Classroom Management Reflection Paper

946 Words4 Pages
3. Reflection on theory in practice

3.1 Introduction
Teachers use a variety of preventative and corrective strategies in their classroom organisation. These practices should be based on a teacher’s pedagogical perspectives. While there are many different practices, the physical layout of the classroom; expectations, rules and code of conduct; logical consequences; and I messages will be the focus of this reflection.

3.2 Classroom physical layout and resources
The physical layout of the classroom was aimed at cooperative learning. A method of organisation that has the students participate in small groups (Lyons et al., 2014). Tables and chairs were generally placed so that students could work in groups. Clustering tables is the best way
…show more content…
This system was based on a behavioural perspective, whereby expectations were set and behavioural or academic compliance was rewarded. This method is most similar to the assertive discipline outline by Lyons et al. (2014). The use of this token reinforcement system is recommended for motivating disinterested students, encourage students with poor academic outcomes, or to deal with a class with challenging behaviours (Woolfolk & Margetts, 2013). In this case, the token system may have been appropriate because it also functioned as social reinforcement, which is consistent with cognitive behavioural theory (Lyons et al., 2014). Whereby, students felt social pressure to conform to the expectations of the teacher and were reminded by peers when they were not conforming.

The class code of conduct also reflects an assertive discipline approach with one behavioural descrpitor stating, ‘listen and follow instructions’. However, unlike the code of conduct advocated by Lyons et al. (2014), this code of conduct did not articulate a values statement and principles. Instead, only behavioural descriptors were listed. Having the behavioural descriptors without the principles and values statement detaches it from its purpose. Therefore, why students had to listen and follow instructions was not clearly explained.

3.4 Logical consequences
In the classroom, the teacher used logical consequences which are based on Goal-Centered Theory. A consequence differs from a punishment by
Get Access