18/08/2021

Classroom Management – APST 4.3 Managing challenging behaviour

My experiences of teaching in a composite classroom have been challenging to manage

at times. As I balance planning and teaching across two year levels, I am aware of my
need to develop practical approaches for managing a classroom. This is especially the
case in this classroom, where a range of diverse learning needs are competing for my
attention at various times throughout the day.
Having observed some of the more challenging behaviours in the classroom, I have
begun re-examining my personal views about classroom management and how my
response can impact positively or negatively on the students. Relationships are vital to
supporting student engagement in the classroom. From my observations so far, I can
see that some of the more vulnerable students do look to Caley to provide a safe and
caring learning environment. This may mean that some students may not complete as
many learning tasks as others, and that is okay. It is imperative moving forward, that I
shift my thinking about what engaged teaching and learning looks like, and aspire to
create inclusive learning environments that support all students.
After engaging in a collegial discussion with my mentor teacher and teacher aide, I have
compiled a list of strategies to use for managing challenging behaviours in the
classroom. The following table outlines my expectations for students and how I plan to
use the school’s PBL framework and the Essential Skills for Classroom Management
during my placement block.

Strategies Strategies to incorporate Strategies to use throughout the

explicitly into my lessons
Preventive - Plan lessons that are
engaging and meet the needs
of all learners
- Set clear expectations and
give instructions in short - Recognise and acknowledge
steps
Supportive - Provide opportunities for
students to participate
- Listen to students
- Differentiate lessons to
support learner abilities
- Model the school values
(Respect, Responsibility,
Effort and Safety)
day
- Use language of expectation –
SHINE (PBL)
- Reinforcing positive behaviour
(PBL wizards)
effort
- Remind students of
expectations when necessary
- Always greet students by name
in the morning
- Using language of
acknowledgement
- Acknowledging good choices
- Use intentional body language
and non-verbal gestures
(pause mid-sentence, make eye
contact)
- Noticing student needs and
addressing them straight away
 - Speak to individual students

Corrective - Using ‘I’ messages or de- - Use language of correction

escalating language
- Redirecting students to
another task if necessary
- Offer choices and
consequences for behaviour
- ‘I’ messages to reinforce my
expectation that behaviour
needs to change
- Enact consequences if
necessary (Buddy classroom,
Zen Zone)

Restorative Practices – strategies to retain strong relationships with the learners after
corrective strategies have been used

- At the first available opportunity, take the student aside to discuss behaviour
without drawing attention from the rest of the class.
- Explain to them why their behaviour was inappropriate.
- Assist student in identifying a cause behind behaviour using the school wizards,
and how they can make better choices next time/next session.
- Offer support to student if they are struggling and develop strategies with them
that they could use instead, e.g. High 5 Hand, calm corner.