1. 8 Features of Positive Learning Environment
1.1. Positive student-teacher relationships
1.2. Hard work valued
1.3. Teaching/learning in orderly manner
1.4. Learning valued as worthwhile and rewarding
1.5. High Standards of Achievement
1.6. Self-Esteem and Confidence
1.7. Development of "whole child" is important
1.8. Risk-taking in learning is encouraged
2. Developing a Classroom Management Plan
2.1. Decide on the type of behaviour you want
2.1.1. Focus - why are we here?
2.1.1.1. To learn how to teach effectively
2.1.2. Noise - Levels and types
2.1.2.1. Constructive questioning and answering
2.1.3. Learning - What, how from who?
2.1.3.1. From lecturer
2.1.4. Cohesion - Controlled, driven, by who?
2.1.5. Relationships - staff/student
2.1.6. What is valued
2.1.6.1. Approaches to learning
2.1.7. Authority and responsibility
2.1.8. Metaphor for the Classroom
2.1.8.1. A rowing team working together to strive towards a common goal
2.1.8.2. The classroom will be co-operative where questions are welcome, there will be low level noise and collaboration between students.
2.2. Establish guidelines for behaviour
2.2.1. School rules are non-negotiable
2.2.2. Negotiate your own additions
2.2.3. Keep things simple and positive
2.3. Implement and reinforce guidelines
2.3.1. Process is important
2.3.1.1. Discuss with class
2.3.1.2. Negotiate
2.3.1.3. Display the rules
2.3.2. Reasons for rules
2.3.2.1. Safety
2.3.2.2. Learning and Teaching
2.3.2.3. Communications
2.3.2.4. Settling disputes
2.3.2.5. Fair Treatment
2.3.3. Use positive wording when writing rules
2.3.4. Use incremental steps
2.3.4.1. Tactically ignore
2.3.4.2. Give a direction (Carry on teaching)
2.3.4.2.1. eg. laptop used incorrectly
2.3.4.2.2. Tell to stop using laptop quietly
2.3.4.2.3. Continue on
2.3.4.3. Assert the rule by questioning
2.3.4.4. Assert the rule by rule reminder
2.3.4.5. Give a clear direction, including a choice
2.3.4.5.1. Should be positive and realisitic
2.3.4.5.2. Have consequences
2.3.4.5.3. Teach self-control
2.4. Prepare for when the plan doesn't work
2.4.1. Have an exit system
2.4.1.1. Avoid disruption to teaching/learning
2.4.1.2. Fulfill duty of care
2.4.1.2.1. Can't just send them out
2.4.1.2.2. If you send a student, send with a note to have another student/teacher to take care of them
3. Prac A Classroom Management
3.1. 1. Mobile Phones are to be used for emergencies only
3.1.1. Phone confiscated till the end of the class
3.2. 2. Music is to be listened to outside the classroom. Earbuds are to be taken out.
3.2.1. Music player placed into a box
3.2.1.1. Give the students a choice
3.2.1.1.1. Hand
3.2.1.1.2. Desk
3.3. 3. We all show mutual respect to each other
3.3.1. Sent to level co-ordinator
3.4. 4. Always act in a calm safe manner in the classroom
3.4.1. Safety
3.4.1.1. Do not let them into the lab
3.5. 5. Come prepared and mind your materials
3.5.1. 3 strikes and you are out
3.5.1.1. Discipline conequences
3.6. 6. Computer are for school work only
3.6.1. Open the laptop after you are asked
4. A-Z of Behaviour Management
4.1. Arrange...the Seating
4.1.1. Create the environment
4.1.2. Minimise distractions
4.1.3. Internal Distractions
4.2. Begin...the Lesson Positively
4.2.1. Birthday
4.2.2. Start with video
4.3. Common...Mistakes to avoid
4.3.1. Being Lazy
4.3.2. Unprofessional
4.3.3. Not utilise resources
4.3.4. Talking too long
4.4. Don't...Escalate
4.4.1. Avoid public confrontation
4.4.2. Give options
4.4.3. Time out
4.4.3.1. Move the students
4.5. End...Lesson in Control
4.5.1. Establish routines
4.5.2. Fix up the room
4.6. Focus...on creating a successful classroom
4.6.1. Model positive relationships
4.6.2. Ask to see students work and give feedback
4.6.3. Promotes respect, learning and individual growth
4.7. Give...Students Choices
4.7.1. Consequence choices
4.7.2. Increased engagement if choices are given
4.8. Have...a Classroom management plan
4.8.1. Aim for behaviour ownership
4.8.1.1. What are YOU going to do about YOUR behaviour?
4.8.2. Frame the policies clearly
4.9. Ignore...low level negative behaviour
4.9.1. Attend to and reward positive behaviour
4.9.2. Praise
4.9.3. Encourage
4.9.4. Give concrete rewards and priviledges
4.9.4.1. Raffle tickets for good behaviour
4.10. Justice...and equity are important
4.10.1. Have something to follow
4.10.2. "It's not fair"
4.11. Keep...the flow going
4.11.1. KISS Principle
4.11.2. Don't ask why when student misbehaves
4.12. Logical....consequences to follow
4.12.1. Teaches student responsibility for their actions
4.13. Move...around the whole area
4.13.1. Interact with students
4.13.2. Behviour management
4.13.3. Stand near students who are disruptive
4.14. Noisy...Classrooms don't work
4.14.1. Don't be a noisy teacher
4.15. On...task
4.16. Peer...Support is vital
4.16.1. Mentor
4.16.2. Team Teaching
4.16.3. Resource Collaboration
4.16.4. Feedback from Peers
4.16.5. Assessment Ideas
4.16.6. Card System
4.17. Question...for Success
4.17.1. 2/3 of communication is question and answers
4.17.2. Creating a higher level of thinking
4.17.3. Open ended questions
4.17.4. What should you be doing
4.18. Restate...rules positively
4.19. Set...classroom rules
4.19.1. School policy
4.19.2. Interpret your own rules
4.20. Time...Out procedures
4.20.1. Informal
4.20.1.1. Yellow card
4.20.2. Formal
4.20.2.1. Red Card
4.20.2.1.1. Management room
4.21. Use...assertive dialogue
4.21.1. Be explicit
4.22. Verbal...tactics
4.22.1. Tactically Ignore
4.22.2. Defer Consequences
4.22.3. Deflect using humour
4.23. Withdrawal...room
4.23.1. Used to send to students to when they misbehave repeatedley
4.24. Exit...procedures
4.24.1. Response to critical incident
4.24.1.1. Medical assessment
4.24.1.2. Debrief with colleague or councellor
4.24.1.3. Seek appropriate response
4.24.1.4. Complete documentation
4.24.1.5. Inform the union
4.25. Your..behaviour
4.25.1. work with students on their ownership of their behaviour
4.26. Zoom...on positive behaviour
4.26.1. Treat students with respect
4.26.2. reinforce
5. Assessment
5.1. 30 Item multiple Choice Test
5.1.1. 30%
5.1.2. 1:30pm June 1st
5.1.3. 45 minutes
5.1.4. May 2-4 material
5.2. Annotated Behaviour Management Plan
5.2.1. 70% - 3000 words
5.2.2. Due 24th June
5.2.3. Sections
5.2.3.1. Context (20%, 14 Marks, approx 600 words)
5.2.3.1.1. Relevant details of the school, students etc
5.2.3.1.2. Reference to existing student management policies in place
5.2.3.1.3. Identification of implications for your choices about how you will plan to manage
5.2.3.2. Choices (10%, 7 Marks, 300 Words)
5.2.3.2.1. Clear Statement of you intentions
5.2.3.3. The Plan (20%, 14 Marks, 600 words (2 pages equivalent))
5.2.3.3.1. A diagram or 2D Model of the detail of the plan
5.2.3.4. Justification (20%, 14 marks, 600 words)
5.2.3.4.1. Clear links in a coherent argument for the appropriateness of you choice of approach/model and of how your plan puts this model into effect
5.2.3.4.2. Minimum 8 referenced sources
5.2.3.5. Implementation (10%, 7 marks, 300 words)
5.2.3.5.1. An anecdotal depiction of a critical incident that occurred during prac A
5.2.3.6. Next Time (10%, 7 marks, 300 words)
5.2.3.6.1. If you were returning to the same context a second time, how would you change your approach to the management of behaviour
5.2.3.6.2. Justifications (with reference to the context, the first experience and the literature
5.2.3.7. Attention to Detail (10%, 7 marks)
5.2.3.7.1. Written english essentially error-free
5.2.3.7.2. Reference List APA format
5.2.3.7.3. Compliance with word limit
5.2.3.7.4. Submission requirements