S00154342

EDAC314 Philosophy of teaching and Behaviour management plan

Jessica Steele

Assessment Task 3 Philosophy of Teaching and Behaviour Management Plan

Part 1
My role as a teacher is to teach. It is my job, my duty and my personal responsibility to do
so. However, my teaching extends beyond the academic sense. It is my role to guide
students, teach them social lessons, teach them appropriate etiquette, teach them how best
to deal with themselves and their emotions, and most importantly teach them how to be
the best person they can be. Therefore, in order to successfully complete my job, I need to
provide the optimal environment for all my students to learn in and manage them in the
most appropriate and considerate way depending on their needs. I will do everything in my
power to help them be successful in all areas of their life. Whether this means going beyond

Comment [O1]: This highlights my

emphasis placed on maintaining a suitable
learning area that allows all students to
engage fully.

school time to assist students with their work or creating multiple representations of the
same task in order for everyone to positively and actively engage with it, I will do so.
Listening when they need a listener and giving them space when they need time to breathe
will be uncompromisable. Therefore, just like I intend on treating their job, to learn, with
the utmost respect it deserves, they too need to respect mine.
My classroom, and hence students learning, will be structured around a sense of choice yet
Comment [O2]: My approach to
managing classroom activities, student
participation and behaviour.

underlying order. I will have guidelines that students must follow in order to keep the
balance within my class. Yet, these guidelines are based more on maintaining common
ground and mutual respect. The biggest one; students can either choose to be a member of
my classroom or not. My students will have freedom to express themselves through their
learning. Students will often be given choice in how they wish to demonstrate their learning
in both the most productive and meaningful way and they will be given opportunities to

Comment [O3]: A way of mine that will

support student participation, as they will
be comfortable enough to express
themselves in the way they want to.

engage in tasks collaboratively or individually depending on their wishes. Most importantly

students will be given chances to have time out if they dont feel emotionally capable, due
to personal reasons, to complete the assigned work. I understand that students actions are
caused by whats happening around them. I understand that every student at some point
wont be mentally well enough to participate in the energetic, united classroom I intend on
having. Yet, I will not allow this behaviour to distract and prevent my other students from
completing their work! I refuse to tolerate disrespectful behaviour and I wont let it occur in
my classroom, as students may be inflicting more pain on their fellow peers than necessary.
This is why I feel the need to create boundaries.
1

Comment [O4]: This demonstrates the

kind of behaviour I will be eliminating form
the classroom in order to maintain the
optimal learning space.

S00154342

EDAC314 Philosophy of teaching and Behaviour management plan

Jessica Steele

By having both freedom and order I am trying to mimic what students will face throughout
their lifetime. In some situations they will have to follow strict rules, yet how they conduct
themselves is up to them. Taking initiative of their own behaviours and realizing that every
action, positive or negative, has a consequence is imperative to learn within my class.

Part 2
The cognitive-behaviourism theory influences my personal philosophy the most. Cognitive
behaviourism theory, also known as social learning theory, bases its approaches off of the
idea that responses are caused by intertwined ongoing interactions between an individuals
feelings, thoughts and behaviours (Lindsey, 2009). I chose this approach for the reason, that
it promotes not only behavioural change within the individual but emotional change as

Comment [O5]: This demonstrates my

knowledge on behaviour management
theories and thus approaches.

teachers aim to change their students thought process (Seiler, 2008). While it not only
encourages academic success, it encourages life success in the way of developing life
qualities such as the need to possess respect, resilience and self-efficacy, which is a
fundamental concept within my own philosophy (Bear, 2010).
While emotions dont excuse difficult behaviour by a child, they do help to explain it (Gray,
2002). Therefore, this theory focuses on teaching students self-discipline as teachers focus
on correcting misbehaviour with behaviour that allows students to manage themselves.
Possessing self-discipline means students can regulate their own behaviour with minimal
adult monitoring and use of external reward systems (Bear, 2010). The most effective and
appropriate intervention focus is on changing the thinking, as opposed to primarily
addressing the behaviour it generates [as] dysfunctional thinking contributes to
Comment [O6]: An example of a
practicial approach to managing
challenging behaviour.

dysfunctional behaviour (Gray, 2002). By correcting poor behaviour in a motivating way it

encourages students to retain the positive behaviour and thus teaches them the
independence they will need to succeed throughout their life time (Aliakbari, Bozorgmanesh
&Gritter, 2015).
This theory is the second major theory down from the assertive discipline approach
according to Porter (2007), which allows an element of control by the teacher within the
classroom. This is beneficial as less forceful discipline is necessary to gain childrens
2

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EDAC314 Philosophy of teaching and Behaviour management plan

Jessica Steele

obedience (Towe-goodman & Teti, 2008). While teachers enacting this theory understand
that students behaviour, as it is a reflection of current feelings, can be normal, they will
not tolerate actions that may come across as harmful to other students or that will interfere
with learning (Bear, 2010). This is why I have chosen to set up guidelines, as I still believe
boundaries are an effective and necessary way of teaching children. I still have a job to do
and with the help of this sense of structure I will be able to complete it.
Yet, this theory allows a place for freedom within the classroom. The three principles of a
Comment [O7]: How I want to support
student participation

cognitive approach to teaching is encouraging participation, allowing independence and

informing why (Greenspan, 2012). Foster states that behaviour problems can be prevented
by providing children with the chance to have a portion of control over their environment,
especially within academic situations in which they can make choices for themselves

Comment [O8]: An example of a

strategy used to support student
participation.

(Foster, 2002). The more voice and choice students have, the more co-operative and
responsible theyll act and feel (Kohn, 2006). This allows the principles of independence
and participation to be performed. Teachers have a unique opportunity to become a
positive role model (Arnold, 1982). All three of these principles are therefore included
within my philosophy. Students have choice in how they wish to present theyre work,

Comment [O9]: Demonstrates how I

will organise classroom activities.

engage with it and work through it, while ultimately, since the choice isnt theirs to begin
with, students can choose whether they wish to participate within my classroom or not. This
not only provides students with a sense of independence but acts as a way of diffusing
possible future altercations between myself and the student or their peers.
While there are many reasons why I believe managing against the cognitive-behaviourism
theory is a great idea, there are certain aspects of the theory that dont align with my own
style. One especially, is the idea that it is in the students best interest to satisfy my
expectations about their behaviour (Sargeant, 2015). A large emphasis throughout the
theory and my own is placed on this idea of independence and self- discipline. Selfdiscipline includes compliance with rules and authority but doing this through a gain of
respect for the rules and a willingness to obey them (Bear, 2010). If students are doing this
behaviour to satisfy me, I have failed at teaching them these things. Independence is on
your own, not for my benefit. I want all my students to learn how to act for themselves, not
for me.

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EDAC314 Philosophy of teaching and Behaviour management plan

Jessica Steele

Differing from Assertive discipline, Cognitive- Behaviourism is involved in the process of

conditioning positive behaviours, rather than controlling automatic ones. As stated, it is
more about students thinking for themselves and students being in charge of their actions.
While it is a teachers role to lead, motivate, guide, encourage and support students
throughout their learning process rather than dictating it as seen in an authoritarian
approach (Sargeant, 2015). On the other end of the spectrum, while it exhibits qualities of
humanism, humanism doesnt place the emphasis on external influences impact on
behaviour like cognitive behaviourism does (Sargeant, 2015). They also dont believe in
setting boundaries like Cognitive-Behaviourism as they believe that that from of discipline
comes across as ineffective and destructive (Sargeant, 2015). While all of these theories
demonstrate qualities that can be highly effective in regards to classroom management, I
believe that by having a mixture of each you can cater for the diversity within every class,
make easy adjustment if it calls for it and you are not only fulfilling your role as an educator
but also as a teacher on life.

Part 3
Expectations will be constantly reinforced throughout the classroom. Daily, as part of the
morning routine, students will be made aware or reminded of what is acceptable behaviour
throughout our classroom and what is not. Things such as respectable conversations,
appropriate noise level, students taking initiative towards their work and enacting the
principles of self-discipline in regards to their behaviour choices are some examples. A
Comment [O10]: This provides an
example as to how I will maintain the safe
learning environment through the use of a
strategy that combines, student
participation, management of classroom
activities and environment and managing
challenging behaviour. This ultimately will
maintain student safety.

learning space where students feel physically and emotionally safe is a must. Therefore,
following that, students will be given the option as to whether they wish to be an active
member of this classroom or not. My guidelines are simple and the consequences of how
students act against them are simple too. Are they being responsible towards their own
work? Are they contributing towards maintaining a workable, steady and optimal learning
environment? Are they being respectable? These questions allow for critical reflection by
the student on their behaviour and leaves the first part of the discipline up to them and
their decision.

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EDAC314 Philosophy of teaching and Behaviour management plan

Jessica Steele

If they continue to make poor behaviour choices I will intervene. Examples of strategies that
will be used to prevent inappropriate behaviour are listed below:

Non-verbal messages or signals interference (Sargeant 2015).

Note on their desk (Sargeant 2015).

Offering assistance (Sargeant 2015).

Adjacent peer reinforcement (Sargeant 2015).

Comment [O11]: Practical strategies

used to manage challenging behaviour.

While these strategies are minimally confronting to the student they also offer the student
an opportunity to self-regulate their own behaviour again. They give students a chance to
make judgements and decisions on how they should be behaving after having been
reminded that the behaviour they are choosing to demonstrate at the current time isnt
appropriate. In conjunction with these, students will be reminded that they can either be
part of this class, and everything that is therefore involved with that, or not. Ultimately, if
the behaviour is disruptive to the environment or unsafe for other students then the
executive decision will be made to remove that child from the class, reminding them when
being done so, that they arent aligning with what is required to being a member of this
class and thus cant be. A lot of my strategies evolve around positive programming, such as
learning the right manners, code of conduct, social skills and respect with consequences of
these actions coming from the area of focused support (Sargeant 2015).
Monitoring students progress will be a collaboration of anecdotal notes and marking
Comment [O12]: How classroom
activities will be managed.

against a checklist whether they have meet the curriculum standards or not. The reason a
checklist will be used rather than an actual assignment is because I want students to have
freedom when it comes to demonstrating their knowledge. Some students write better,
some present better while others are better at being creative and artistic towards their
work. Therefore, when it comes to assessment tasks students will be able to choose how
they wish to demonstrate their knowledge to me. This gives students an opportunity to fully
display what they have been able to learn to the best of their ability and relieves possible
feelings of stress which can cause students to act out. It also gives them the sense of choice
and control I want them to feel within the class and the chance to show their self-discipline
skills. In saying this however, students will have to practice and engage with all methods of
presenting work in order to gain the skills necessary to producing them. For example there

S00154342

EDAC314 Philosophy of teaching and Behaviour management plan

Jessica Steele

will be times when students will have to publicly present and times when students will need
to write an essay. This is so my personal strategies dont interfere with whatever my school
management policy may be. It is just that these skills, or lack of, wont affect their grade.
In the unlikely, yet extreme case of a crisis plan needing to be enacted reactive strategies
which aim to gain rapid control will be used (Sargeant 2015). The plan is as follows;
Comment [O13]: This highlights a plan
which has been created in order to
maintain student safety.

(Sargeant 2015)

Call out the students name whose

being disruptive and make eye contact
with them.

Ask them to go get a drink.

If the student doesnt respond, yell

'Basketball courts!' which is a code
for the other students that
something is going to happen that
can put them in danger so they need
to get out as fast as they can and go
to an outside area, far from the
possible danger.

My method of self-evaluation is simple. I will know if my desired outcomes have been

reached if students, when asked, can say whole heartedly that they are enjoying school and

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EDAC314 Philosophy of teaching and Behaviour management plan

Jessica Steele

they are learning about something. Something shouldnt be replaced with other words such
as geography, times tables or when to use exclamation marks; something covers everything.
It doesnt instigate the need to reply with an academic learning objective, while it doesnt
discriminate towards providing an answer about themselves as a human being. I dont
believe self-evaluations should be based upon marks students receive as some students will
get good marks and others wont. Just like some students will go on to work in an academic
field while others will move into a field that requires immense social skills and speaking
capabilities in order to succeed. School is an environment to learn in, and learn my students
will.

Part 4
Comment [O14]: My overall approach
to creating and maintain a supportive and
safe learning environment.

See last page.

S00154342

EDAC314 Philosophy of teaching and Behaviour management plan

Jessica Steele

Reference List:
Aliakbari, M., Bozorgmanesh, B., & Gritter, K. (2015). Assertive classroom management
strategies and students performance: The case of EFL classroom. Cogent
Education, 2(1), 1012899. doi:10.1080/2331186x.2015.1012899
Arnold, V. (1982). Effective Approaches to Classroom Discipline. The Journal Of Business
Education, 57(7). doi:10.1080/00219444.1982.10534074
Bear, G. (2010). School discipline and self-discipline. New York: Guilford Press.
Foster, S. (2002). Preventing behaviour problems. [Brussels]: International Academy of
Education.
Gray, P. (2002). Working with emotions. London: Routledge/Falmer.
Greenspan, S. (2012). Elements of discipline. Temple University Press.
Kohn, A. (2006). Beyond discipline. Alexandria, Va.: Association for Supervision and
Curriculum Development.
Lindsay, T. (2009). Social work intervention. Exeter [England]: Learning Matters.
Sargeant, Jonathon. 2015. 'Approaches Management Planning'. Presentation, Australian
Catholic University - Melbourne Campus.
Sargeant, J. (2015). Defining Behaviour Disorders & Behaviour Theories. Presentation,
Australian Catholic University - Melbourne Campus.
Seiler, L. (2008). Cool connections with cognitive behavioural therapy. London: Jessica
Kingsley Publishers.
Towe-Goodman, N., & Teti, D. (2008). Power assertive discipline, maternal emotional
involvement, and child adjustment. Journal Of Family Psychology, 22(4), 648-651.
doi:10.1037/a0012661

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NO
We need to
find a different
setting for you
to be in.

NO

We need to
find a different
setting for you
to be in.

Do I want to be
a part of this
class?

NO
Am I going to
change my
behaviour?

NO

Welcome to
our
classroom!

EDAC314 Philosophy of teaching and Behaviour management plan

Jessica Steele

YES

Am I being
safe?

NO

YES

Am I helping to
make this place
the best learning
space possible?

Am I going to
change my
behaviour?

NO
We need to
find a different
setting for you
to be in.

NO

YES

Am I being
responsible
towards my
work?

YES

Am I going to
change my
behaviour?

Am I learning
something new?

NO
We need to
find a different
setting for you
to be in.

What can
WE do to
change this?

YES

YES! Keep
up the
good
9
work!