Order 1130463: Behaviour Management Plan: Teaching

Report justifying the need for a Behaviour Management Plan (BMP)

As Team Leader (Teaching) of a specific cohort in primary (Years 4 - 6) or secondary (Years 7 - 9) the situation has arisen for the need to evaluate and develop a Behaviour Management Plan (BMP), synthesising two to three key theories of classroom management and linking to specific strategies for managing challenging behaviours.

Weighting:                                        50%

Length and/or format:                      2,750 words 

Purpose:                                          

The purpose of this assessment task is to build on assessment task 1 and develop students understanding of inclusive approaches to behaviour management. Students are to discuss and critically evaluate behaviour management policies within their local school context.  This task will give pre-service teachers opportunities to develop knowledge, skills and understandings that will assist them to manage their classrooms in positive and successful ways. 

PRODUCT:

Each student is required to submit a  report investigating and evaluating inclusive behaviour management policies  of 2,750 words.

PROCEDURE:

In justifying the need for a behaviour management plan, you might consider:

· Your philosophy and beliefs about learning and teaching including how this has developed throughout your course and the influences on that development. This may include beliefs about how children learn, what influences behaviour, the outcome and intention of interventions, the degree of control, and the role of the teacher, the role of the parent/carer;

· Synthesis of two to three key approaches to classroom behavior management that reflect your philosophy and beliefs;

· Justify the need for a behaviour management plan in your local school context;

· Demonstrate a knowledge and understanding of inclusive approaches to behaviour management;

· Discuss the implications for practice in relation to your local school context and propose a behaviour management plan containing strategies promoting classroom climate, student wellbeing and inclusive pedagogical approaches;

· Identify strategies for working effectively with colleagues, parents/carers, external professionals and community representatives;

· Communicate using clear and concise language of an academic report genre in the field of education allowing for the use of appropriate conventions;

· APA academic referencing style to be used;

· A suggested template is provided on LEO as a helping tool. It is a guide only and is for you to use and adapt as you see fit. It is not prescriptive.

Referencing

This unit requires you to use the American Psychological Association (APA) referencing system.

See the  Academic referencing ’ page from the Office of Student Success for more details.

Helpful information on referencing electronic sources may be found at the official  APA  site.

Link to the library’s  APA Referencing .  Explore the site as necessary.

Classroom Management theory examples

· Bill Rogers: Positive Behavior Leadership 


·

· -  It is a practical and skills based approach to class and school-wide behaviour management. 


· - Emphasis on colleague support

· - Develop and maintain positive behaviours within a rights, responsibility, rules focus 


· 5 basic principles: 


· -  the shared rights and responsibilities of all 
(students and staff) should be expressed as rules; 


· - confrontation and potential embarrassment should be actively minimised; 


· - show confidence in students by offering choices; 


· - model respectful and dignified behaviour; and communicate (quality) standards and expectations positively. 


· - (Lyons, Ford, Arthur-Kelly, 2011) 


·

William Glasser: Choice Theory

· Was originally called ‘control theory’- key ideas is that we can only control our own behaviour 


·  Choice Theory says that we choose all our actions, thoughts and indirectly most of our feelings 


·  It is in contrast to Stimulus/Response theory that says we respond to a stimulus (e.g phone ringing) 


Behaviours are attempts by students to meet their needs

-Survival, belonging, power, freedom, fun

·  Motivation of students comes from within. 


·  A student who does not feel powerful may be disruptive in class to feel a sense of control. 


·  A teacher who recognises this can look for ways for the student to meet this need e.g assign the student a specific role 


·  Teacher as ‘boss’- uses coercion 


·  Teacher as ‘leader’- never use coercion, we follow them because we believe that they have our best interests at heart 


· ‘create a quality school where students’ basic needs can best be met, and respect is central to teacher– student relationships’ 


·  Focus is on facilitating learning and co-operative learning strategies 


·  Building positive student-teacher relationships is central 


· Focus is on internal or intrinsic motivation rather than external 


·  Intrinsic rewards are more effective for creating positive change e.g experiencing success 


·  Extrinsic rewards can be effective at first but once the reward is removed the inappropriate behaviour tends to return E.g. lollies 


·

Behavioral Management Philosophy

Depending on the learning environment, certain teaching strategies need to be adopted in order to achieve a positive learning outcome for all learners with diverse abilities. Direct instruction should be adopted in various stages of the theory based lessons. Direct instruction is the use of straight forward, explicit teaching techniques, usually to teach a specific skill. This teaching method is adopted when information is taught to students in a classroom environment when the teacher is out the front of the class teaching students. This method is highlighted in examples when students are asked to follow teacher instructions and listen to material followed by a classroom discussion demonstrating the student views and understanding of the topic. This strategy enhances student learning because they have maximum opportunity to listen effectively to Key knowledge and ask questions when they need assistance. This classroom organization also maintains student focus because awareness can be monitored by the teacher and classroom distractions are limited.

Effective verbal and nonverbal forms of communication promote an effective learning environment. The classroom organizational strategies and communication strategies differ depending on the lesson layout. Theory based lessons are in a classroom environment that is systematically arranged where direct teaching is suitable and students are allocated into pairs, an effective approach to maintain class focus and management. Verbal communication is important in these classroom settings via discussions where students can engage in activities and discuss their feelings and feedback can be provided. Students are also organized into pairs and groups so they are forced to work together and engage in activities as a team ultimately trying to achieve the same result.

This form of verbal communication is intentionally inviting and promotes positive behaviour by enhancing the student’s opportunity in the learning environment. Practical lessons are organised to allow students to participate in activities in groups so they can engage in physical activities together to enhance their teamwork and social skills.