans: Suggestions for school

personnel. Intervention in School and Clinic, 43(3), 140-149. Retrieved from

https://search.proquest.com/docview/211749857?accountid=36155

Lyons, G., Ford, M., & Slee, J. (2014). (4th Ed.) Classroom management : Creating positive

learning environments. Cengage Learning Australia Pty Ltd.

Ryan, M., & Bourke, T. (2013). The teacher as reflexive professional: making visible the

excluded discourse in teacher standards. Discourse: Studies in the Cultural Politics of

Education, 34(3), 411-423.

Zins, J., Bloodworth, M., Weissberg, R., & Walberg, H. (2007). The Scientific Base Linking

Social and Emotional Learning to School Success. Journal of Educational and

Psychological Consultation, 17(2-3), 191-210.

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Developing your philosophy of classroom

management
John De Nobile
School of Education, Macquarie University
With adaptations by Roberto H Parada , School of Education, University of Western Sydney

This resource consists of a series of linked activities chapter-by-chapter to Lyons et al.

Classroom Management: Creating positive learning environments 4E. These activities enable
you to progressively work on and develop your own philosophy, plan and style of classroom
management.

A classroom philosophy, simply put, is a statement of what you believe about how to best
manage a class and how you will go about achieving that vision. This resource will help you
build it bit by bit. Complete the activities linked to each chapter of the text and by the end
of chapter 10 you should be able to bring your work together to form your classroom
philosophy.

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(Week 1) Chapter 1: Modelling classroom management

In this chapter you have gained a small insight into the hectic world of teachers starting out,
and have been exposed to the bases of a good classroom management plan through the
Lyford Model. The following activities are designed to get you thinking about your own
model of teaching and classroom management.

1.1 What is a ‘good teacher’? Think about the teachers from your days in primary and
secondary schooling. What qualities did they have that made them ‘good’? Make a list
in the box below.

Primary:
 Always gentle when giving instructions
 Made me feel I belonged in my classroom environment by giving me tasks to do
 Always smiling
 I enjoyed their award systems which motivated me to learn my times table,
handwriting, and reading
 I enjoyed their participation in our sports and other class activities
Secondary
 Explained contents of subjects explicitly hence my love for English, Mathematics,
Accounting and Home Economics
 Ensure that the students were organized, take pride in our work and our learning
 Followed up on work/assignment progress
 Had the time and enthusiasm to assist with difficulties in various subjects
 Provided avenues for financial assistance eg: school employment scheme during
school holidays & honor and high honor scholarships (This helped a great deal with
my education given the circumstances I was in. The different programs run by the
school was a huge impact on me, and a motivating factor to know that my teachers
and the school as a whole cared for my education and wanted me to succeed in
life.)

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1.2 Using the Lyford Model as a starting point, what do you think are the key considerations
when a teacher is planning their strategy for classroom management? After making some
rough notes, pick out the most important ones and list them below.

 Have a positive attitude!

 Know students’ names, strengths, weaknesses, likes and dislikes
 Establish a learning environment in which students have a sense of belonging, feel
valued, safe, happy and learn well
 Be prepared at all times – academically, emotionally, mentally and socially.
 Be prepared to modify lesson/s to suit students’ learning environment
 Be alert but resilient to student behaviours
 Have a sense of humour
 Be an understanding individual and always remember that the teacher is the adult in
the students’ learning space. I think it is vital for teachers to keep in mind that
students are young people who are still finding their way, their place in their own
world and trying to make sense of it all
 Treat each and every student as individuals fairly and consistently
 Be open to new classroom management strategies and pedagogies – be willing to
adapt new approaches according. Be willing to learn to improve professional
knowledge about learning and teaching theories and practices
 Reflect on any negative or disruptive behaviours from students and/or
circumstances/incidences in the classroom, learn from it and turn each experience
into a positive
 Know their students, how they learn and tailor their lessons accordingly to ensure
they learn academically, psychologically and socially.

1.3 With your responses to the last two activities as a source of ideas, complete the
sentence in the box below.

I believe good teaching is about being a positive influence in the classroom and teaching
environment where respect, commitment and empowerment work both ways for students
and teachers alike; good teaching is about nurturing the seed of good living and a good life
through good education.

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(Week 2) Chapter 2: Classroom management theory

In this chapter you have been introduced to some theories of behaviour/classroom
management. More are presented in the online companion. Some of these might have
caused you to react in some way, either negatively or positively. Of the ones you developed
a positive feeling about, was there a particular theory that stood out? Was there a theory or
approach that you felt might fit your view of how children should be treated and how
teaching happens? Think about this before responding to the activities.

2.1 In the box below, list the theories that you think are ‘not for you’ under the heading
‘Not me’, and the theories that you think are more favourable under the heading ‘More
like me’.

Not me More like me

Goal Centred Theory
Choice Theory
Rational Emotive Behaviour Theory
Assertive Discipline Theory
Applied Behaviour Analysis
Goal Centred Theory
Rational Emotive Behaviour Theory
Cognitive Behavioural Theory
Assertive Discipline Theory

2.2 Now take a closer look at the theories you placed in the ‘More like me’ column. Read
the suggested readings provided in this chapter and the online companion. Get to know
the theories more intimately. Use this new knowledge, specifically the key philosophies
behind the theories (or theory), to develop your own statement of belief about the sort
of places classrooms should be. Complete the following sentence and perhaps add
another to accompany it.

I believe classrooms should be places where students are nurtured academically,

intellectually and socially so that they grow into, and become beautiful flowers that not
only beautify their respective communities, as well as becoming positive effects on others
(their peers, family members etc). Classrooms are like gardens in which the students are
the seeds, and the teachers are the gardeners who provide good soil, nourishment such
as good planting areas, water, and food in order for the seeds to grow well.
Essentially, classrooms should be places for empowering students where they are treated
as individuals as well as part of a bigger group (classmates and schoolmates). Classroom
should be a place where students look forward to coming to each morning, and feel safe
enough to be in whilst at school. It is a place of/for learning; a place where they can be
supported in all aspects of their social and academic development. At the same time,
classrooms should be places where teachers or gardeners should continue to learn and
develop in their profession. Classrooms should be places where students learn to give and
take; to grow and develop into effective human beings.

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(Week 3) Chapters 3 & 6: Relationships, communication & Professional

reflexivity
Effective communication is a key component of effective classroom management, and
quality teaching depends on it. This chapter describes some very useful skills for dealing
with inappropriate student behaviour in a non-confrontational and positive way. Being
aware of non-verbal cues will lead a teacher to be more sensitive to how their messages are
being received as well as how to send messages and provide feedback more effectively.
Active listening allows teachers and students to interact with minimal interference from
underlying emotional factors. I-messages provide the teacher with a tool to convey to
students how their behaviour is affecting the class in a non-submissive, informative and
positive manner.

Teaching philosophies often describe the way a teacher will interact with their students and
this, in turn, provides a window into the classroom climate that a teacher is trying to
establish. The following activities should help you to identify your preferred way of
communicating with the class generally as well as in dealing with inappropriate behaviour.
After completing them you should have a better idea of how your classroom philosophy will
describe your communication style in the classroom.

3.1 After reading this chapter and doing some of your own follow-up reading, list in the
boxes below which communication methods you are most attracted to, and which ones
you have not tried but would not mind practising to see if they might work for you.

My preferred communication style Things I’d like to try out

Simple Communication Non-verbal communication
Dialogic Teaching (Communication) Negotiating
Active listening Non-judgemental
Non-interference Open questioning
Eye contact I-Messages
I-messages feedback
Interpersonal communication Interpersonal communication

3.2 You will need to pre-empt the communication paragraph in your philosophy with a
sentence or two underpinning or justifying it. Using your readings of the chapter, in
particular the Relationships and communication, Interference, Communication process
and Non-verbal communication sections, complete the sentence in the box below. You
might need to add a second or even a third sentence.

I believe that good communication between teacher and student is vital to a positive
classroom climate because it is in this type of climate that students’ academic, personal,
emotional and social growths are nurtured. As the teacher, it is vital to know when to stop
talking, and to listen – really listen, without interference or inferences, to what students are
trying to communicate. It is equally important to talk to students, not at them, so that they

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feel respected and valued. To contribute effectively to their wellbeing and growth in the
classroom environment, good communication means to develop a trusting and safe
environment where they can grow as individuals, as well as part of a whole.

3.3 To complete your paragraph on communication you will now need to identify the key
strategies you will use. Take another look at the lists in 3.1 and pick the most suitable of
these to complete the section below.

Therefore, I will work more on my interpersonal and negotiating skills. Although, I feel I
have exceptional communication skills, I still need to develop and improve on my
interpersonal skills when it comes to students. I would like to be able to connect with them
through negotiations and open-ended questions so that I can cater for their learning more
efficiently. I aim to improve on how I appeal to their intellectual, emotional and social
skills so that I can nurture their learning interests to fruition.

This week you also looked at how personal beliefs can help or hinder in your relationships
and communication with students.

3.3 Briefly outline your understanding of how beliefs can help or hinder your ability to
create positive learning environments:

Teacher personal beliefs affect the way we create Positive Learning Environments which
can either hinder or help in creating positive learning environments. For example, if I
believe that my role as the teacher and the gardener in the students’ learning environment, I
will endeavour to do everything possible to nurture them in a learning environment that
motivates and promotes their wellbeing and their academic growth. I will identify their
individual learning and social needs, and I will cater my teaching approach appropriately in
a positive blended learning environment. At the same time, I as the teacher will feel a sense
of satisfaction to see that students are growing and excelling in their learning space.
On the other hand, should I take my personal beliefs to intimidate and de-value the worth
of my students by inferring and prejudging students and others according to what I think
they should be, then it will only result in a negative learning environment. By not having
an open mind with regards to students’ differences (cultures, religion, ethnic background
etc), I may likely not cater for the different abilities that students have in their learning.
Therefore, there will not be a great rapport between the students and me.

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Chapter 6: Professional reflexivity

The last of the four positive practices is professional reflexivity. Good teachers reflect on
what they do frequently, during lessons as well as afterwards. Examining how well things
worked, or how things didn’t work as well as planned, helps teachers to inform their future
teaching and consequently improve their practice. This chapter discusses at length an action
research model that can be used to encourage professional reflexivity. There are, of course,
other models to consider as indicated in the reference list at the end of the chapter.

Your teaching philosophy should describe how and for what purpose you might engage in a
cycle of professional reflexivity, be it through critical analysis using various perspectives or
an action research model, or both.

6.1 Why should teachers engage in professional reflexivity? By reading this chapter you will
get a clear idea about the benefits of reflection on and in action. Once you have given
this some thought and done some further reading, complete the following sentence.

I believe professional reflexivity is important to my teaching because continuous reflection

on my teaching approach will improve my knowledge development and pedagogical
practices which then lead to improving students’ learning. Professional reflexivity provides
a platform for me to continuously think deeply about my beliefs, values and principles that
shape my teaching philosophy. During this process, I can modify and improve my
professional and personal development.

6.2 Having thought up a justification for it, how will you go about engaging in reflection
about your practice in your teaching career? Once you have thought this out, think of
some practical and achievable ways you can engage in professional reflexivity and
complete the next sentence.

As a consequence of this belief, I will keep a personal/professional journal from which I

will plan, implement and review daily my attitude and approach to my teaching profession,
as well as the kind of environment I have created for students entrusted to me for their
learning. Secondly, I will engage the assistance of an experienced and successful teacher as
my mentor, as well as being involved in a collaborative group with other colleagues.
Thirdly, I will engage in action research initiatives to broaden my knowledge and skills as
well as to better myself as a teacher.

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(Week 4) Chapter 4: Classroom organisation and Curriculum, assessment and

pedagogy
Classroom management is not just about managing behaviour. At the heart of teaching
and learning are the curriculum taught, the pedagogy used and the assessment designed
to measure how well that curriculum was taught and how well the pedagogy worked. This
chapter takes you through these three areas one at a time.

The next part of your teaching philosophy will be about how you will deliver curriculum and
assess student achievement/growth. After reading this chapter, please reflect on the
following:
 What will you take into consideration when planning your teaching program?
 How will you know what to teach and where to start?
 What are the many ways in which your students could demonstrate achievement other
than tests and quizzes?
 What teaching approaches will you use and what philosophical views will your
pedagogies reflect?

4.1 Using the PIR Cycle as a stimulus, explain how you will go about planning your teaching
program in the box below.

When planning to teach my program I will first identify and consider students’ prior and
existing knowledge. Further, I will incorporate into my program differentiated learning
strategies that implements students’ skills and broaden their lesson content knowledge,
meet expectations and syllabus outcomes. These will include explicit instructions,
modelling, scaffolding practices, practical and hands-on activities, ICT, individual and
group tasks, as well as outdoor activities just to name a few. Spending sufficient time with
each student will be an ultimate part of my teaching program, to ensure that no student is
left behind or lost in his learning. It will also give me the opportunity to monitor each and
every student’s progress. Ultimately, my teaching program aims at nurturing a continuum
for student learning in a positive classroom environment that value their unique
individuality, and promotes their academic and social efficacies.

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4.2 Why is assessment important? What types of assessment will you develop and why?
Answer these two questions below.

Assessment is important because this will provide me the information on which I can
measure and evaluate the students’ learning, as well as my teaching program. Further,
assessment is a framework in which I can ascertain if the students are actively learning
from my teaching pedagogies. At the same time, assessment will also allow me to evaluate
and monitor my teaching progress, make appropriate adjustments suitable to student
learning needs and endeavour to bridge the students’ learning gaps.

4.3 Pedagogy refers to how you will teach the curriculum. Usually, the type of pedagogy
you implement is influenced by a basic belief about how students best learn. After
considering your pedagogical approach and strategies, complete the sentences below.

I believe that students best learn through challenging, but achievable tasks and constructive
feedback that recognises their efforts and progress. Therefore, I will use a variety of
stimulating activities, including ICT, that not only challenges students’ thinking but meet
their learning needs, and broaden their academic, social and intellectual efficacies. For
example, for students to learn the content of a new lesson, “organisational strategies” will
be implemented in which students work in groups to “mind map” and develop
understanding of a new task. I, on the other hand, will guide and facilitate students through
their task, allowing them to learn and grow at their own individual pace using motivating
feedback.

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Chapter 5: Classroom organisation

As explained in this chapter, there are several dimensions to classroom organisation. Each of
these put together become the manifestation of your classroom culture. Your classroom
culture is, simply put, the way your class operates and incorporates:
 rules and procedures
 organisation of the physical space.

It is now time to think about how your teaching philosophy will describe these two aspects
and explain them in terms of an overarching set of beliefs or approaches. After reading this
chapter, complete the next two activities.

5.1 What values do you hold as important to establishing an orderly, productive and
positive classroom? Answer this question below, then list the key rules/expectations
you think flow naturally from those values and which you want to stress in your class.
Complete the section by explaining how rules and consequences will be established in
your classroom.

I believe that respect foregrounds an orderly, productive and a positive classroom. I

personally do not like the term “rules” because it sounds confining and intimidating. To
mirror my teaching philosophy, I will use a “code of conduct” approach, and this will be
established from day one of the school year. It will be an agreement between the students
themselves, as well as the students and I that we will respect each other’s learning space,
and each other as human beings. In this sense, when students respect their learning, they
will be responsible and sensible learners. Hence, when consequences are taken as a result
of disrespecting our code of conduct, students will know that they have essentially
disrespected not just their peers’ learning, but their own. I, on the other hand, will take
these incidences or occurrences of student misbehaviours as a learning curve to understand
why a student has re/acted in certain unacceptable ways. Subsequent methods will then be
implemented, at the same time considering students’ learning not to be disrupted or
affected significantly.

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5.2 What should your classroom look like to visitors entering it. Why? Think about this then
answer the question and explain how you might organise:
 seating
 classroom space (displays, colours, furniture, etc).

“There is no one best way to arrange seating” so seating arrangements will be changed
from time to time in my classroom in order to meet students’ academic, social and
psychological needs. By providing students with appropriate settings to compliment the
content of each lesson, students learn proactively and effectively. As part of our code of
conduct, students are expected to take responsibility and pride in keeping our classroom
clean at all times, just as they take pride in their individual and classroom work. This will
be reflected in the overall classroom ecology in which we will work together on what and
how we manage our classroom space, because when they see the fruits of their hard labour
students will have a sense of belonging, value, pride and ownership of their masterpieces.
Any visitor who enters our classroom will feel this connection.

(Week 5). Chapter 7: Interventions & Evaluation

Interventions bring the focus of your philosophy back to the behaviour management aspect
of classroom management. The first part of this chapter explains intervention as something
that is done to one or more aspects of the classroom milieu to improve a situation that is
getting out of hand (or has the potential to), usually as a result of inappropriate behaviour
that threatens the stability of the learning environment. The chapter presents approaches
to intervention according to the three theoretical orientations introduced in chapters 1
and 2.

7.1 After reading this chapter ask yourself the following questions and record your answers.

Which approach am I Why? How would I use this in

most comfortable
working with?
(You can chose more
than 1)
Choice Theory  is based on the
approach principles of mutual
respect and
encouragement
 The responsibility of
the choice is given to
the student, so that the
result is a logical
practice?
Students will be given the
choice choose the right thing or
continue to disrespect her peers’
learning space, and herself.
Logical consequences will be
implemented, should students
continue to misbehave.

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consequence rather
than a punishment Encourage and praise good
choices and actions.
Become a lead teacher  To build a trusting and Facilitate, motivate and
respectful relationship encourage quality learning for
between myself and the students’ learning.
students
 Students do not feel Model respectful, caring and
intimidated in their honest values with relationships
learning environment with students.
 Eliminate the
conventional Allow and encourage active
unapproachable, student participation and
controlling, and bossy decision making on pedagogies
teacher notion that motivate and promote them,
 For students to feel a as well as increase their
sense of belonging in academic and social efficacies.
their class/school
community, and
confidently take part in
the good decision
making for quality
learning

7.2 Did you list more than one approach? If so, how might the two (or more) approaches
work together as a behaviour management strategy (or sequence of strategies in a
plan)?

The two approaches above are closely intertwined and outline the same principles,
expectations and goals. At the same token, these approaches promote good relationships
between the students and myself which is the key element to an effective learning
environment. Students are active participants in creating a safe and an educational
environment in which they feel safe and valued. Students will know that they are valuable
contributors to their education therefore will behave responsibly and sensibly.

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7.3 Having thought through the approaches and how you would apply them, it is time to nail
down your intervention strategy. First, write about the approach (or approaches) you
believe will work best and why.

If intervention for behaviour management is needed, I believe that the “giving choice”
approach, where students are effectively given autonomy to rectify the problematic
behaviour will work best for me and the students. I believe that giving a student the time
and the opportunity to think about, and reflect on their actions gives them a sense of
responsibility for their inappropriate behaviour. Students will also consider the cause and
effect of their behaviour (consequences), and will be guided to use alternative behavioural
management strategies. This approach will be an opportunity for me to have a one-to-one
dialogue with the student, find out more about them as individuals and see if I am
effectively catering to their learning needs.

7.4 Now write about how you would put the above into practice.

In line with this thinking, I will first discuss with students acceptable behaviours, as well as
consequences of misbehaviours in the classroom, based on respect for each other and their
learning environment. Consistent and firm consequences will follow if students continue to
show disrespect in their learning milieu.

7.5 Having written an overview of your intervention plan, go back to your earlier
statements, particularly your responses to 1.3, 2.2, 3.3 and 5.1. In light of 7.3 and 7.4 do
you need to modify any of these? If so, make the changes now.

This week we also discussed the importance of considering evaluation for interventions

7.6 Briefly outline below how you would go about documenting and monitoring an
intervention with a student(s) or class for effectiveness.

For effective interventions I will monitor student progress in the following ways:
- Preliminary observational analysis.
- Noting general information, the expected start and end dates of the intervention,
significant progress.

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(Week 6) Chapter 8: Stories from the field (Personal Reading)

In this chapter there are 10 stories where teachers and others describe an aspect of their
experience with classroom management in the real world. The online companion website
presents even more. To complete the activity below please read between three and five of
these. They will provide you with a variety of models of practice in classroom management
and might trigger new ideas to include in your philosophy of teaching.

8.1 After reading some of the case studies (E.g., 8 in the text Lisa, 9 Andrew, 10 Wendy and
16, 19, 20 etc online), what would you add about aspects of your classroom management
that have not been mentioned so far in your philosophy? Add these in the box below in
rough draft form. You can refine them later in 10.1.

Forming positive relationship with students is clearly the common element in all the case
studies, which is also the key tool for classroom management in my teaching philosophy.
While my philosophy advocates nurturing students in their learning environment/milieu,
nurturing in this sense means guiding, directing, empowering and allowing students to
learn and grow academically, socially and mentally in their own unique way.

(Week 7) Principles of Behaviour Modification. Zirporli T.J. (2012). Ch10 and

Killu, K. (2008)

This week we looked at fundamental aspects of behaviourism and learning. Ziporli and Killu
provide examples of the application of such theory and research to classroom management
and behaviour change. Important concepts such as reinforcement, functional purpose of
behaviour and behaviour shaping are discussed

7.1 After reading Ziporli and Killu and reflecting on the lecture content what would you add
about aspects of your classroom management that have not been mentioned so far in
your philosophy? Add these in the box below in a rough draft form. You can refine them
later in 10.1.

 Identify and analyse the different perspectives and vocabulary of individual terms
used in problem behaviour (Killu)
 Address Student Skill Deficits (Killu)

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(Week 8) Social Emotional Learning in Schools. Cohen, J. (2006) & Zins, et al

(2007).
Social and Emotional Learning brings your attention to focus efforts on promoting students’
social and emotional competencies. Many leaders in the field underscore the importance of
skills-based teaching and learning to properly address this important facet of teaching the
whole child.
8.1 After reading Cohen and Zin and reflecting on the lecture content what would you add
about aspects of your classroom management that have not been mentioned so far in
your philosophy? Add these in the box below in rough draft form. You can refine them
later in 10.1.

- Bridging and building good relationships with school and local communities,
especially with parents.
- Seek and engage the assistance and guidance of relevant school personnel/s,
students and parents in suggesting and implementing effective strategies that may
improve or enhance positive classroom management.
- Enhance self-esteem and self-efficacy
- Be firm when giving consequences

(Week 9) Chapter 9: Your theory into practice

Early in the chapter you are asked to write up a statement of your theoretical approach to
classroom management. You should read the rest of the chapter, as it takes you through the
steps of constructing a philosophy of teaching. You already started this process in activities
relating to chapters 1 and 2, but now you have a chance to refine it by altering your
responses in 1.3 and 2.2. This may require changes to sentences or even some considerable
rewriting, but as the authors say, if a job is worth doing, it is worth doing it well.

9.1 Now that you have reviewed your overarching philosophy and settled, more or less, on
your approach to teaching and classroom management, it is time to combine the bits
that you have been working on into your first (draft) teaching philosophy. It is simple
now. All the hard work has been done. Simply cut and paste your responses in the order
suggested below, into the box.

Cut and paste in the following order leaving a line space between each section:
1.3 > 2.2 > 3.2 > 3.3 > 5.1 > 5.2 > 4.1 > 4.2 > 4.3 > 7.1 > 7.3 > 7.4 >8.1> 6.1 > 6.2

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My personal reflection/teaching philosophy. (Draft 1)

I believe good teaching is about being a positive influence to students in the classroom and
teaching environment where respect, commitment and empowerment work both ways for
students and teachers alike; good teaching is about nurturing the seed of good living and a
good life through good education. (1.3)

I believe classrooms should be places where students are nurtured academically,

intellectually and socially so that they grow into, and become beautiful flowers that not
only beautify their respective communities, as well as becoming positive effects on others
(their peers, family members etc). Classrooms are like gardens in which the students are
the seeds, and the teachers are the gardeners who provide good soil, nourishment such as
good planting areas, water, and food in order for the seeds to grow well.

Essentially, classrooms should be places for empowering students where they are treated as
individuals as well as part of a bigger group (classmates and schoolmates). Classroom
should be a place where students look forward to coming to each morning, and feel safe
enough to be in whilst at school. It is a place of/for learning; a place where they can be
supported in all aspects of their social and academic development. At the same time,
classrooms should be places where teachers or gardeners should continue to learn and
develop in their profession. Classrooms should be places where students learn to give and
take; to grow and develop into effective human beings. (2.2)

I believe that good communication between teacher and student is vital to a positive
classroom climate because it is in this type of climate that students’ academic, personal,
emotional and social growths are nurtured. As the teacher, it is vital to know when to stop
talking, and to listen – really listen, without interference or inferences, to what students are
trying to communicate. It is equally important to talk to students, not at them, so that they
feel respected and valued. To contribute effectively to their wellbeing and growth in the
classroom environment, good communication means to develop a trusting and safe
environment where they can grow as individuals, as well as part of a whole. (3.2)

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Therefore, I will work more on my interpersonal and negotiating skills. Although, I feel I
have exceptional communication skills, I still need to develop and improve on my
interpersonal skills when it comes to students. I would like to be able to connect with them
through negotiations and open-ended questions so that I can cater for their learning more
efficiently. I aim to improve on how I appeal to their intellectual, emotional and social
skills so that I can nurture their learning interests to fruition. (3.3.1)

Teacher personal beliefs affect the way we create Positive Learning Environments which
can either hinder or help in creating positive learning environments. For example, if I
believe that my role as the teacher and the gardener in the students’ learning environment, I
will endeavour to do everything possible to nurture them in a learning environment that
motivates and promotes their wellbeing and their academic growth. I will identify their
individual learning and social needs, and I will cater my teaching approach appropriately in
a positive blended learning environment. At the same time, I as the teacher will feel a sense
of satisfaction to see that students are growing and excelling in their learning space. On the
other hand, should I take my personal beliefs to intimidate and de-value the worth of my
students by inferring and prejudging students and others according to what I think they
should be, then it will only result in a negative learning environment. By not having an
open mind with regards to students’ differences (cultures, religion, ethnic background etc),
I may likely not cater for the different abilities that students have in their learning.
Therefore, there will not be a great rapport between the students and me. (3.3.2)

I believe that respect foregrounds an orderly, productive and a positive classroom. I

personally do not like the term “rules” because it sounds confining and intimidating. To
mirror my teaching philosophy, I will use a “code of conduct” approach, and this will be
established from day one of the school year. It will be an agreement between the students
themselves, as well as the students and I that we will respect each other’s learning space,
and each other as human beings. In this sense, when students respect their learning, they
will be responsible and sensible learners. Hence, when consequences are taken as a result
of disrespecting our code of conduct, students will know that they have essentially
disrespected not just their peers’ learning, but their own. I, on the other hand, will take
these incidences or occurrences of student misbehaviours as a learning curve to understand
why a student has re/acted in certain unacceptable ways. Subsequent methods will then be

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implemented, at the same time considering students’ learning not to be disrupted or

affected significantly. (5.1)

“There is no one best way to arrange seating” so seating arrangements will be changed
from time to time in my classroom in order to meet students’ academic, social and
psychological needs. By providing students with appropriate settings to compliment the
content of each lesson, students learn proactively and effectively. As part of our code of
conduct, students are expected to take responsibility and pride in keeping our classroom
clean at all times, just as they take pride in their individual and classroom work. This will
be reflected in the overall classroom ecology in which we will work together on what and
how we manage our classroom space, because when they see the fruits of their hard labour
students will have a sense of belonging, value, pride and ownership of their masterpieces.
Any visitor who enters our classroom will feel this connection. (5.2)

When planning to teach my program I will first identify and consider students’ prior and
existing knowledge. Further, I will incorporate into my program differentiated learning
strategies that implements students’ skills and broaden their lesson content knowledge,
meet expectations and syllabus outcomes. These will include explicit instructions,
modelling, scaffolding practices, practical and hands-on activities, ICT, individual and
group tasks, as well as outdoor activities just to name a few. Spending sufficient time with
each student will be an ultimate part of my teaching program, to ensure that no student is
left behind or lost in his learning. It will also give me the opportunity to monitor each and
every student’s progress. Ultimately, my teaching program aims at nurturing a continuum
for student learning in a positive classroom environment that value their unique
individuality, and promotes their academic and social efficacies. (4.1)

Assessment is important because this will provide me the information on which I can
measure and evaluate the students’ learning, as well as my teaching program. Further,
assessment is a framework in which I can ascertain if the students are actively learning
from my teaching pedagogies. At the same time, assessment will also allow me to monitor
my teaching progress, make appropriate adjustments suitable to student learning needs and
endeavour to bridge the students’ learning gaps. (4.2)

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I believe that students best learn through challenging, but achievable tasks and constructive
feedback that recognises their efforts and progress. Therefore, I will use a variety of
stimulating activities, including ICT, that not only challenges students’ thinking but meet
their learning needs, and broaden their academic, social and intellectual efficacies. For
example, for students to learn the content of a new lesson, “organisational strategies” will
be implemented in which students work in groups to “mind map” and develop
understanding of a new task. I, on the other hand, will guide and facilitate students through
their task, allowing them to learn and grow at their own individual pace using motivating
feedback. (4.3)

Interventions are essential to improve a situation that is getting out of hand (or has the
potential to), usually as a result of inappropriate behaviour that threatens the stability of the
learning environment. The Choice Theory and the Become a lead teacher approaches
(7.1)

Which approach am I most Why? How would I use this in

comfortable working with? practice?
(You can chose more than
1)
Choice Theory approach  based on the  Students will be
principles of mutual given the choice
respect and choose the right
encouragement thing or continue to
 The responsibility of disrespect her peers’
the choice is given to learning space, and
the student, so that herself
the result is a logical  Logical
consequence rather consequences will
than a punishment be implemented,
should students
continue to
misbehave

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Become a lead teacher
 Encourage and
praise good choices
and actions
 To build a trusting  Facilitate, motivate
and respectful and encourage
relationship between quality learning for
myself and the students’ learning
students  Model respectful,
 Students do not feel caring and honest
intimidated in their values with
learning environment relationships with
 Eliminate the students
conventional  Allow and
unapproachable, encourage active
controlling, and student participation
bossy teacher notion and decision making
 For students to feel a on pedagogies that
sense of belonging in motivate and
their class/school promote them, as
community, and well as increase their
confidently take part academic and social
in the good decision efficacies.
making for quality
learning

If intervention for behaviour management is needed, I believe that the “giving choice”
approach, where students are effectively given autonomy to rectify the problematic
behaviour will work best for me and the students. I believe that giving a student the time
and the opportunity to think about, and reflect on their actions gives them a sense of
responsibility for their inappropriate behaviour. Students will also consider the cause and
effect of their behaviour, and will be guided to use alternative behavioural management
strategies. This approach will be an opportunity for me to have a one-to-one dialogue with

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the student, find out more about them as individuals and see if I am effectively catering to
their learning needs. (7.3)

In line with this thinking, I will first discuss with students’ acceptable behaviours, as well
as consequences of misbehaviours in the classroom, based on respect for each other and
their learning environment. Consistent and firm consequences will follow if students
continue to show disrespect in their learning milieu. (7.4)

Forming positive relationship with students is clearly the common element in all the case
studies, which is also the key tool for classroom management in my teaching philosophy.
While my philosophy advocates nurturing students in their learning environment/milieu,
nurturing in this sense means guiding, directing, empowering and allowing students to
learn and grow academically, socially and mentally in their own unique way. (8:1)

I believe professional reflexivity is important to my teaching because continuous reflection

on my teaching approach will improve my knowledge development and pedagogical
practices which then lead to improving students’ learning. Professional reflexivity provides
a platform for me to continuously think deeply about my beliefs, values and principles that
shape my teaching philosophy. During this process, I can modify and improve my
professional and personal development. (6.1)

As a consequence of this belief, I will keep a personal/professional journal from which I

will plan, implement and review daily my attitude and approach to my teaching profession,
as well as the kind of environment I have created for students entrusted to me for their
learning. Secondly, I will engage the assistance of an experienced and successful teacher as
my mentor, as well as being involved in a collaborative group with other colleagues.
Thirdly, I will engage in action research initiatives. (6.2)

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(Week 9) Chapter 10: Contemporary issues (Personal Reading)

This chapter describes some of the current issues and trends that schools and wider school
systems are dealing with. After reading the chapter, you should consider if any of these
movements require ‘presence’ in your teaching philosophy. For example, once you have
visited the AITSL website and examined the national teaching standards, do you feel the
need to address any of these standards in your teaching philosophy? After reading about
time outs, exclusion and expulsion, do you feel your classroom management intervention
approach needs to change or is it OK as it is? These are just two example of areas where
wider issues that teachers might want to address in their philosophy.

Ask yourself these questions after reading your draft philosophy from 9.1:
1 Have I covered everything I want to cover in my philosophy and if not, what do I need to
add? This might be from chapter 10, but don’t forget about things you might have
written in 8.1. Now is the time to consider how they will fit into your draft.
2 Does the philosophy read right to me? If not, then make your changes. Move sections
around if you feel they sit better.
3 Do I need an opening quote/sentence and do I need a conclusion to round things off? If
so, jot down some rough notes.

10.1 After considering questions 1, 2 and 3 above, edit your teaching philosophy. It would
be a good idea to leave the draft you had in 9.1 alone, cut and paste that here and
make the changes here just in case you need to refer back to your original draft.

My personal reflection/teaching philosophy (Draft 2)

I believe good teaching is about being a positive influence in the classroom and teaching
environment where respect, commitment and empowerment work both ways for students
and teachers alike; good teaching is about nurturing the seed of good living and a good life
through good education. (1.3)

I believe classrooms should be places where students are nurtured academically,

intellectually and socially so that they grow into, and become beautiful flowers that not
only beautify their respective communities, as well as becoming positive effects on others
(their peers, family members etc). Classrooms are like gardens in which the students are
the seeds, and the teachers are the gardeners who provide good soil, nourishment such as
good planting areas, water, and food in order for the seeds to grow well.
Essentially, classrooms should be places for empowering students where they are treated as
individuals as well as part of a bigger group (classmates and schoolmates). Classroom
should be a place where students look forward to coming to each morning, and feel safe

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enough to be in whilst at school. It is a place of/for learning; a place where they can be
supported in all aspects of their social and academic development. At the same time,
classrooms should be places where teachers or gardeners should continue to learn and
develop in their profession. Classrooms should be places where students learn to give and
take; to grow and develop into effective human beings. (2.2)

I believe that good communication between teacher and student is vital to a positive
classroom climate because it is in this type of climate that students’ academic, personal,
emotional and social growths are nurtured. As the teacher, it is vital to know when to stop
talking, and to listen – really listen, without interference or inferences, to what students are
trying to communicate. It is equally important to talk to students, not at them, so that they
feel respected and valued. To contribute effectively to their wellbeing and growth in the
classroom environment, good communication means to develop a trusting and safe
environment where they can grow as individuals, as well as part of a whole. (3.2)

Therefore, I will work more on my interpersonal and negotiating skills. Although, I feel I
have exceptional communication skills, I still need to develop and improve on my
interpersonal skills when it comes to students. I would like to be able to connect with them
through negotiations and open-ended questions so that I can cater for their learning more
efficiently. I aim to improve on how I appeal to their intellectual, emotional and social
skills so that I can nurture their learning interests to fruition. (3.3.1)

Teacher personal beliefs affect the way we create Positive Learning Environments which
can either hinder or help in creating positive learning environments. For example, if I
believe that my role as the teacher and the gardener in the students’ learning environment, I
will endeavour to do everything possible to nurture them in a learning environment that
motivates and promotes their wellbeing and their academic growth. I will identify their
individual learning and social needs, and I will cater my teaching approach appropriately in
a positive blended learning environment. At the same time, I as the teacher will feel a sense
of satisfaction to see that students are growing and excelling in their learning space. On the
other hand, should I take my personal beliefs to intimidate and de-value the worth of my

Page 28 of 31
 | S.I.D: 17876490

students by inferring and prejudging students and others according to what I think they
should be, then it will only result in a negative learning environment. By not having an
open mind with regards to students’ differences (cultures, religion, ethnic background etc),
I may likely not cater for the different abilities that students have in their learning.
Therefore, there will not be a great rapport between the students and me. (3.3.2)

I believe that respect foregrounds an orderly, productive and a positive classroom. I

personally do not like the term “rules” because it sounds confining and intimidating. To
mirror my teaching philosophy, I will use a “code of conduct” approach, and this will be
established from day one of the school year. It will be an agreement between the students
themselves, as well as the students and I that we will respect each other’s learning space,
and each other as human beings. In this sense, when students respect their learning, they
will be responsible and sensible learners. Hence, when consequences are taken as a result
of disrespecting our code of conduct, students will know that they have essentially
disrespected not just their peers’ learning, but their own. I, on the other hand, will take
these incidences or occurrences of student misbehaviours as a learning curve to understand
why a student has re/acted in certain unacceptable ways. Subsequent methods will then be
implemented, at the same time considering students’ learning not to be disrupted or
affected significantly. (5.1)

“There is no one best way to arrange seating” so seating arrangements will be changed
from time to time in my classroom in order to meet students’ academic, social and
psychological needs. By providing students with appropriate settings to compliment the
content of each lesson, students learn proactively and effectively. As part of our code of
conduct, students are expected to take responsibility and pride in keeping our classroom
clean at all times, just as they take pride in their individual and classroom work. This will
be reflected in the overall classroom ecology in which we will work together on what and
how we manage our classroom space, because when they see the fruits of their hard labour
students will have a sense of belonging, value, pride and ownership of their masterpieces.
Any visitor who enters our classroom will feel this connection. (5.2)

When planning to teach my program I will first identify and consider students’ prior and
existing knowledge. Further, I will incorporate into my program differentiated learning

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strategies that implements students’ skills and broaden their lesson content knowledge,
meet expectations and syllabus outcomes. These will include explicit instructions,
modelling, scaffolding practices, practical and hands-on activities, ICT, individual and
group tasks, as well as outdoor activities just to name a few. Spending sufficient time with
each student will be an ultimate part of my teaching program, to ensure that no student is
left behind or lost in his learning. It will also give me the opportunity to monitor each and
every student’s progress. Ultimately, my teaching program aims at nurturing a continuum
for student learning in a positive classroom environment that value their unique
individuality, and promotes their academic and social efficacies. (4.1)

Assessment is important because this will provide me the information on which I can
measure and evaluate the students’ learning, as well as my teaching program. Further,
assessment is a framework in which I can ascertain if the students are actively learning
from my teaching pedagogies. At the same time, assessment will also allow me to monitor
my teaching progress, make appropriate adjustments suitable to student learning needs and
endeavour to bridge the students’ learning gaps. (4.2)

I believe that students best learn through challenging, but achievable tasks and constructive
feedback that recognises their efforts and progress. Therefore, I will use a variety of
stimulating activities, including ICT, that not only challenges students’ thinking but meet
their learning needs, and broaden their academic, social and intellectual efficacies. For
example, for students to learn the content of a new lesson, “organisational strategies” will
be implemented in which students work in groups to “mind map” and develop
understanding of a new task. I, on the other hand, will guide and facilitate students through
their task, allowing them to learn and grow at their own individual pace using motivating
feedback. (4.3

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Ready to roll …
Now that you have made the changes, read it to yourself. How does it read now?
If you are happy with the result, you have your first teaching philosophy. Congratulations!
You have done it! Now it’s time to prepare your final submission. Look at the Unit Learning
Guide and now write your own personal reflection and philosophy Ability to clearly and
coherently reflect on specific learnings in this unit and their implications for their personal
philosophy in relation to the management of student’s challenging behaviour, learning and
wellbeing in a positive learning environment.

Into the future!

However, please be aware that your philosophy may well change as you gain experience in
teaching and are exposed to other ideas from your ongoing professional development, your
interactions with peers and other sources of inspiration. It will be an interesting task for you
to go back to this philosophy you have just completed in 10 years’ time and compare it to
the one you have then. Will it have changed much? How have your approaches evolved?
What kind of teacher have you become?

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