Assessment Task 4 Behavioural Management Report

Assessment Task 4 Behavioural Management Report

Elena Palmitessa 11763061

_______________

EPT447 - Professional Experience: Positive Primary Classroom Environments

Subject Coordinator: Ms Bethany Carter

Due Date: 15.07.2023

Charles Sturt University: Bachelor of Educational Studies

Session 202330

Report: 40% = 1500 words (+10% allowed)

1500:4 = 350

350:5= 70

Section 1: Critically discuss how the following components of effective teaching; curriculum design, engagement, participation, and inclusion, are key to effective classroom management (8 marks)

Effective classroom management is multifaceted and involves a deliberate and comprehensive philosophical, ethical, and theoretical framework for guiding conduct within the classroom. It extends beyond mere strategies and techniques (McDonald, 2019).

To be an effective teacher is important to take into consideration the knowledge of the students as stated in the AITSL Standards that highlight that effective teachers know what to teach and who they teach. Edgeberg et al. (2016, p. 11) highlight that the Standards view is that effective teachers are not only masters of their content, but they also focus on the students learning and development as healthy young people.

From this perspective, classroom management is more what a teacher does to the students to achieve compliance and less to do with positive learning environments built on positive student-teacher relationships (McDonald, 2019). Given the strong relationship between academic failure and misbehaviour (Hinshaw, 2016), continuous monitoring of the appropriate match between instruction/curriculum and students' skill levels is a key method for maintaining an optimal learning environment (McDonald, 2019).

Teachers face the demanding task of meeting the diverse needs of a vast curriculum within the constraints of limited class time, which inevitably impacts classroom management. Balancing the imperative to cover all the content while maintaining an engaging and conducive learning environment requires thoughtful decision-making and consideration of the engagement of the students. Newman et al. (1992) see engagement in academic work as the students psychological investment and effort directed towards work. Reeves model (2004), engagement is expressed in a student showing attention, effort and persistence and meaningfully as a product of students attention, effort, emotions, cognitive investment and participation, and teacher actions that encourage participation and the development of competence (McDonald, 2019).

For students to feel engaged and participate, they must feel included with a curriculum is therefore approachable and also modified if necessary. Engagement at school has been established as a meaningful predictor of future engagement in society (OECD 2010), as positive social interactions at school have a direct influence on the social participation of students once they enter adulthood (Graham 2020). While it goes without saying that different students will require different amounts of support to successfully access different parts of the curriculum, the heterogeneity of the inclusive classroom benefits all students, academically (Szumski etal. 2017).

Focus on EACH of the following and how EACH contributes to effective classroom management (please write this as a full paragraph):

Curriculum design (be critical make judgements as to what works best and why; use at least 2 different references)

Engagement (be critical make judgements as to what works best and why; use at least 2 different references)

Participation (be critical make judgements as to what works best and why; use at least 2 different references)

Inclusion (be critical make judgements as to what works best and why; use at least 2 different references)

Section 2: Using a variety of literature, provide an analysis of 2 proactive and 2 reactive theoretical approaches to classroom management and an example situation of when and why you would adopt each one, using your experiences on placement. Describe the theoretical underpinnings which inform your placement schools policy on classroom management and evaluate its approach to proactive as well as reactive models of classroom management in that setting. (8 marks) 300

Proactive theories

Theory 1- Democratic Teaching or Guided Style:

The term guiding is used by Gartrell (1998). The process is internal and is in sympathy with a needs-based or resilient-based intervention that builds on the student's capacity to self-manage and grow in autonomy. This is what Kohn calls autonomous ethics rather than internalised compliance (1996). Teachers foster student self-discipline within a democratic classroom environment, where collaborative decision-making between students and teachers determines the class dynamics (McDonald, 2019). This approach cultivates a sense of ownership and shared responsibility as students exhibit purposeful behaviour driven by their goals and a desire for a sense of belonging. Dreikurs (n.d.) considered students' behaviour to be motivated by their desire to belong and be recognised. Dreikurs propose that encouragement focuses on process and effort (Spooner-Lane, 2013).

Theory 2 Choice Theory and Quality School William Glasser (1998)

High-quality instructional practices are employed by teachers that actively behave around students in a way that promotes a culture of responsible behaviour, positive, respectful, courteous, and genuine behaviour (Glasser, 1998). By embodying these qualities, teachers create an environment that promotes a sense of ownership in the learning process (Denti, 2012). Through their positive demeanour, teachers establish a foundation of trust and mutual respect, allowing students to feel valued, heard, and empowered in their educational journey (McDonald, 2019). Lee and Marlene Canter (n.d.), and numerous other theorists and practitioners, explain how teachers that are able to control their feeling are able to deal effectively with student misbehaviour (Denti 2012). To instil student empowerment, they tend to mirror the conduct they observe in their teachers. By displaying these positive qualities in their own behaviour, teachers effectively model the desired traits, inspiring students to adopt and embody them as well.

Reactive theories

Theory 1 Teacher Effectiveness Training (TET)

TET includes a set of skills that the teacher can use to increase their listening capacity and their ability to defuse situations through empathic understanding and the use of I message that are intended to help students understand how their behaviour affects others in the room (McDonald, 2019). Gordons concept of problem ownership was incorporated into research on how teachers perceive and cope with difficult behaviour (Brophy, 1996; Brophy & McCaslin, 1992). Two studies used I statements with disruptive students and found that the behaviour was influenced positively (Carducci, 1976; Peterson, Loveless, Knapp, Loveless, Basta & Anderson, 1979).

developed by Gordon (1974)

Theory 2 Provide an overview of the theory, its effectiveness (analyse) and give an example of when you used it on placement, using at least 3 different references to support your ideas.

Discipline with Dignity is a philosophy of classroom management. It provides a framework for teachers and schools to approach student behaviour. In Discipline with Dignity, the authors set out their fundamental beliefs, and in subsequent writings they have continued to outline them. As stated in Discipline with Dignity for Challenging Youth (1999), classroom management needs to be dignified, respectful and responsive to student needs.

Theoretical underpinnings

Give a description of the schools management policy (e.g., PBL). Have a look at the theories above, and determine which best proactive and reactive models are suited to your schools policy. Discuss how these 2 theories relate to the schools policy, and decide on the policys effectiveness (was the policy effective, to what extent, why, etc.).

Fort Street Public School (FSPS)

The FSPS has implemented a behavioural principle for all the students known as the "FAB FIVE WAY." This framework comprises five core principles that guide student conduct (Appendix A):

1)Im respectful 2) I show care 3)I am responsible

I demonstrate excellence 5)I show integrity

To incentivise and recognis positive behaviour, students are provided with a "FAB FIVE Card" (Appendix B) whenever they exemplify any of these principles in their behaviour.

Furthermore, students are encouraged to collect these cards, and upon accumulating five cards, they are presented with a certificate during the weekly assembly. This achievement is acknowledged in front of their classmates, fostering a sense of pride and accomplishment. Additionally, the accumulation of five certificates enables students to receive a pennant, symbolizing their commitment to the FAB FIVE WAY.

Throughout the school day, students receive positive reinforcement through a whiteboard system (Appendix C). Teachers award ticks on the whiteboard as a visual indication when students follow instructions or exhibit exceptional persistence in their learning. Based on the number of ticks, teachers may choose to recognise students with rewards (such as small gifts, stickers, or Dojo Icons).

In cases where students do not follow to instructions or disrupt the lesson, they may receive a cross as a consequence. If a student receives three crosses, they are required to dedicate part of their recess or lunch break to complete missed work under the supervision of a teacher. Additionally, in some instances, a teacher may temporarily assign a student to join another class program to address behavioural concerns.

This comprehensive behavioural strategy fosters a positive and respectful school environment, encouraging students to embrace the FAB FIVE WAY principles in their daily actions and interactions.

At FSPS, students are organized into streaming classrooms based on their academic performance and other considerations. One of these classrooms is Magenta, where I completed my placement. Magenta class primarily consists of students who have shown lower academic achievement and may also have exhibited behavioral issues, requiring potential assessment and support from the school counsellor.

The whole school approach requires a shared vision, goal and commitment to change from the management, staff and students of a school (Doig 2000; Prochnow 1998).

Effective classroom management is predominantly proactive, with a focus on preventing problem behaviour by intentional use of strategies such as explicitly teaching behavioural expectations and acknowledging appropriate behaviour (Oliver, Wehby, & Reschly, 2011)

Section 3: In reflection of the legal and practical requirements that ensure student and teacher safety in the classroom, comment on how you worked with your supervising teacher to develop and implement practical approaches to behaviour management. Include an example of managing a student with challenging behaviour or an example of bullying (examples could be class based or school based). 8 marks

Mention specific legal and practical requirements (e.g., those in the Code of Conduct, etc.) refer to at least 4. Mention how these legal and practical requirements underpinned the way you and your ST worked TOGETHER (discussions, co-teaching, etc.) to BOTH develop and implement strategies.

The example of managing a single student should include a description of what happened and your response (as a preservice teacher) in how YOU managed the student.

Section 4: Create an action plan of professional development you could undertake to further develop a specific area of your teaching that needs improvement.

Include, in the form of 4 varied and specific sources, a list of sources that you may access to assist you with this. 4 marks

Its easier to do this as a table (as it is only worth 4 marks). The source types need to be varied. The sources need to be specific so use the reference for the source.

Source Type (PL, Course, Textbook, etc.) Reference for source

VIDEO

Classroom Management.Place of publication not identified : Teachers TV/UK Department of Education,2006

Personal Development course :

Introduction to Positive Behaviour for Learning (PBL) NSW Education Dept. MyPL Literature review:

Classroom management: Creating and maintaining positive learning environments

Ockenden L 2014. Positive learning environments for Indigenous children and young people. Resource sheet no. 33. Produced by the Closing the Gap Clearinghouse. Canberra: Australian Institute of Health and Welfare & Melbourne: Australian Institute of Family Studies.

Section 5: Reflecting on your own professional experience, comment on how theory informs practice to create a positive classroom environment. (8 marks)

You need to refer to actual behavioural theories in this section and comment on how you applied these in the classroom to create a positive learning environment. Focus on different aspects that result in different components of positive learning environments (you may need to do a bit of research into positive learning environments).

Comment on the effectiveness (how well did you apply these, what is needed now, what were the barriers, etc.). Use at least 6 different references.

During my professional experience,

Make sure you check your referencing, fix any grammatical etc. errors, and write formally (4 marks)

Appendix

Appendix A:

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-27940027686000Appendix B:

27686026680400

1269498-7416200Appendix C:

12756707364500Appendix D

-8482435000300Appendix E

-35242557086500

Brook Lapping Productions (Producer), & . (2006). Classroom Management. [Video/DVD] Teachers TV/UK Department of Education. https://video.alexanderstreet.com/watch/classroom-managementCentre for Education Statistics and Evaluation (2020), Classroom management - creating and maintaining positive learning environments, NSW Department of Education, cese.nsw.gov.au

References

Australian Institute for Teaching and School Leadership (AITSL). (2017). Australian Professional Standards for Teachers. Australian Institute for Teaching and School Leadership. https://www.aitsl.edu.au/standards

Borich, G. D. (2017). Effective teaching methods : research-based practice. Prentice Hall.

Boyle, C., & Anderson, J. (2020). The Justification for Inclusive Education in Australia. Prospects, 49(3), 203217. https://doi.org/10.1007/s11125-020-09494-x

Brook Lapping Productions (Producer), &. (2006). Classroom Management [Video/DVD]. In Teachers TV/UK Department of Education. https://video.alexanderstreet.com/watch/classroom-management

Byrne, M., & Munns, G. (2012). From the big picture to the individual student: The importance of the classroom relationship. In G. Partington, Q. Beresford, & G. Gower (Eds.), Reform and Resistance in Aboriginal Education (pp. 304330). UWA Publishing.

ClassDojo. (2019). Learn all about ClassDojo. ClassDojo. https://www.classdojo.com/en-gb/?redirect=true

Costas Levels of Questioning. (n.d.). https://www.asd5.org/cms/lib4/WA01001311/Centricity/Domain/145/Costas.pdf

Denti, L. (2012). Proactive classroom management, K-8 : a practical guide to empower students and teachers. Corwin.

Hepburn, L., & Beamish, W. (2019). Influences on proactive classroom management: Views of teachers in government secondary schools, Queensland. Improving Schools, 23(1), 136548021988614. https://doi.org/10.1177/1365480219886148

McDonald, T. (2019). Classroom management: Engaging students in learning (3rd ed.). Oxford University Press.

NSW Government Education. (2023a). Classroom Management Fundamentals. Mypl.education.nsw.gov.au. https://mypl.education.nsw.gov.au/mylearning/catalogue/edetails/9237819d-8116-ee11-87dc-0003ffd026aa

NSW Government Education. (2023b). Introduction to Positive Behaviour for Learning (PBL). Mypl.education.nsw.gov.au. https://mypl.education.nsw.gov.au/mylearning/catalogue/details/3ef24c11-f60f-ee11-ba76-0003ffd07994

Ockenden, L. (2014). Positive learning environments for Indigenous children and young people. In Clearinghouse Closing the gap. Australian Institute of Health and Welfare. https://www.aihw.gov.au/getmedia/107b2cd9-88f7-4e8e-8ab3-33718c966ff9/ctgc-rs33.pdf.aspx?inline=true

Skiba, R., Ormiston, H., Martinez, S., & Cummings, J. (2016). Teaching the Social Curriculum: Classroom Management as Behavioral Instruction. Theory into Practice, 55(2), 120128. https://doi.org/10.1080/00405841.2016.1148990

Spooner-Lane, R. (2013). Planning to manage my teaching in a democratic classroom. In P. Hudson (Ed.), Learning to Teach in the Primary School edited by Peter Hudson (pp. 1939). Cambridge University Press.

Watson, S. (2020, August 27). Asking Better Questions With Blooms Taxonomy. Thoughtco. https://www.thoughtco.com/asking-better-questions-with-blooms-taxonomy-3111327

Zeki, C. P. (2009). The importance of non-verbal communication in classroom management. Procedia - Social and Behavioral Sciences, 1(1), 14431449. https://doi.org/10.1016/j.sbspro.2009.01.254

EPT447: AT4 Behavioural Management Report

I have used the task description and the Marking Rubric to create a scaffold for this assignment.

You can structure the report under the task description headings:

Critically discuss how the following components of effective teaching; curriculum design, engagement, participation, and inclusion, are key to effective classroom management

Focus on EACH of the following and how EACH contributes to effective classroom management (please write this as a full paragraph):

Curriculum design (be critical make judgements as to what works best and why; use at least 2 different references)

Engagement (be critical make judgements as to what works best and why; use at least 2 different references)

Participation (be critical make judgements as to what works best and why; use at least 2 different references)

Inclusion (be critical make judgements as to what works best and why; use at least 2 different references)

Using a variety of literature, provide an analysis of 2 proactive and 2 reactive theoretical approaches to classroom management and an example situation when and why you would adopt each one, using your experiences on placement. Describe the theoretical underpinnings which inform your placement schools policy on classroom management and evaluate its approach to proactive as well as reactive models of classroom management in that setting.

The theories of behavioural management are those in the textbook (Canters Assertive Discipline; Glassers Choice Theory etc.)

Proactive theories

Theory 1 Provide an overview of the theory, its effectiveness (analyse) and give an example of when you used it on placement, using at least 3 different references to support your ideas.

Theory 2 Provide an overview of the theory, its effectiveness (analyse) and give an example of when you used it on placement, using at least 3 different references to support your ideas.

Reactive theories

Theory 1 Provide an overview of the theory, its effectiveness (analyse) and give an example of when you used it on placement, using at least 3 different references to support your ideas.

Theory 2 Provide an overview of the theory, its effectiveness (analyse) and give an example of when you used it on placement, using at least 3 different references to support your ideas.

Theoretical underpinnings

Give a description of the schools management policy (e.g., PBL). Have a look at the theories above, and determine which best proactive and reactive models are suited to your schools policy. Discuss how these 2 theories relate to the schools policy, and decide on the policys effectiveness (was the policy effective, to what extent, why, etc.).

In reflection of the legal and practical requirements that ensure student and teacher safety in the classroom, comment on how you worked with your supervising teacher to develop and implement practical approaches to behaviour management. Include an example of managing a student with challenging behaviour or an example of bullying (examples could be class based or school based).

Mention specific legal and practical requirements (e.g., those in the Code of Conduct, etc.) refer to at least 4. Mention how these legal and practical requirements underpinned the way you and your ST worked TOGETHER (discussions, co-teaching, etc.) to BOTH develop and implement strategies.

The example of managing a single student should include a description of what happened and your response (as a preservice teacher) in how YOU managed the student.

Create an action plan of professional development you could undertake to further develop a specific area of your teaching that needs improvement. Include, in the form of 4 varied and specific sources, a list of sources that you may access to assist you with this.

Its easier to do this as a table (as it is only worth 4 marks). The source types need to be varied. The sources need to be specific so use the reference for the source

Source Type (PL, Course, Textbook, etc.) Reference for source

Reflecting on your own professional experience, comment on how theory informs practice to create a positive classroom environment.

You need to refer to actual behavioural theories in this section and comment on how you applied these in the classroom to create a positive learning environment. Focus on different aspects that result in different components of positive learning environments (you may need to do a bit of research into positive learning environments). Comment on the effectiveness (how well did you apply these, what is needed now, what were the barriers, etc.). Use at least 6 different references.

Make sure you check your referencing, fix any grammatical etc. errors, and write formally