Developing your personal philosophy of classroom management

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

This resource consists of a series of linked activities chapter-by-chapter to the De Nobile et al

2017 course text Positive learning environments: Creating and maintaining productive
classrooms. 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.

FINAL PERSONAL PHILOSOPHY FOR ASSESSMENT 2

Insert in the box below your final personal philosophy (max 1000 words).

Great teachers invest time in building connect with students, stimulating passion in their

hearts and not just rely on subject competence. I state this with conviction, having grown

up in the family of educators, closely watching my grandmother and mother as passionate

educators, always believing in their students’ potential and emphasising on building strong

connections. My year 10 History teacher strengthened this belief further as she not only

turned my percentage around but infected me with her passion for the subject, a subject I

could never connect with earlier. All these champions made a remarkable difference in

their students’ lives by empowering them and providing positive reaffirmations to model

and encourage superior performance, in their subject and life. Passionate teachers are not

only instrumental in helping students reach the desired learning outcomes, but also

influence their outlook. They harness their students’ full potential, creating an environment

most conducive to learning. These experiences, etched deep in my psyche, came out alive

when I grew up to be a teacher, and propelled me towards creating an encouraging learning

environment for erudition.

Through this personal reflection I shall dig deeper into my learning from this unit and my

individual beliefs and experiences in this profession. This reflection will encapsulate key

essentials to ensure positive learning environment including effective communication to

strengthen student-teacher relationships, blending Choice theory into practice,

classroom rules and positive behavioural approaches (FBA), effective curriculum and

pedagogical practices, professional reflexivity, SEL competencies, and mental health

awareness.

An engaging classroom environment that facilitates effective communication of students’

thoughts and opinions, values their contribution, a place where growth mindset is promoted

and fixed mindset is dissuaded, is the environment that I envision in my professional

journey. PPLE unit has further strengthened this belief. To facilitate a positive classroom

environment, I endeavour to comprehend and respond to both verbal and non-verbal cues

given by the students, overtly or covertly, to raise the satisfaction quotient of classroom

interactions. Being an active listener and promoting open questioning over objective yes/no

responses, will allow me to reach out to the students at an intrinsic level. The classroom

being an array of individuals with varied outlook and background, necessitates

asynchronous approach to resolution of student problems. Having gained the understanding

that ill structured problems have no universal strategies that can be applied on all students,

with the study of this unit I stand enabled to create my own model of PLE that will

embrace students’ circumstances, needs and behaviour and ensure effective classroom

management.
My teaching ideologies are aligned with William Glasser’s Choice theory which is based

on a simple premise that every individual takes responsibility of one’s own actions and

posits behaviour that is driven by five basic needs (survival, love and belonging,

freedom, fun, and power). It demands a strong sense of belongingness and free

expression within the boundaries of mutual respect. I strongly believe in involving students

in decision making process, being a facilitator; affirming a constructivist approach in

teaching-learning.

A healthy classroom culture stems from transparent representation of rules and

behavioural approaches, designed and agreed upon in consultation with students. Using

‘we’ keywords instead of ‘I’, promoting apposite conduct by acknowledging, idealising

and rewarding positive behaviour, marginalises the likelihood of inappropriate deeds and

builds affirmative classroom ethnicity. Functional Behavioural Assessment (FBA), which

provides a clear framework for measuring and changing behaviour, is instrumental in

encouraging positive conduct and shall help me design issue specific strategies.

To ensure effective teaching-learning, I intend to plan, implement and review the

curriculum on a regular basis. To engage all types of learners; understanding learner

needs, preparing tailored lessons catering to audio, visual and kinaesthetic learners and

using backward mapping to plan assessment tasks; are vital prerequisites. For effective

lesson implementation, I shall monitor the students’ response, prepare individual student

observation sheets to evaluate progress and ensure smooth transitions between activities.

Necessary connections between previous and current knowledge will help students better

understand and engage with the content. I will carry out necessary changes in the planning

phase to improve upon the areas that were least effective in the implementation phase and
strengthen areas that proved successful. I believe that students best learn through an

engaging pedagogical content and this I will apply to Mathematics, my KLA, by modelling

real life contexts in the content.

As part of my teaching philosophy I wish to thrive on feedback as a source of continuous

improvement and growth. Incorporating my ideas, beliefs and values into the teaching

practice, in order to bring out the best in the learners; through reflexivity I shall analyse

their impact on my teaching practices and bring about the desired modifications. Relevant

literature readings and research-based evidence will help me better reflect upon the

changes I make. By taking the opinion of other stakeholders, I aspire to enhance my range

of usage of instructional practices, thereby enriching the process of teaching-learning.

Along with academic development, students need to have an understanding of how to

regulate and manage their emotions. To help students cope with challenges, resolve their

conflicts and improve their ability to take correct decisions; it is imperative to integrate

imparting of SEL skills in the curriculum. Enhanced social, emotional and behavioural

attributes equip students to maintain positive relationships especially with their teachers

and peers. Building empathy and respect for others students by including a variety of in

and outside classroom activities should be an intrinsic objective of every teacher. I shall

integrate SEL with my subject by engaging students in collaborative project work and

increase the scope and expanse of projects to wider community for greater SEL outcomes.

Research shows that the involvement of parents is the major factor instrumental in

students’ success (Cohen, 2006). Since learning about relationships and values begins at

home, parental involvement is essential for student wellbeing and development.

I believe that a positive learning environment is the one where not only students’ learning

is ensured but their wellbeing is also duly guarded. It is necessary to generate mental

health awareness in schools and there exists a need to take initiatives in order to promote

positive mental health (Graham, Phelps, Maddison & Fitzgerald, 2011). Developing

resilience among students and equipping them to cope with difficulties they face is

extremely essential and I shall pay due attention to it.

Being the third-generation mentor from the family of educators, I close on the credence

with the aspiration to be a teacher, who stays invested in her students, keeps the passion of

learners alive by making learning a joyous experience, and carries forward the legacy of

building lifelong valued relations with students.

Acknowledgement

Contributors towards developing my personal philosophy:

Dr. Roberto Parada, Senior Lecturer in Adolescent Development, Behaviour &

Wellbeing Coordinator Pedagogy for Positive Learning Environments, Western Sydney
University; a passionate educator, who guided me throughout the journey of this unit and
refined my outlook towards creating a positive learning environment.

Ms. Anuradha Handa, Principal, G.D. Goenka Public School, Gurgaon, India; who
modelled conducive school environment, strengthening my belief in its impact on all
stakeholders.

My ex colleagues I closely worked with; and my students I taught in G.D. Goenka Public
School, Gurgaon, India; who helped me draw out the experiences to write this reflection
with full conviction.

My colleagues, Preservice teachers, Western Sydney University for engaging in regular

discussions and sharing their PP1/PP2 experience.

Rita Pierson, a professional educator since 1972 and a Ted Talk speaker whose
motivational talks have always inspired me.

I would like to express my sincere gratitude to all the aforementioned for their
valuable contributions (personal and professional), for inspiring me and helping me
develop this personal philosophy.
References

Cohen, J. (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.

De Nobile, J., Lyons, G., & Arthur-Kelly, M. (2017). Positive learning environments:

Creating and maintaining productive classrooms. South Melbourne, Australia:

Cengage.

Graham, A., Phelps, R., Maddison, C., & Fitzgerald, R. (2011). Supporting children’s

mental health in schools: Teacher views. Teachers and Teaching, 17(4), 479-496.

Ted. (2013, May 4). Every kid needs a champion | Rita Pierson. Retrieved from

https://www.youtube.com/watch?v=SFnMTHhKdkw&t=40s

What is SEL? (n.d.). Retrieved from https://casel.org/what-is-sel/

(Week 1) Pedagogy for Positive Learning Environments: A problem-based approach
Reflection of the week’s Lecture, tutorials and readings.
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.

A good teacher is someone who

 Carries subject competence and classroom management confidence
 Invests time in building connect with the students by making an effort to
understand them and their expectations
 Creates a positive inclusive learning environment in the class, making every student
an integral part of class and classroom proceedings.
 Acts as a facilitator and takes students along in the process of learning.
 Involves them in decision making process rather than simply giving instructions
 Is approachable, gives a patient ear to students’ problems and delves deep to
understand and resolve their issues.
 Takes regular feedback from different stakeholders (especially students)
 Is friendly, yet firm
 Not just promotes learning but also ensures wellbeing of all students
 Provides positive reaffirmations to model and encourage good behaviour

1.2 Using the what you have learnt about ill structured vs structured problems in relation to
classroom behavior, what do you think are the key considerations when a teacher is
planning their strategy for classroom management? list them below.

Ill structured problems cannot have standard/defined solutions. There are no definite or
universal strategies that can be implemented on all students. The classroom being an array
of individuals with varied outlook and background, necessitates asynchronous approach to
resolution of student problems. The most important consideration in this regard is to know
the students in their individual capacity; their strengths and their challenges. Strategies
need to be student specific and instance specific, as similar strategies can neither be applied
to all individuals at one time nor to the same individual at all times!
In view of above, the key considerations for classroom management are:
 A deeper understanding of the classroom environment, type of learners, their
strengths and challenging areas, enables the teacher to deal effectively with the
behavioural issues of students.
 Flexibility in approach of teachers while planning strategies for classroom
management, not fixed with similar set of strategies or standard solutions to
multiple issues. It is imperative for teachers to have a growth mindset rather than
fixed mindset, where they are willing to take feedback from different stakeholders
in the environment and accept challenges, modify strategies based on emerging
situations.
 Necessary reflection by the teachers to be able to understand the problem at a
deeper level and to find relevant solution (dealing with behavioural problems by
considering they are ill structured problems and not defined problems). Also, taking
 students along, asking them to reflect on their own issues and involving them in
finding solution to the problems (taking them along).

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

I believe a positive learning environment is about… creating an environment where

students are empowered, their needs are taken into consideration and they feel a sense of
belongingness. Moreover, a positive learning environment ensures involved and engaged
learners whose opinions are valued and the teachers encourage and involve them in
thinking and reflection process. It is an environment where not only students’ learning is
ensured but their wellbeing is also given due consideration. For this, an effective classroom
plan is devised focusing on the needs of learners. It is an environment where good
behaviour is promoted through positive reinforcement and bad behaviour is minimised and
it is dealt with the intent to resolve the problems at a fundamental level. A place where
growth mindset is promoted and fixed mindset is discouraged (both for students and
teachers). Further, where all learners are free from the fear of being judged and are
encouraged to meet their true potential in the learning process by helping them overcome
their challenges/difficulties.
(Week 2) Review of classroom management theories
This week you have been introduced to some theories of behaviour/classroom management.
Your readings (Ch 8 & 9 of the text and De Jong in tutorials) introduced you to different
views on why young people misbehave and particularly what to do about it. 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

Assertive Discipline Theory (Lee and  Choice Theory (William Glasser)
Marlene Carter)  Functional Behavioural Assessment
(FBA)
 Positive Behaviour Support (PBS)

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 in an engaging classroom environment that facilitates effective communication of

thoughts and opinions of students and classroom be that place where the voice of students
is heard, and their contribution receives acknowledgement. The classroom strategies are
learner centric and vary according to students’ circumstances, needs and behaviour. A
place that provides a strong sense of belongingness to every student, where each individual
is empowered and allowed free expression within the boundaries of mutual respect. An
environment that thrives on feedback as a source of continuous improvement and growth.
My teaching philosophy is aligned with Choice theory, which provides the platform to
achieve the aforementioned goals. A place where constructivist approach is employed.
I also believe that a positive or appropriate behaviour should be encouraged and
inappropriate behaviour should be minimised by tailoring the tasks after understanding the
causes of inappropriate behaviour. This can be achieved by taking both students and
teachers into confidence, who work as a team.
(Week 3) Relationships, communication & professional reflexivity
Effective communication is a key component of effective classroom management, and quality
teaching depends on it. The lecture, tutorial readings as well as Ch 2 & 3 of the textbook
describe 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 Using your readings of the chapters, 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 …healthy relationships stem from effective communication.
Communication is the key to understand individuals, their issues and the underlying causes
of their behaviour. In a school setting, to ensure a positive classroom environment,
effective flow of communication between the students and the teacher is imperative,
comprising both verbal and non-verbal exchange. It is desired that a teacher is able to
comprehend the non-verbal cues given by the students, at different times in a classroom,
and responds to them overtly or covertly to minimise classroom disruptions and raise the
satisfaction quotient of students. Effective communication promotes equity over equality.
For communication to be effective, active listening is imperative. It ensures that listening is
purposeful, increases students’ trust and confidence to communicate and allows them to
open up. My teaching philosophy is aligned with promoting open questioning rather than
objective yes/no responses to ensure a positive classroom environment. This way, the
teachers will be able to understand the reasons behind the behavioural patterns exhibited by
the students. More of ‘how’, ‘what’ and ‘where’ questions should be encouraged especially
in case of difficult behaviours. This will help minimise inappropriate behaviour and
encourage a positive classroom environment.

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

3.2 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 by …
 holding set beliefs about the classroom environment, not looking at situations from a broad
lens and employing a restrictive outlook towards situations. Fixed mindset is a deterrent in
the path of creating a positive learning environment. How a teacher treats the students or
the level of understanding that gets developed between a teacher and the students is largely
determined by the outlook and mindset of the teacher. However, these very personal beliefs
can also encourage a positive classroom climate where the teachers build strong
relationships and connect with the students at a deeper level, driven by their own belief. To
ensure a positive and healthy learning environment, I wish to employ a balanced approach,
where rational rules are laid down taking into consideration views and expectations of
students, maintaining the right steadiness between control and care.

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.

3.3 Why should teachers engage in professional reflexivity? 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 …it helps me analyse

my current teaching practice and helps understand how I can make my teaching more
effective through regular and timely reflection. Professional reflexivity generates strong
interpersonal skills and better equips the teachers to understand the learners and their
diverse needs. It helps understand and respond to the needs of the students effectively.
Through reflection, I will be able to improve my teaching methodology and create quality
and engaging lesson plans to ensure effective involvement of the learners. Self-reflection is
the best tool to minimise the inefficiencies in teaching process. Through reflexivity, I shall
be able to integrate my ideas and values into my teaching practice and bring out the best in
the learners, make the learning process more effective and simplified. Relevant literature
readings and research-based evidence will help me better reflect upon the changes I make.
By taking the opinion of other stakeholders, I shall be able to enhance my range of usage of
instructional practices, thereby enriching the process of teaching learning.

3.4 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 …

 View daily lesson plans prepared, ensure to make them more engaging for the
learners. Reflect on the lessons and ask for other colleagues’ advice for further
enhancement. Compare my lesson plans with model lesson plans
 Take feedback from students on a regular basis and incorporate their suggestions to
make teaching learning process more effective and to ensure more student
involvement.
 Maintain a dairy in which I will take notes of my daily experiences briefly and
areas which went well and the areas which require further improvement.
 Read relevant literature to ensure positive classroom environment and effective
 learning.

(Week 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 (see Ch 5 p118) as a stimulus, explain how you will go about
planning your teaching program in the box below.

To effectively plan my teaching program, I intend to adopt the curriculum process in

following stepwise manner:
1. Planning phase: To begin with, I will first emphasise on understanding the nature
of learners; their strong and challenging areas. For this, I will prepare a diagnostic
assessment and also consult previous teachers to assess their level of performance.
Based on this, I will plan and prepare my lessons and tailor them according to the
learner needs. Furthermore, I will plan engaging activities that will incorporate
learning outcomes as well as deep understanding of the content in a manner that the
students can relate to. I will plan a smooth transition between the activities planned
and ensure that the activities are relatable and are able to keep the students occupied
constructively. While planning my lesson, I will ensure the correct pace of the
lesson and consider the necessary differentiation in the tasks undertaken.
Additionally, I will collect evidence to check student progress on a timely basis.
For this I will prepare variety of formative assessments that will cater to diverse
learning needs. I will also plan the resources that will be useful for the lessons that
will support and ensure effective learning. I will use backward mapping, plan the
assessment tasks to meet the desired objectives.
2. Implementation phase: To ensure effective implementation after the planning
process, I will review my lessons after implementing them by checking upon the
students’ response. Their level of engagement and involvement in tasks will be
constantly monitored. Individual student observation sheets will be prepared and
their progress will be noted to ensure effective teaching for the successive lessons. I
will ensure that the transitions are smooth and relatable. I will ensure that there are
necessary connections between their previous and current knowledge which will
help them better understand and engage with the content. Further, I will facilitate
independent learning by ensuring active student participation through student
 directed tasks. Feedback process will be considered as a two-way process. Regular
and timely feedback will be provided to the students and I will collect regular
feedback from students by asking them to reflect on the tasks and suggest necessary
modifications.
3. Review phase: Based on the feedback received by the students and in the course of
analysis of the performance through observations and assessments, I will modify
my existing strategies to ensure effective delivery of concepts that are received well
by the students. I will perform necessary changes in the planning phase to improve
upon the areas that were least effective in the implementation phase and strengthen
those areas that proved successful and more effective. I will encourage the students
to undertake self-assessment and identify those areas where there is a scope for
improvement.
Since it is a cyclic process, based on the findings in the review phase, I will replan the
areas that did not turn out to be successful as per the planning phase, to ensure effective
implementation of curriculum.

4.2 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 … an engaging pedagogical content. When
students are involved in the teaching process, their suggestions are incorporated to improve
their learning, they feel empowered and get more involved in the learning process. Their
feedback for better engagement is valuable. Moreover, connecting the lessons with real
world applications which the students can relate with, by including daily life examples in
lessons, is something that can enhance their learning process. Regular discussions, group
activities ensuring cooperative learning improves their critical thinking and problem-
solving skills. This is instrumental in ensuring independent learning of students. Also,
drawing a necessary connection between their previous and existing knowledge is
essential. Differentiation in tasks is necessary so that the content being taught is relatable.

Therefore, I will use …differentiated learner centric tasks, catering to a range of learners be
it audio, visual or kinaesthetic. Differentiation in terms of ability will also be incorporated
while planning my lessons. I will focus less on one-way interaction and more on group
collaborative tasks that helps them develop necessary critical thinking and problem-solving
skills. Also, I will ensure social interaction of peers so that they can share their knowledge
and help each other improve their learning. Mathematics, my KLA, can be best learnt by
modelling real life contexts in the content. Thus, I will try to connect real world with the
mathematical one. This will ensure a positive and healthy learning environment where
every learner will have a voice and will constructively utilise their full potential.

As explained in Chs 3 & 4, 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 these
chapters, complete the next two activities.

4.3 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.

Organising the classroom is imperative to ensure positive learning environment. To begin

with, the arrangement of desks and chairs plays a vital role in how engaging the classroom
culture is. There should be enough space between the desks to allow smooth movement of
the teacher during lessons. Further, a proper seating plan can be devised that helps in
establishing an orderly and positive classroom culture. There should be provision for
students collaborating during group tasks. There should be flexibility in
adjusting/modifying the seating arrangement (forming U shape seating while discussions
are taking place among students in groups) as per the requirement of the tasks. Further,
welcoming the students by greeting them enthusiastically is the first step towards ensuring
a positive classroom environment. In my classroom I will ensure the aforementioned and
also list on a daily basis a ‘do it now’ activity to engage the students and to set the tone at
the onset of the class. At the beginning of the week, I will ask them about their weekend
chores to allow a healthy conversation and to understand their behavioural mood in order
to minimise the off-task behaviour.
Classroom rules will be designed with the students so that they are willing to follow them.
Five Cs are effective value-based rules that can form a basis for classroom culture: Care for
people and property, courtesy towards people, cooperation in all activities, consideration of
other people’s feelings and common sense while making decisions (p. 85). The class rules
will be revisited after every few days and modified based on their effectiveness. Moreover,
positive reinforcement will be ensured. Students exhibiting positive behavioural traits will
be acknowledged. Firm yet friendly environment and use of ‘we’ instead of ‘I’ (We will do
this instead of saying I will do this) will help improve classroom environment.

(Week 5) Principles of behaviour modification

This week we looked at fundamental aspects of behaviourism and learning (see Ch 6 & 7 of
your text) But also Ziporli from your references in the Learning Guide and Killu your tutorial
reading which 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

5.1 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 rough draft form. You can refine them later.

Behavioural approaches in classroom management form an integral part in creating and

maintaining positive learning environment. The distinction between appropriate and
inappropriate behaviour can be best understood with the five basic principles underpinning
the behavioural approaches. These include antecedent control, positive and negative
reinforcement, punishment and extinction. In my view, positive reinforcement is the basis
for promoting appropriate behaviour and is in line with my teaching philosophy. Inclusion
of rewards, acknowledgement of students who exhibit positive behaviour and positive
affirmations help in creating a positive environment and reduce the likelihood of
inappropriate behaviour. My teaching philosophy resonates with Thorndike’s law of effect
which states that behaviour followed by a reward is more likely to occur in the future.
The behavioural modification techniques undertaken by the school in case of Jebb could
have been modified to obtain better outcomes. Jebb, who felt victimised, required genuine
help. If the head teacher and other staff would have kept the communication channel open
throughout and applied positive reinforcers such as praise for what he was good at, the
situation would not have been so extreme. Ms Smith could have enquired in detail about
the issues he underwent at home and how the environment impacted him. Punishment does
not work with children who undergo emotional disorders. Further, constant interaction with
the child and keeping the family in loop would also have created a positive impact.
For my classroom, the technique I will follow for behaviour management is Functional
Behavioural Assessment (FBA) which focuses upon identifying the target behaviour and
the probable reasons behind the behaviour. This enables teachers to design specific
strategies depending on the issues, rather than implementing generic strategies. A thorough
analysis is undertaken to determine the impact on students’ behaviour through data
collection from different stakeholders and through observations. FBA provides teachers
with a clear framework for measuring and changing behaviour which is instrumental in
encouraging positive behaviour.
(Week 6) Applying behaviour modification in schools PBIS

Positive Behaviour Intervention and Support also known as Positive Behaviour Support (see
Text Ch 6 p168) has become an accepted and often implemented part of schooling in NSW.
A key aspect of PBIS is to teach students behavioural expectations.

6.1 Previously (see week 4) you reflected on what your classroom could be like. In the
section below pick 1 expectation (e.g., respect self and others) and list how you will
teach what this expectation looks like, is exemplified by and demonstrated in your
classroom. Give as many examples as you can.

An expectation I would like to emphasise upon is respecting and showing courtesy towards
teachers and fellow students.
I will have a discussion with students on the same and begin by asking them about any
incident that they came across where they displayed respect for others and received
appreciation. Respecting others is best learnt when it is modelled and learnt as a living
example. Thus, I will model respectful behaviour at all times by being courteous to my
students, providing them opportunities to put their opinions forward. Also, I will not raise
my voice or show displeasure that may exhibit disrespect. Further, I will incorporate role
play situations in which students will be able to differentiate between respectful and
disrespectful behaviour. I will teach them to take turns and give fellow students
opportunity to speak. For this, I will keep a box containing names of all students and they
will draw out the cards containing their names and the student whose name appears on the
card will get the chance to speak. This will make them habitual of speaking in turns.
Further, I will encourage them to look at the audience and maintain eye contact while
speaking or listening. Looking in different direction while someone is addressing is
disrespectful. Using polite responses such as please, thankyou, sorry, excuse me; will be
emphasised upon. A chart displaying these golden words will be displayed on the
softboard. I will also ask the students to write encouraging quotes on the softboard on a
daily basis. Also, I will develop a behaviour sheet in which I will ask students to reflect
upon the respect they displayed towards teachers and peers. For example, did I treat my
peers with respect when they conversed with me (rate yourself on a scale of 1 to 5). Top
two students will be awarded a certificate of appreciation for the week for following the
classroom rules sincerely. A classroom culture where respectful behaviour is praised by the
teacher and demonstrated by the students, is the ethnicity I aim to develop.
(Week 7) Social Emotional Learning in Schools SEL
Readings: 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.
7.1 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.

Fostering Social and Emotional development of students by including a variety of in and

outside classroom activities, should be an intrinsic objective of every teacher.  Along with
academic development, students also need to have a greater understanding of how to
regulate and manage their emotions especially in difficult times. Further, an understanding
of empathy and respect for others is important. It is essential to endow them with SEL
competencies, which include Self-awareness, social awareness, responsible decision
making, self-management and relationship skills. Enhanced social, emotional and
behavioural attributes equip students to maintain positive relationships especially with their
teachers and peers; thus enabling a conducive classroom environment.  
 
As a teacher, I will include cooperative learning and project-based learning and integrate
SEL with my subject Math by engaging students in collaborative project work and increase
the scope and expanse of project to wider community. To promote mindfulness, I shall
encourage students to identify their own emotions by asking them to note twice a day as to
how they are feeling. Further, self-reflection sheets based on why they are in a particular
mood can be filled by the students. They can further be divided into small groups to
discuss and come up with solutions to improve the way they are feeling.
Thus, to help the students cope with daily challenges, resolve their conflicts, improve their
ability to take correct decisions and ensure their wellbeing; it is imperative to integrate
imparting of these skills in the curriculum.  Family too has an integral role to play in this
regard. Research shows that the involvement of parents is the major factor instrumental in
students’ success (Cohen, 2006). The learning about relationships and values begins at
home (Cohen, 2006). Thus, parental involvement is essential for student wellbeing and
development. I wish to incorporate the aforementioned to ensure effective classroom
management. 
(Week 8-9) Online Week. Mental Health & Schools
Reflect briefly on the role of schools, and particularly you as a teacher, in assisting young
people who may be experiencing a mental health issue.

Mental health awareness in schools has become extremely important both in Australia and
internationally and there exists a need to take initiatives in order to promote positive mental
health (Graham, Phelps, Maddison & Fitzgerald, 2011). It helps promote overall
development of the students and it takes into account the wellbeing of school staff and
students. Teachers play a vital role in a student’s life. Since students tend to undergo a lot
of mental health issues, it is imperative for teachers to understand and detect the issues at
an early stage. As a teacher I would like to apply GRIP method to help any student
undergoing mental health issue. In order to implement the same, I will gather necessary
information and look for early signs or risk factors to be able to take decisions regarding
further interventions. I will then actively listen to the issue and be empathetic. I will
approach the student in a calm manner. I will ensure open discussions with students on
mental health and create a safe space where students feel comfortable to share sensitive
information. If the matter is serious and beyond my capacity, I will seek support from the
school counsellor and will be cognizant of the fact that I do not over step and allow the
expert to act as per the defined protocol. I will review the student progress on a regular
basis to provide external support.
As a teacher, I will have an authoritative approach, exhibiting sensitivity towards students’
needs. Further, developing resilience among students and equipping them to cope up with
the difficulties they face, is extremely essential.

(Weeks 8 & 9) Drafting your personal reflection/philosophy

In the space below cut and paste each of the sections you have completed above and create a
(very) draft version of your personal philosophy

My personal reflection/teaching philosophy (PLACE FINAL DRAFT OF YOUR

PERSONAL PHILOSOPHY (1000 words Max) IN THE SPACE PROVIDED AT THE
START OF THIS DOCUMENT!)

A good teacher is someone who

 Carries subject competence and classroom management confidence
 Invests time in building connect with the students by making an effort to
understand them and their expectations
 Creates a positive inclusive learning environment in the class, making every student
an integral part of class and classroom proceedings.
 Acts as a facilitator and takes students along in the process of learning.
 Involves them in decision making process rather than simply giving instructions
 Is approachable, gives a patient ear to students’ problems and delves deep to
understand and resolve their issues.
 Takes regular feedback from different stakeholders (especially students)
 Is friendly, yet firm
 Not just promotes learning but also ensures wellbeing of all students
 Provides positive reaffirmations to model and encourage good behaviour
Ill structured problems cannot have standard/defined solutions. There are no definite or
universal strategies that can be implemented on all students. The classroom being an array
of individuals with varied outlook and background, necessitates asynchronous approach to
resolution of student problems. The most important consideration in this regard is to know
the students in their individual capacity; their strengths and their challenges. Strategies
need to be student specific and instance specific, as similar strategies can neither be applied
to all individuals at one time nor to the same individual at all times!
In view of above, the key considerations for classroom management are:
 A deeper understanding of the classroom environment, type of learners, their
strengths and challenging areas, enables the teacher to deal effectively with the
behavioural issues of students.
 Flexibility in approach of teachers while planning strategies for classroom
management, not fixed with similar set of strategies or standard solutions to
multiple issues. It is imperative for teachers to have a growth mindset rather than
fixed mindset, where they are willing to take feedback from different stakeholders
in the environment and accept challenges, modify strategies based on emerging
situations.
Necessary reflection by the teachers to be able to understand the problem at a deeper level
and to find relevant solution (dealing with behavioural problems by considering they are ill
structured problems and not defined problems). Also, taking students along, asking them to
reflect on their own issues and involving them in finding solution to the problems (taking
them along).

I believe a positive learning environment is about… creating an environment where

students are empowered, their needs are taken into consideration and they feel a sense of
belongingness. Moreover, a positive learning environment ensures involved and engaged
learners whose opinions are valued and the teachers encourage and involve them in
thinking and reflection process. It is an environment where not only students’ learning is
ensured but their wellbeing is also given due consideration. For this, an effective classroom
plan is devised focusing on the needs of learners. It is an environment where good
behaviour is promoted through positive reinforcement and bad behaviour is minimised and
it is dealt with the intent to resolve the problems at a fundamental level. A place where
growth mindset is promoted and fixed mindset is discouraged (both for students and
teachers). Further, where all learners are free from the fear of being judged and are
encouraged to meet their true potential in the learning process by helping them overcome
their challenges/difficulties.

Not me: Assertive Discipline Theory (Lee and Marlene Carter)

More like me: Choice Theory (William Glasser)
 Functional Behavioural Assessment (FBA)
 Positive Behaviour Support (PBS)

I believe in an engaging classroom environment that facilitates effective communication of

thoughts and opinions of students and classroom be that place where the voice of students
is heard, and their contribution receives acknowledgement. The classroom strategies are
learner centric and vary according to students’ circumstances, needs and behaviour. A
place that provides a strong sense of belongingness to every student, where each individual
is empowered and allowed free expression within the boundaries of mutual respect. An
environment that thrives on feedback as a source of continuous improvement and growth.
My teaching philosophy is aligned with Choice theory, which provides the platform to
achieve the aforementioned goals. A place where constructivist approach is employed.
I also believe that a positive or appropriate behaviour should be encouraged and
inappropriate behaviour should be minimised by tailoring the tasks after understanding the
causes of inappropriate behaviour. This can be achieved by taking both students and
teachers into confidence, who work as a team.

I believe that good communication between teacher and student is vital to a positive
classroom climate because …healthy relationships stem from effective communication.
Communication is the key to understand individuals, their issues and the underlying causes
of their behaviour. In a school setting, to ensure a positive classroom environment,
effective flow of communication between the students and the teacher is imperative,
comprising both verbal and non-verbal exchange. It is desired that a teacher is able to
comprehend the non-verbal cues given by the students, at different times in a classroom,
and responds to them overtly or covertly to minimise classroom disruptions and raise the
satisfaction quotient of students. Effective communication promotes equity over equality.
For communication to be effective, active listening is imperative. It ensures that listening is
purposeful, increases students’ trust and confidence to communicate and allows them to
open up. My teaching philosophy is aligned with promoting open questioning rather than
objective yes/no responses to ensure a positive classroom environment. This way, the
teachers will be able to understand the reasons behind the behavioural patterns exhibited by
the students. More of ‘how’, ‘what’ and ‘where’ questions should be encouraged especially
in case of difficult behaviours. This will help minimise inappropriate behaviour and
encourage a positive classroom environment.

Teacher personal beliefs affect the way we create Positive Learning Environments by …
holding set beliefs about the classroom environment, not looking at situations from a broad
lens and employing a restrictive outlook towards situations. Fixed mindset is a deterrent in
the path of creating a positive learning environment. How a teacher treats the students or
the level of understanding that gets developed between a teacher and the students is largely
determined by the outlook and mindset of the teacher. However, these very personal beliefs
can also encourage a positive classroom climate where the teachers build strong
relationships and connect with the students at a deeper level, driven by their own belief. To
ensure a positive and healthy learning environment, I wish to employ a balanced approach,
where rational rules are laid down taking into consideration views and expectations of
students, maintaining the right steadiness between control and care.

I believe professional reflexivity is important to my teaching because …it helps me analyse

my current teaching practice and helps understand how I can make my teaching more
effective through regular and timely reflection. Professional reflexivity generates strong
interpersonal skills and better equips the teachers to understand the learners and their
diverse needs. It helps understand and respond to the needs of the students effectively.
Through reflection, I will be able to improve my teaching methodology and create quality
and engaging lesson plans to ensure effective involvement of the learners. Self-reflection is
the best tool to minimise the inefficiencies in teaching process. Through reflexivity, I shall
be able to integrate my ideas and values into my teaching practice and bring out the best in
the learners, make the learning process more effective and simplified. Relevant literature
readings and research-based evidence will help me better reflect upon the changes I make.
By taking the opinion of other stakeholders, I shall be able to enhance my range of usage of
instructional practices, thereby enriching the process of teaching learning.
As a consequence of this belief, I will …
 View daily lesson plans prepared, ensure to make them more engaging for the
learners. Reflect on the lessons and ask for other colleagues’ advice for further
enhancement. Compare my lesson plans with model lesson plans
 Take feedback from students on a regular basis and incorporate their suggestions to
make teaching learning process more effective and to ensure more student
involvement.
 Maintain a dairy in which I will take notes of my daily experiences briefly and
areas which went well and the areas which require further improvement.
 Read relevant literature to ensure positive classroom environment and effective
learning.

To effectively plan my teaching program, I intend to adopt the curriculum process in

following stepwise manner:
1. Planning phase: To begin with, I will first emphasise on understanding the nature
of learners; their strong and challenging areas. For this, I will prepare a diagnostic
assessment and also consult previous teachers to assess their level of performance.
Based on this, I will plan and prepare my lessons and tailor them according to the
learner needs. Furthermore, I will plan engaging activities that will incorporate
learning outcomes as well as deep understanding of the content in a manner that the
students can relate to. I will plan a smooth transition between the activities planned
and ensure that the activities are relatable and are able to keep the students occupied
constructively. While planning my lesson, I will ensure the correct pace of the
lesson and consider the necessary differentiation in the tasks undertaken.
Additionally, I will collect evidence to check student progress on a timely basis.
For this I will prepare variety of formative assessments that will cater to diverse
learning needs. I will also plan the resources that will be useful for the lessons that
will support and ensure effective learning. I will use backward mapping, plan the
assessment tasks to meet the desired objectives.
4. Implementation phase: To ensure effective implementation after the planning
process, I will review my lessons after implementing them by checking upon the
students’ response. Their level of engagement and involvement in tasks will be
constantly monitored. Individual student observation sheets will be prepared and
their progress will be noted to ensure effective teaching for the successive lessons. I
will ensure that the transitions are smooth and relatable. I will ensure that there are
necessary connections between their previous and current knowledge which will
help them better understand and engage with the content. Further, I will facilitate
independent learning by ensuring active student participation through student
directed tasks. Feedback process will be considered as a two-way process. Regular
and timely feedback will be provided to the students and I will collect regular
feedback from students by asking them to reflect on the tasks and suggest necessary
modifications.
5. Review phase: Based on the feedback received by the students and in the course of
analysis of the performance through observations and assessments, I will modify
my existing strategies to ensure effective delivery of concepts that are received well
by the students. I will perform necessary changes in the planning phase to improve
upon the areas that were least effective in the implementation phase and strengthen
those areas that proved successful and more effective. I will encourage the students
to undertake self-assessment and identify those areas where there is a scope for
improvement.
Since it is a cyclic process, based on the findings in the review phase, I will replan the
areas that did not turn out to be successful as per the planning phase, to ensure effective
implementation of curriculum.

I believe that students best learn through … an engaging pedagogical content. When
students are involved in the teaching process, their suggestions are incorporated to improve
their learning, they feel empowered and get more involved in the learning process. Their
feedback for better engagement is valuable. Moreover, connecting the lessons with real
world applications which the students can relate with, by including daily life examples in
lessons, is something that can enhance their learning process. Regular discussions, group
activities ensuring cooperative learning improves their critical thinking and problem-
solving skills. This is instrumental in ensuring independent learning of students. Also,
drawing a necessary connection between their previous and existing knowledge is
essential. Differentiation in tasks is necessary so that the content being taught is relatable.

Therefore, I will use …differentiated learner centric tasks, catering to a range of learners be
it audio, visual or kinaesthetic. Differentiation in terms of ability will also be incorporated
while planning my lessons. I will focus less on one-way interaction and more on group
collaborative tasks that helps them develop necessary critical thinking and problem-solving
skills. Also, I will ensure social interaction of peers so that they can share their knowledge
and help each other improve their learning. Mathematics, my KLA, can be best learnt by
modelling real life contexts in the content. Thus, I will try to connect real world with the
mathematical one. This will ensure a positive and healthy learning environment where
every learner will have a voice and will constructively utilise their full potential.

Organising the classroom is imperative to ensure positive learning environment. To begin

with, the arrangement of desks and chairs plays a vital role in how engaging the classroom
culture is. There should be enough space between the desks to allow smooth movement of
the teacher during lessons. Further, a proper seating plan can be devised that helps in
establishing an orderly and positive classroom culture. There should be provision for
students collaborating during group tasks. There should be flexibility in
adjusting/modifying the seating arrangement (forming U shape seating while discussions
are taking place among students in groups) as per the requirement of the tasks. Further,
welcoming the students by greeting them enthusiastically is the first step towards ensuring
a positive classroom environment. In my classroom I will ensure the aforementioned and
also list on a daily basis a ‘do it now’ activity to engage the students and to set the tone at
the onset of the class. At the beginning of the week, I will ask them about their weekend
chores to allow a healthy conversation and to understand their behavioural mood in order
to minimise the off-task behaviour.
Classroom rules will be designed with the students so that they are willing to follow them.
Five Cs are effective value-based rules that can form a basis for classroom culture: Care for
people and property, courtesy towards people, cooperation in all activities, consideration of
other people’s feelings and common sense while making decisions (p. 85). The class rules
will be revisited after every few days and modified based on their effectiveness. Moreover,
positive reinforcement will be ensured. Students exhibiting positive behavioural traits will
be acknowledged. Firm yet friendly environment and use of ‘we’ instead of ‘I’ (We will do
this instead of saying I will do this) will help improve classroom environment.

Behavioural approaches in classroom management form an integral part in creating and

maintaining positive learning environment. The distinction between appropriate and
inappropriate behaviour can be best understood with the five basic principles underpinning
the behavioural approaches. These include antecedent control, positive and negative
reinforcement, punishment and extinction. In my view, positive reinforcement is the basis
for promoting appropriate behaviour and is in line with my teaching philosophy. Inclusion
of rewards, acknowledgement of students who exhibit positive behaviour and positive
affirmations help in creating a positive environment and reduce the likelihood of
inappropriate behaviour. My teaching philosophy resonates with Thorndike’s law of effect
which states that behaviour followed by a reward is more likely to occur in the future.
The behavioural modification techniques undertaken by the school in case of Jebb could
have been modified to obtain better outcomes. Jebb, who felt victimised, required genuine
help. If the head teacher and other staff would have kept the communication channel open
throughout and applied positive reinforcers such as praise for what he was good at, the
situation would not have been so extreme. Ms Smith could have enquired in detail about
the issues he underwent at home and how the environment impacted him. Punishment does
not work with children who undergo emotional disorders. Further, constant interaction with
the child and keeping the family in loop would also have created a positive impact.
For my classroom, the technique I will follow for behaviour management is Functional
Behavioural Assessment (FBA) which focuses upon identifying the target behaviour and
the probable reasons behind the behaviour. This enables teachers to design specific
strategies depending on the issues, rather than implementing generic strategies. A thorough
analysis is undertaken to determine the impact on students’ behaviour through data
collection from different stakeholders and through observations. FBA provides teachers
with a clear framework for measuring and changing behaviour which is instrumental in
encouraging positive behaviour.

An expectation I would like to emphasise upon is respecting and showing courtesy towards
teachers and fellow students.
I will have a discussion with students on the same and begin by asking them about any
incident that they came across where they displayed respect for others and received
appreciation. Respecting others is best learnt when it is modelled and learnt as a living
example. Thus, I will model respectful behaviour at all times by being courteous to my
students, providing them opportunities to put their opinions forward. Also, I will not raise
my voice or show displeasure that may exhibit disrespect. Further, I will incorporate role
play situations in which students will be able to differentiate between respectful and
disrespectful behaviour. I will teach them to take turns and give fellow students
opportunity to speak. For this, I will keep a box containing names of all students and they
will draw out the cards containing their names and the student whose name appears on the
card will get the chance to speak. This will make them habitual of speaking in turns.
Further, I will encourage them to look at the audience and maintain eye contact while
speaking or listening. Looking in different direction while someone is addressing is
disrespectful. Using polite responses such as please, thankyou, sorry, excuse me; will be
emphasised upon. A chart displaying these golden words will be displayed on the
softboard. I will also ask the students to write encouraging quotes on the softboard on a
daily basis. Also, I will develop a behaviour sheet in which I will ask students to reflect
upon the respect they displayed towards teachers and peers. For example, did I treat my
peers with respect when they conversed with me (rate yourself on a scale of 1 to 5). Top
two students will be awarded a certificate of appreciation for the week for following the
classroom rules sincerely. A classroom culture where respectful behaviour is praised by the
teacher and demonstrated by the students, is the ethnicity I aim to develop.
 Fostering Social and Emotional development of students by including a variety of in and
outside classroom activities, should be an intrinsic objective of every teacher.  Along with
academic development, students also need to have a greater understanding of how to
regulate and manage their emotions especially in difficult times. Further, an understanding
of empathy and respect for others is important. It is essential to endow them with SEL
competencies, which include Self-awareness, social awareness, responsible decision
making, self-management and relationship skills. Enhanced social, emotional and
behavioural attributes equip students to maintain positive relationships especially with their
teachers and peers; thus enabling a conducive classroom environment.  
 
As a teacher, I will include cooperative learning and project-based learning and integrate
SEL with my subject Math by engaging students in collaborative project work and increase
the scope and expanse of project to wider community. To promote mindfulness, I shall
encourage students to identify their own emotions by asking them to note twice a day as to
how they are feeling. Further, self-reflection sheets based on why they are in a particular
mood can be filled by the students. They can further be divided into small groups to
discuss and come up with solutions to improve the way they are feeling.
Thus, to help the students cope with daily challenges, resolve their conflicts, improve their
ability to take correct decisions and ensure their wellbeing; it is imperative to integrate
imparting of these skills in the curriculum.  Family too has an integral role to play in this
regard. Research shows that the involvement of parents is the major factor instrumental in
students’ success (Cohen, 2006). The learning about relationships and values begins at
home (Cohen, 2006). Thus, parental involvement is essential for student wellbeing and
development. I wish to incorporate the aforementioned to ensure effective classroom
management. 

Mental health awareness in schools has become extremely important both in Australia and
internationally and there exists a need to take initiatives in order to promote positive mental
health (Graham, Phelps, Maddison & Fitzgerald, 2011). It helps promote overall
development of the students and it takes into account the wellbeing of school staff and
students. Teachers play a vital role in a student’s life. Since students tend to undergo a lot
of mental health issues, it is imperative for teachers to understand and detect the issues at
an early stage. As a teacher I would like to apply GRIP method to help any student
undergoing mental health issue. In order to implement the same, I will gather necessary
information and look for early signs or risk factors to be able to take decisions regarding
further interventions. I will then actively listen to the issue and be empathetic. I will
approach the student in a calm manner. I will ensure open discussions with students on
mental health and create a safe space where students feel comfortable to share sensitive
information. If the matter is serious and beyond my capacity, I will seek support from the
school counsellor and will be cognizant of the fact that I do not over step and allow the
expert to act as per the defined protocol. I will review the student progress on a regular
basis to provide external support.
As a teacher, I will have an authoritative approach, exhibiting sensitivity towards students’
needs. Further, developing resilience among students and equipping them to cope up with
the difficulties they face, is extremely essential.

Ready to roll …
Now, read it to yourself, and start editing to a maximum of 1000 words, it’s time to prepare
your final submission. Look at the Unit Learning Guide rubric and instructions and now write
your own personal reflection and philosophy You have to reflect on what you have learnt and
what you are still to learn. This reflection is an opportunity to provide your own behaviour
management philosophy/model.

Your personal model can be based on your personal experience and any of the theories and
research explored in PPLE or other Units which form part of your course. You need to
appropriately identify and credit these theories which influenced your thinking in relation to
the development of your personal approach within your text. You must provide at the end
(not counted to word limit) an ‘acknowledgement’ section where you may list the
theories/policies/ people that may have influence your model to date.

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?

NOW WRITE YOUR FINAL DRAFT OF YOUR PERSONAL PHILOSOPHY (1000

words Max) IN THE SPACE PROVIDED AT THE START OF THIS DOCUMENT!