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05/02 - Classroom Management 1 by Mind Map: 05/02 - Classroom Management
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05/02 - Classroom Management 1

8 Features of Positive Learning Environment

Positive student-teacher relationships

Hard work valued

Teaching/learning in orderly manner

Learning valued as worthwhile and rewarding

High Standards of Achievement

Self-Esteem and Confidence

Development of "whole child" is important

Risk-taking in learning is encouraged

Developing a Classroom Management Plan

Decide on the type of behaviour you want

Focus - why are we here?, To learn how to teach effectively

Noise - Levels and types, Constructive questioning and answering

Learning - What, how from who?, From lecturer

Cohesion - Controlled, driven, by who?

Relationships - staff/student

What is valued, Approaches to learning

Authority and responsibility

Metaphor for the Classroom, A rowing team working together to strive towards a common goal, The classroom will be co-operative where questions are welcome, there will be low level noise and collaboration between students.

Establish guidelines for behaviour

School rules are non-negotiable

Negotiate your own additions

Keep things simple and positive

Implement and reinforce guidelines

Process is important, Discuss with class, Negotiate, Display the rules

Reasons for rules, Safety, Learning and Teaching, Communications, Settling disputes, Fair Treatment

Use positive wording when writing rules

Use incremental steps, Tactically ignore, Give a direction (Carry on teaching), eg. laptop used incorrectly, Tell to stop using laptop quietly, Continue on, Assert the rule by questioning, Assert the rule by rule reminder, Give a clear direction, including a choice, Should be positive and realisitic, Have consequences, Teach self-control

Prepare for when the plan doesn't work

Have an exit system, Avoid disruption to teaching/learning, Fulfill duty of care, Can't just send them out, If you send a student, send with a note to have another student/teacher to take care of them

Prac A Classroom Management

1. Mobile Phones are to be used for emergencies only

Phone confiscated till the end of the class

2. Music is to be listened to outside the classroom. Earbuds are to be taken out.

Music player placed into a box, Give the students a choice, Hand, Desk

3. We all show mutual respect to each other

Sent to level co-ordinator

4. Always act in a calm safe manner in the classroom

Safety, Do not let them into the lab

5. Come prepared and mind your materials

3 strikes and you are out, Discipline conequences

6. Computer are for school work only

Open the laptop after you are asked

A-Z of Behaviour Management

Arrange...the Seating

Create the environment

Minimise distractions

Internal Distractions

Begin...the Lesson Positively


Start with video

Common...Mistakes to avoid

Being Lazy


Not utilise resources

Talking too long


Avoid public confrontation

Give options

Time out, Move the students

End...Lesson in Control

Establish routines

Fix up the room

Focus...on creating a successful classroom

Model positive relationships

Ask to see students work and give feedback

Promotes respect, learning and individual growth

Give...Students Choices

Consequence choices

Increased engagement if choices are given

Have...a Classroom management plan

Aim for behaviour ownership, What are YOU going to do about YOUR behaviour?

Frame the policies clearly

Ignore...low level negative behaviour

Attend to and reward positive behaviour



Give concrete rewards and priviledges, Raffle tickets for good behaviour

Justice...and equity are important

Have something to follow

"It's not fair"

Keep...the flow going

KISS Principle

Don't ask why when student misbehaves

Logical....consequences to follow

Teaches student responsibility for their actions

Move...around the whole area

Interact with students

Behviour management

Stand near students who are disruptive

Noisy...Classrooms don't work

Don't be a noisy teacher


Peer...Support is vital


Team Teaching

Resource Collaboration

Feedback from Peers

Assessment Ideas

Card System

Question...for Success

2/3 of communication is question and answers

Creating a higher level of thinking

Open ended questions

What should you be doing

Restate...rules positively

Set...classroom rules

School policy

Interpret your own rules

Time...Out procedures

Informal, Yellow card

Formal, Red Card, Management room

Use...assertive dialogue

Be explicit


Tactically Ignore

Defer Consequences

Deflect using humour

Used to send to students to when they misbehave repeatedley


Response to critical incident, Medical assessment, Debrief with colleague or councellor, Seek appropriate response, Complete documentation, Inform the union


work with students on their ownership of their behaviour

Zoom...on positive behaviour

Treat students with respect



30 Item multiple Choice Test


1:30pm June 1st

45 minutes

May 2-4 material

Annotated Behaviour Management Plan

70% - 3000 words

Due 24th June

Sections, Context (20%, 14 Marks, approx 600 words), Relevant details of the school, students etc, Reference to existing student management policies in place, Identification of implications for your choices about how you will plan to manage, Choices (10%, 7 Marks, 300 Words), Clear Statement of you intentions, The purpose for which you plan to manage, The approach/model you have selected, Coherence between context, intentions and chosen approach/model, Can adopt your own model - it must be coherent and not contradictory, The Plan (20%, 14 Marks, 600 words (2 pages equivalent)), A diagram or 2D Model of the detail of the plan, Preventative measures, Different levels/types of responses for different levels of behaviour, Low level non compliance, Continues, do it another way, Exit/withdrawal/referral criteria and procedures, Repair/restore measures, Justification (20%, 14 marks, 600 words), 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, Minimum 8 referenced sources, Implementation (10%, 7 marks, 300 words), An anecdotal depiction of a critical incident that occurred during prac A, Anecdote presented in the "Van Manen" style - direct speech, minimal description, definitive outcome, Next Time (10%, 7 marks, 300 words), If you were returning to the same context a second time, how would you change your approach to the management of behaviour, Justifications (with reference to the context, the first experience and the literature, Attention to Detail (10%, 7 marks), Written english essentially error-free, Reference List APA format, Compliance with word limit, Submission requirements, Hard Copy, Slot 4233, Hard copy of Turnitin analysis report, 15% or less publish elsewhere, Stapled in top left hand corner, No plastic folders