Natalie Messina S00184853

Behaviour Management Plan

Specifically Constructed for a Secondary Classroom
By Natalie Messina

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Philosophy
My philosophy on teaching, learning and behavioural management has developed
dramatically owing to my engagement with a range of behavioural theories and
policies. As a result, I am increasingly confident that the strategies and practices that I
have established in the following behaviour management plan will continue to assist
me in achieving my ideal classroom.

I firmly believe that learning and behaviour are inextricably connected. In particular, I
acknowledge that teachers must examine learning in both cognitive and behavioural
ways (Wilson, 2003). This means that I am conscious that students can learn through
an internal construction of knowledge; however, I also understand that learning
occurs as a result of students’ external environments (Duchesne & McMaugh, 2016).
When students are provided with a safe and supportive learning environment- one
with established rules, expectations, and positive student-teacher relationships, they
are more likely to engage in their learning, and, therefore, behaviours can be managed
effectively (Arthur-Kelly, Lyons, Butterfield & Gordon, 2007). To verify this, the
NSW Quality Teaching (QT) model (2003) highlights a quality-learning environment
as one of three crucial dimensions for fine teaching practice. Within this, it underlines
six elements required to achieve a quality-learning environment: explicit quality
criteria, engagement, high expectations, social support, students’ self-regulation, and
student direction (NSWDET, 2003). Thus, my behaviour management plan aims to
include pedagogical strategies and practices that prompt student self-efficacy and
responsibility. I envision an inclusive secondary classroom- one that invites
stimulating collaborative and individualised learning, so that my healthy classroom
environment does compliment students’ internal cognitive progression.

I believe that all students are unique; no two students learn or behave in the same
way. I particularly empathise with Howard Gardner’s (1983) theory of multiple
intelligences, which features a range of learning styles such as linguistic, visual-
spatial and logical-mathematical. Given this, I intend to create a well-rounded
classroom atmosphere, where different styles are combined through creative and
critical tasks so that all students’ strengths are maximised. As Lev Vygotsky wrote,
“Good learning is that in which is in advance of development which promotes
development further” (cited in Vialle, Lysaght & Verenikina, 2008, p. 68). I maintain
that in order for students to develop, they must be supported with challenging yet
achievable tasks.

I credit that not only will my classroom environment influence students’ behaviour,
nevertheless, there are numerous potential causes: biophysical, psychological, social,
and cultural, to name a few (Bronfenbrenner, 2005). Albert Bandura’s social
cognitive theory (1997), for example, argues that a student’s success is influenced by
their cognitive self-competence. Hence, if a student has low self-efficacy, classroom
misconduct is more probable. Moreover, Berndt and Keefe (1996) discovered that
peer attitudes and the pursuit of peer approval impacts students’ motivation for

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academic achievement and overall classroom behaviour. Therefore, as part of my

inclusive classroom, I aspire to encourage positive attitudes towards schoolwork and
peers. As an educator, I believe it is critical that I am familiar with strategies that I can
use to determine why a student may be misbehaving, not just to resolve it, but also to
prevent it from occurring in the future.

My behaviour management plan centralises on student-centred learning; I advocate

that in order to learn, students must reflect on their choice of behaviour. This stance
avoids simply presenting a combination of rules and expectations and exercising
punitive methods of punishment to effectively ‘deal’ with misbehaviours. Rather, I
will promote student autonomy and accountability. Using constructive questioning
interventions, I will prompt students to critically reflect on how their misbehaviour is
detrimental to their own and others’ learning, or any other physical, social or
emotional effects. In this instance, I will work collaboratively with the student to
resolve the matter. The outcome I desire to achieve is teaching students how to make
well-informed behavioural decisions, and understand why they are important. My role
as a teacher is to further lead by example.

I explain why
I consider creating a sense of “fear” in students as unethical and ineffective; for this
my approach to
behaviour reason, I do not believe in exercising high control approaches. Instead, I believe that a
management is teacher should take on a more supportive role as opposed to an authoritative role.
practical. After taking this course, I have become progressively aware that ‘rewards’ and
‘punishments’ are not always beneficial measures of management, despite being used
frequently in the traditional classroom (Ortega, 2000). I now acknowledge that
‘discipline’, rather than ‘punishment’, should be used to work with a student in order
to correct their behaviour in the long term.

Behavioural Theorists
Bill Rogers, William Glasser and Barbara Coloroso are three theorists that support my
My extensive
research into philosophy and approach.
various
behavioural Bill Rogers’ Positive Behaviour Leadership (PBL) model directly aligns with my
theorists philosophy to build a constructive and positive learning environment and democratic
reinforces why leadership. In essence, Rogers argues that the classroom should be an environment
my approaches with equal rights and responsibilities for all (Edwards & Watts, 2008). The teacher
to behaviour
should act as an assertive, respectful discipliner by exercising a positive yet firm tone,
management are
practical. and a leader by modelling exemplary behaviour; whereas, students should be
provided with ample choices so that they remain accountable for their actions, and
actively participate in the establishment of rules, expectations and consequences
(Refer to the (Rogers, 2003). These ideas support my plan to develop a safe, considerate and
next page for inclusive environment- one where positive relationships are built through mutual
more). respect. Rogers’ methods ensure that students ‘have a say’ in how they behave, know
what is expected of them, and can see how they can effectively learn from negative
behaviours.

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William Glasser’s Choice Theory supports my philosophy on individual learning and

behaviour. The Choice Theory proposes that all of our behaviours are chosen based
on an internal motivation to fulfil five basic needs: survival, love, belonging and
connectedness, empowerment, freedom and fun (Glasser, 1998). For this reason,
Glasser (1998) condemns external rewards and punishments, and prefers to focus on
internal control through encouragement, listening, acceptance, trust and negotiating
misbehaviours. In my philosophy, I outlined the need for teachers to recognise
students’ unique style of learning and varied causes of behaviour, and a teacher’s
obligation to cater for this diversity. Inevitably, Glasser’s ideas assure that the
strengths and weaknesses of individual students are considered to create a needs-
satisfying classroom.

Barbara Coloroso’s Inner Discipline Theory compliments my views on punishment

and student self-regulation. Primarily, Coloroso separates ‘punishment’ as “something
you do to a child”, and ‘discipline’ as “something you do with a child” (as cited in
Filas, 2015, p. 2). She introduces four principles of good discipline: “show kids what
they have done wrong, give them ownership of the problem, give them options for
solving the problem, and leave their dignity intact” (as cited in Brown, 1994, p. 5). In
particular, her “restitution, resolution, and reconciliation” strategy will be
implemented in my plan to prompt student autonomy as a substitute for punitive
measures (Coloroso, as cited in Filas, 2015, p. 6). Students in my plan are encouraged
to account for their own actions (restitution), work collaboratively with the teacher to
resolve an issue (resolution), and confess their misconduct, noting how it can be
recovered in the future (reconciliation).

Strategies
Working effectively with colleagues
This behaviour management plan aims to work effectively as a whole-school
approach. Axworthy, Olney and Hamilton (1989) found that when managing student
behaviour is carried out as a whole-school approach, teachers maintain lower levels of
stress, and links are easily made between misbehaviours in different classrooms
across the school, meaning they become more manageable individually. Additionally,
Roger (2007) contends that by sharing good practices amongst colleagues and
throughout the school, there is an increase in staff confidence, management
consistency and stronger communal support. Strategies that I can use to implement
this approach include:

• Clear and consistent communication: This can be achieved through emails,

morning announcements and after-school meetings.
• High expectations of behaviour: Established school expectations are regularly
reinforced across staff, and then students. For example, staff may organise
Peer Support groups led by Year 10 for incoming Year 7 students.

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• Restorative Practices: Introduced by Restorative Practices Australia (2015),

this process builds healthy relationships between all staff, which should then
be mirrored onto students. First, the school develops and adopts a ‘mantra’- a
slogan that sums up the school’s core belief regarding exemplar behaviour.
For example, “At our school we are SAFE, SUPPORTIVE, RESPECTFUL
learners who are dedicated to maintaining a healthy community.” Then,
colleagues and students are guided by restorative questions, used when
misbehaviours occur. Questions may include: “What happened? Who or what
was hurt? How can you fix it?” These questions can be presented on posters
placed in classrooms and around the school. It ensures collaborative
relationships, effective communication and most importantly allows for
recovery from misconduct.
• Colleague watchfulness (Rogers, 2002): Watch for signs of concern, stress, or
lack of confidence in other colleagues. When necessary, offer/provide
appropriate structural, moral or professional support.
• Supply Teacher Kit (Rogers, 2002): Particularly for new teachers, a kit, or
collection of resources, can be provided including any rules/routines that are
fitting for the whole school. Rogers (2002) also recommends assigning each
staff member a ‘teaching buddy’ for added support.

Working effectively with parents/carers

The National Safe Schools Framework, established by the Ministerial Council on
Education, Early Childhood Development and Youth Affairs (MCEECDYA, 2010),
stresses the importance of involving parents and carers in order to maintain safe
learning environments. Strategies that I can implement to achieve this include:

• Forming a Program Support Group (CECV, 2014) to encourage cultural

inclusivity, so that parents can communicate with one another.
• Scheduling parent-teacher meetings/conversations when severe, or ongoing,
misbehaviours occur. The National Professional Standards for Teachers
(AITSL, 2017, Standard 5.5), requests that teachers keep purposeful, accurate
and reliable records of student achievement.
• Presenting opportunities for parents/carers to be actively involved in the
school: events such as fundraisers, workshops etc.
• Develop a parent/carer handbook detailing information on school/classroom
rules and policies, including how parents/carers can contact the school/teacher.
• At the beginning of the school year, develop a student signed ‘contract’, which
outlines anticipated rules and expectations. To involve parents/carers, the
contract must also require their signature.
• At the beginning of the school year, give out a personalised letter to
parents/carers requesting them to provide details about their child, such as
likes/dislikes, future goals and hobbies (Bianco, 2014). These can be used to
build a positive rapport with both parents/carers and individual students.

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Working effectively with external professionals/community representatives

A significant way to help manage behaviour is by fostering external community
Maintaining partnerships (Australian Council for Educational Research, 2010). If necessary, in
students’ severe cases, I may consult professionals for their assistance in initiating
wellbeing and individualised behavioural management techniques. These professionals include:
safety by working
effectively with • Primary Welfare Officers;
external
• Student Wellbeing Coordinators;
professionals/
community • Student Support Services Officers (psychologists, guidance officers, speech
representatives. pathologists, social workers); and
• Multicultural Education Aides.

School/System Policies & Legislative Requirements

School/System Policies
In order to implement school and system policies, upon teaching at a new school, I
will familiarise myself with their behaviour management policy. I will take note of
their principles, core values, school rules, rights, incentives, and
disciplinary/emergency procedures. The Australian National Safe Schools Framework
notes that all school policies will focus on students’ right to learn and feel safe
(MCEECDYA, 2010). Hence, for the purpose of this plan, I have based my strategies
on these two standards.

Codes of Ethics/Conduct for the Profession

I plan to adhere to the NSW Department of Education (DET) Code of Conduct
(2014). The Code intends to determine acceptable standards of behaviour to assist
teachers in deciding on an “appropriate course of action when faced with an ethical
issue” (DET, 2014, p. 3). It insists that in all decisions made, teachers must uphold
fairness, respect, integrity and responsibility (DET, 2014). My strategies and practices
act specifically in conformity with these values and legislative requirements. For
instance, teachers are required to “be courteous and responsible in dealing
with…students” (DET, 2014, p. 6). Therefore, in the hypothetical case of bullying in
my classroom, I would recognise my duty to respond ethically. I would refrain from
humiliating them by holding a private meeting between the student and his/her
parents/carers. Furthermore, teachers must “be mindful of [their] duty to the safety of
[themselves] and others” (2014, p. 6). I consciously implement strategies that are
mindful of the care, safety and welfare of students.

Practice
Rules & Expectations
In the initial week of the school year, my students and I will formulate a list of rules
and expectations that we consider to be equitable and suitable for our classroom.
Rogers (1990) supports that rules are regarded as effective when constructed on a

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whole class basis. I will ensure that our rules, to be classified as adequate, emphasise
the fundamental rights of learning, safety and respect (Edwards & Watts, 2008). An
effective way to do this would be to distinguish between ‘dos’ and ‘don’ts’. These
will be translated into student contingency contracts, which will be placed at the front
of students’ workbooks and signed by both the student and a parent/carer. Students
will be notified that disciplinary acts will hone in on student responsibility; students
are expected to account for their own actions. Sample rules and expectations are as
follows:

Do’s
! Be on time and prepared.
! Respect one another’s property.
! Complete work and homework on
time.
! Be fair, honest, and respectful.
! Use positive language, co-operate
and support one another.
! Ensure chairs, desks, and
electrical cords do not obstruct
walkways.
Don’ts
" Arrive late and/or unprepared.
" Touch a peers’ personal
property.
" Alter or vacate seats without
permission.
" Be physically or verbally
abusive.
" Be interruptive or disrespectful.
" Engage in horseplay or acts of
carelessness.

Strategies to reinforce these rules/expectations:

• Use positive repetitions: praise students who are complying with the use of
encouraging words and enthusiastic facial expressions (Charles & Senter,
2005).
• Justify why these rules have been established and verify student understanding
(Charles & Senter, 2005).

Codes of Conduct
Practices I will employ to comply with the DET Code of Conduct (2014) and
legislations include:

Here, I Stop-Think-Act When faced with an ethical issue, I will use a self-
strategise ways (DET, 2011) assessment questioning technique:
to uphold • Am I doing the right thing?
legislative • How can my actions impact others?
requirements to • Do I need to seek further advice from a
ensure student
colleague/professional?
wellbeing/safety.
Personal Behaviour I will ensure that my personal behaviour is ethical by:
(DET, 2011) • Being responsive to requests/concerns made by
students, colleagues, parents/carers or members of
the school community;
• being courteous, respectful, honest and impartial;

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and
• refraining from using offensive, abusive and
discriminatory language/behaviour.
Professional I will maintain professional student-teacher relationships
Boundaries by:
(DET, 2011) • Using appropriate communication;
• refraining from disclosing personal details about my
own life or the lives of students; and
• refraining from any inappropriate physical contact,
interaction and acts towards students.
Reporting • Respond to misconducts by reporting and
(DET, 2011) documenting matters to appropriate personnel.

Responsibility
My classroom takes on a student-centred approach. First, as a class, we will
distinguish between our ‘rights’ and ‘responsibilities’, so that students recognise their
active role in maintaining a safe and positive environment (Rogers, 1990). For
example:

It is our right to: It is our responsibility to:

• Feel positive and safe in our
classroom.
• Feel supported.
• Be treated respectfully and fairly.
• Be respectful, courteous and
supportive towards others.
• Learn and permit others to learn.
• Give everyone a fair go.
(Sleishman, 2005)

When a member of the classroom fails to uphold their responsibilities, they will be
asked to complete a reflection sheet, inspired by Coloroso’s three-step ‘restitution,
resolution, and reconciliation’ procedure (cited in Filas, 2015). They will be presented
with questions such as:
• What about my behaviour was inappropriate?
• How did my actions negatively impact those around me?
• What can I do to fix it?
The student will work closely with the teacher to resolve the issue and establish an
appropriate consequence.

Development of class culture

Through my My classroom aims to be a positive and safe environment. This will be achieved by
development of
implementing the following practices and strategies:
class culture
strategies, I
describe how Routines • Prior to entering the classroom, students ensure that
my classroom (Rogers, 2007) they have all necessary equipment/materials and
will remain safe.
(Refer to the
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Natalie Messina S00184853

quietly wait for the teacher to arrive.

• After entering the classroom, students stand quietly
behind their desks and await a formal greeting by
the teacher. The teacher will always begin by
instructing students on what they will be learning,
how it will be taught, and its relevance.
• Prior to leaving the classroom, students will pack
away all equipment/materials, ensure that the
classroom is neat and tidy, and await a formal
dismissal by the teacher.
Active Listening • To promote positive communication between the
(Gordon, 2003) teacher and student, when faced with a difficult
matter, or when attempting to build a good rapport
with students, the teacher should rephrase students’
statements. For example, student: “I don’t have any
friends in this class”, teacher: “You feel excluded
here? What can I do to help?”
Developing a positive • Project an enthusiastic and assertive attitude.
teaching style • Be conscious of voice usage: confident yet positive
(Rogers, 2002) tone.
• Use questioning techniques to check for student
understanding/thinking.
• Emphasise the relevance of any safety instructions,
activities or learning concepts.
• Exhibit positive leadership: eye contact, facial
expressions, and posture/presence.
Positive Feedback/ Focus on:
Encouragement • Improvement: “I am very pleased with your level of
(Klassen, 2005) attention today.”
• Prior achievements: “You interrupted another
student three times yesterday, but only once today!”

Seating plans
Being a secondary classroom, students will be permitted to choose their seating
arrangements. However, if ongoing behavioural concerns are raised, seating plans
may be instituted. In this instance, students who are persistently disruptive will be
seated closer to the front of the classroom and away from potential distractions such
as windows.

General classroom organisation

The classroom will be arranged as follows:

• All students are visible to the teacher from their seats;

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• the teacher and any necessary presentations (whiteboard, smartboard etc.) are
visible to all students;
• frequently used materials are simply accessible;
• group work activities can be distributed with ease; and
• the room is without any inessential distractions
(Emmer, Everston & Worsham, 2003; Marzano, Marzano & Pickering, 2003).

Managing challenging behaviours

The following strategies will be used to manage challenging behaviours:

Applied Behaviour Analysis: for students with diverse physical and mental
conditions.
• Antecedent: Observe what occurs prior to the behaviour.
• Behaviour: Observe the behaviour.
• Consequence: Observe what occurs following the behaviour.
• Based on collected data, create an individual plan with carefully selected
objectives and rewards.
• Consistently monitor changes in behaviour/progress.
(Duchesne & McMaugh, 2016)

Responsive Strategies: least to most.

Tactical Ignoring • Ignore minor issues (calling out, groans, etc.).
Non-Verbal • Eye contact.
My • Physical presence.
responsive/ • Pausing.
consequential • Facial expressions.
approaches to
Reminder • “Remember our rule…”
challenging
behaviour are What are you doing? • Followed by, “what should you be doing?”
practical as • Never use ‘why’ questions.
they range ‘I’ • Directly address the issue: “I am distracted by your
from least to chatter. Please stop what you are doing so that we
most severe.
can continue learning.”
(Edwards & Watts, 2008)

Consequences: least to most.

Choice • For example: “You can either pay attention, or you
can come and sit up the front of the classroom.”
Individual Reflection • Student is asked to fill out a reflection sheet, as
previously described.
Exit (whole school • The student is sent to an appropriate colleague or
approach) principal. Then, the whole school disciplinary
procedure will be carried out.

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Word Count (excluding in-text references): 2,923

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