Crescent Lagoon State School – Year 4 - Classroom Management Plan

My Philosophy: I believe a successful classroom environment is fostered through positive interactions which provide
management opportunities for students to engage in quality learning experiences. To achieve this, I believe it is of the utmost
style (links to importance to know my students not only as learners in the classroom but as individuals who are encouraged to achieve
philosophy & their best through effort, practice, and perseverance. As a teacher, I believe it is my role to be active in creating and
learning and maintaining a safe, respectful, and productive classroom where learning is student-centered to promote participation and
discipline the development of communication and collaboration (Jones et al., 2013, p. 22). It is my opinion that this is fostered in
theories) learning environments that are safe, respectful, and disciplined by allowing students to be responsible for their own
behaviour through responsible thinking practices. This recognises the different learning styles and abilities that impact
behaviour and enables students to learn from their mistakes by teaching, modelling, encouraging, and developing
appropriate and positive behaviours in all aspects of the educational environment. This is supported by Young (2014), who
suggests that ‘creating a positive environment produces a powerful ripple effect that continually enhances learning: when
students can see the humor in their mistakes, celebrate their successes, and feel empowered as change agents, they will
actively engage in learning and, consequently, learn more effectively’ (p. 2).

Learning: I believe that children learn academically, socially, and emotionally through a range of teaching pedagogies,
including explicit instruction, cooperative learning opportunities and group-based activities. This is relevant to Vygotsky’s
Theory of Learning (Sanders & Welk, 2005) which acknowledges that social learning is an integral part of cognitive
development and that students are shared drivers towards their knowledge and understanding of learning content and
concepts by incorporating their own perspectives and experiences, as well as those of their peers, thus supporting the
social co-construction of knowledge in the classroom. I will achieve this by developing and maintaining teaching practices
and pedagogies that are engaging, balanced and relevant to students’ interests, learning needs and styles to promote
engagement and motivation for learning. This means that my approach to teaching is all encompassing; it incorporates
teamwork and collaboration between teacher and student, whereby I know my learners and develop mutual respect and
trust throughout the learning process.

Differentiation: I believe it is the role of a teacher to naturally embed strategies of differentiated instruction into everyday
 teaching practices to meet individual needs of students. This relates to the notion that every person learns differently, with
different learning styles and needs, and as such we must differentiate our instruction to reach and provide each student
with meaningful and engaging learning opportunities. Gardner’s theory of multiple intelligences relates to my philosophy
on differentiation, in the belief of knowing our learners in order to effectively differentiate the classroom environment,
including the content, processes, and assessment, in a manner which caters for the learning needs of all students at an
individual and classroom level based on the intelligences of our learners. My approach towards differentiation suggests
that differentiated instruction and Gardner’s theory of multiple intelligences go together. For example, in my role as a
teacher I will plan, teach, and assess students by building on their strengths and identified intelligences while using
differentiated instruction to deliver the same material at a whole class level using a variety of instructional strategies, with
the aim for all students to develop and progress at their appropriate level.

Discipline: I believe that managing behaviours and discipline in the classroom is based on the acknowledgement of the
different learning styles and abilities that impact behaviour. The Win-Win Discipline model by Kagan, Kyle, and Scott (2007)
is an effective theory I believe would promote a positive learning environment which enables students to learn from their
mistakes. This resonates with my teaching approach whereby cooperation is used to establish a safe environment where
students feel connected and misbehaviour is viewed as a starting point towards proactive behaviours, including self-
responsibility and self-management.

My In alignment with the schoolwide positive behaviour expectations as outlined in the Responsible Behaviour Plan, my
expectations of expectations of learners in the classroom include:
learners  Be Safe
 Be a Learner
 Be Respectful
 Be Responsible

More specifically, it is my expectation that learners will be safe by remaining calm and following instructions in all school
settings. Students can be a learner by actively participating in classroom activities through determination and problem
solving and be respectful by being an active listener and from using appropriate and polite language in all interactions. As
a teacher, I will model mutual respect to students by addressing students by name and communicating in a positive and
respectful manner in all interactions. I expect students will respect others and their environment by treating their peers the
 same way they would like to be treated as well as being responsible for their belongings and a high level of self-awareness
in the classroom. Setting and maintaining high expectations for oneself and others is fundamental due to its direct impact
on student motivation, self-esteem, and self-efficacy in the classroom (Saffigna et al., 2011).

Class rules and Classroom Rules (aligned with the School Rules):
consequences  Be safe – Not swinging on chair, following instructions, keep hands and feet to yourself.
 Be respectful – Use polite language, treat others the way you would like to be treated, be an active listener.
 Be responsible – Complete set tasks, keep workspace tidy, be honest, be prepared.
 Be a learner - Listen actively, follow instructions, have a go, be prepared with correct equipment, be a team player,
learn by mistakes

Consequences:
 Be a Learner
Class tasks – Lunchtime support room, Principal referral
Being in the right place (ready and organised) – Student to make up time at lunch

 Be Respectful
Following instructions – Time out (designated area), Principal referral
Accept outcomes for behaviour – Time out (designated area)
Inappropriate language – Rule reminders, time out (designated area), class/activity removal
Minor disruption to class/minor defiance/ minor teasing/ not playing fairly – time out (designated area), made to clean up
area

Step 1: Classroom Management

Respond to low level misbehaviour and classroom disturbance by ignoring inappropriate behaviour where possible, giving
clear directions, reinforcing positive behaviour, and using non-verbal messages to alert or cue the student.

Step 2: Restatement, Rule Reminders

 The teacher adds a combination of the following strategies to address the student’s behaviour: restatement of the rule,
giving a specific direction, giving the student a choice eg to work/play appropriately or move to a different area/activity.

Step 3: Time Away/Time Out

The student is sent to a different part of the current classroom, another classroom, or a different area, to complete
appropriate set work, until the student is willing and able to comply. It is critical to support re-entry in a planned, solution
focused, non-punitive manner. Continual or serious disturbances may result in the student being referred to the
Administration and parents/carers being notified.

Step 4: Teacher and Student Plan of Action

If a student’s behaviour continues to infringe upon the rights of others in the classroom and/or playground, a plan of
action is developed by the teacher and student. Parents/carers may be contacted at this stage. If additional support is
required to implement the plan, the teacher will make a referral through a Behaviour Report Advice to the Principal or
Deputy Principal, who will then follow up with the Behaviour Teacher through the Student Support Committee.

A minor consequence logically connected to the problem behaviour, such as complete removal from an activity or event
for a specified period, partial removal (time away), individual meeting with the student, apology, restitution or detention
for work completion.

A re-direction procedure.
The staff member takes the student aside and: 1. names the behaviour that student is displaying, 2. asks student to name
expected school behaviour, 3. states and explains expected school behaviour if necessary 4. gives positive verbal
acknowledgement for expected school behaviour.

Strategies Strategies to incorporate explicitly into my lessons Strategies to use throughout the day
 Preventive  Classroom behaviour expectations and rules are
(Language of posted, taught, referred to, reviewed, and known by
Expectation) all students.
 Plan lessons that are engaging and relevant.
 Set clear instructions for routines – keep them short
and to the point.
 All students receive high levels of positive
reinforcement and encouraging for demonstrating
expected behaviours.
 Wait and scan using active supervision.
 Students are reminded of the classroom behaviour
expectations and rules regularly.
 Using students name when speaking to them.
 Transitions and routines are taught and managed well.
 Use waiting and scanning to redirect attention and to
generate silence.
 Cueing with parallel acknowledgment to reinforce
appropriate behaviours and foster a positive learning
environment.

Supportive I will ensure students feel:  Prioritise high-quality teacher-student

(Language of  Acknowledged relationships.
Acknowledgement)  Supported  Avoid escalating the problem behaviour – use de-
 Valued escalating language: “Your actions tell me you are
 Respected pretty unhappy or bored with this class. It takes a
 Listened to lot of strength to keep working when you see little
 Included point. Thank you for being so strong and staying on
 Safe task.”
 Encouraged and motivated  Body language encouraging or descriptive
 Body language encouraging where appropriate. encouraging.
 Non-verbal redirection or verbal descriptive  Be sensitive to individual students’ needs and
encouraging where appropriate emotions.
 Make time for individual catch ups with students.
 Foster a safe and inclusive learning environment,
including spaces for group work and quiet zones.

Corrective As a teacher, I will use:  Redirect low-level problem or disruptive

(Language of  Redirecting behaviour by referring to classroom behaviours to the learning using questioning and
Correction) expectations and rules. de-escalating language.
  Body language and encouraging through verbal
and non-verbal cues, proximity, and gesturing.
 Selective attending to give minimal attention to
safe, off-task or inappropriate behaviour.
 Waiting and scanning to redirect student
attention and focus through pausing and looking
at students.
 Cueing with parallel acknowledgement to praise
appropriate behaviours and prompt students to
redirect focus or behaviour more appropriately.
 Acknowledge cooperation by engaging in a
business-like conversation, providing student with
options to improve behaviour and make good
choices with reference to the class rules and
expectations: “Let me help you to be kind/be
respectful…. How might you be able to act kindly/
respectfully?”
 Give student a choice and follow through with
appropriate consequences.
 Highlight appropriate and on task behaviours in
the classroom to prompt other students to reflect
and modify own behaviours (cueing with parallel
acknowledgement): “I can see Johnny has his pen
and paper and is ready to learn, well done Johnny!”

Restorative Practices – strategies to retain strong relationships with the learners after corrective strategies have been used.
Restorative Strategies:
Solution-oriented approach – This approach follows the Positive Discipline Model (Nelsen et al., 2000) whereby restorative practices are
related, respectful, reasonable, and solution-oriented where the student is assisted in developing autonomy and seeing problems as an
opportunity to learn from their mistakes. This approach involves having a one-on-one discussion with the student and asking four key
questions:
1. What has happened?
2. What were you feeling?
3. What were you thinking?
4. What do we need to do now?

Moving forward from these questions, ask the student to restate the appropriate rule, giving the student a specific direction and choice to
regulate their own behaviour (for example, choosing to work or play appropriately in alignment with the classroom/ school rules, or choosing
a different activity or area to work/ play).

Relate problem behaviours to expected school behaviours – Ensure the student understands the relationship between the problem behaviour
to the expected school and classroom behaviours. This involves articulating the relevant expected school and classroom behaviours as
outlined in the school and classroom rules and explaining to the student how their behaviour differs from the expected school behaviour. Use
de-escalating language to communicate this to the student and transparency in terms of predictable consequences that are likely because of
continuing problem behaviour in the school or classroom. Encourage self-regulation of behaviour by identifying support and skill
development which the student can do to rectify problem behaviours or acknowledge situations where problem behaviours are more
prevalent where proactive strategies can be applied to align with the expected school and classroom behaviours.