Classroom Management Reflection Paper

The Assertive Discipline Model is a model that comes under the Management Theories. The two main theorises behind this model if discipline are Lee and Marlene Carter, the husband and wife duo have put thousands of hours research into helping perfect this model (Allen, 1996). They see the Assertive Discipline Model as being an approach that is direct and positive; it allows the teachers to teach and the students to be in an environment where they are able to lean to their best ability (Allen, 1996). The Carter’s model of Assertive Discipline relies on the teacher to punish unacceptable behaviour in a way in which will deter the child from repeating this behaviour again (Allen, 1996). A key point that Carter and Carter make in their model of Assertive Discipline is that the behaviour that is expected in the classroom is well known, there are warnings given to the students about their behaviour reminding them what is expected of them and then it is expected that the teacher following through with the consequence that adheres with the incorrect behaviour (Konza, Grainger & Bradshaw, 2001). Teachers using the Assertive Model will under no circumstances tolerate students that disrupt them the teacher, or other students from learning (Konza, Grainger & Bradshaw, 2001). The consequences for students that have misbehaved must be clear and concise so that the students themselves have a clear understanding of what the punishment is and what the behaviour is that

Creating a well managed classroom involves deliberate planning and thought. Like the study of science, each part of the classroom scheme builds upon others and the classroom becomes an intertwined community of interdependent parts. In science, there are underlying laws that structure all other scientific actions and reactions. Similarly, the underlying classroom philosophy provides the backbone for my classroom management plan.

These boundaries could have a negative effect on us as teachers as well as other professionals within the organisation. We therefore need to deal with these boundaries by referring to the Institute for Learning's Code of Practice (2008) which outlines the behaviours expected of teachers.

This model is centred around principles of rights, rules, respect responsibilities, and relationships. Rogers emphasises the need for teachers to establish a set of student led classroom rights, rules and responsibilities during the establishment period of the year (Killian, Ogden, Shipston, & Facas, 2017). These rights, responsibilities and rules entail the behaviours that are expected in the classroom and protect the student’s rights to; feel safe, be treated with respect and to learn. The rules are to be developed reasonably and provide freedom in the sense students are free to move around the boundaries. As the rules are decided and agreed upon by the students, this develops a sense of understanding and accountability for their own behaviour and learning (Edwards, & Watts, 2008). In order to ensure students are respectful to the rights of students, the teacher must also treat students with respect. The teacher must consider the dignity of the students and their rights in the classroom ensuring they avoid any behaviours they

• What priorities do we have for adding to our classroom resources to ensure that we are honouring all students? • It is also my role as a teacher to ensure I maintain a safe learning environment by following and promoting health and safety legislation-identification of hazards, risks assessments, identifying key health and safety members, recording of emergency procedures currently in place, the safeguarding and protection of vulnerable adults, myself, colleagues and students from harm’s way. I also have a responsibility to stop any damage happening to the premises/building I am teaching in. There is also an expectation in teaching to intervene with any behaviour that might put health and safety to anyone at risk. (2.2) Explain why it is important to promote appropriate behaviour and respect for

Taking what happened in the interactions and decided what category of class management was being utilized out of our possibilities. Also, how Junie B. reacted to each style of teaching whether is was a positive or negative interactions and whether it had a positive or negative reaction correlating with it. After deciding what our topic was going to deal with we decided to pull examples from real life that also illustrated our main ideas, so, the group also pulled examples of classroom management from bulletin boards seen in classrooms at the schools Raymond F Brandes and Creston that included clip system of disciplinary action, expectations of reading comprehension in grade levels, and a smiley to frown face disciplinary system.

Following the introduction of the whole school behaviour policy, it was also made compulsory for schools to include a system of rewards and sanctions (Elton, 1989, Steer, 2005; DFE, 2014; Payne, 2015). Within school X it was found that this system was based on the behaviourist principles of Skinners (1974) theory. The use of rewards and sanctions in school X consisted of positively reinforcing desirable behaviours and correcting negative behaviour through sanctions. The behavioural theory underlines that by reinforcing a particular behaviour, children will repeat it as they begin to associate rewards with a particular behaviour (Skinner, 1974; Morgan, 2009; Rogers, 2011a). For example it was observed that when a child was positively praised for helping others, the teacher would reward the child by awarding a dojo. A dojo is used as a form of praise which amounts to a score at the end of the week based on how many dojos a child receives. This will then feed on to the merit card and sticker system enabling children to be rewarded by prizes. Consequently children were able to make associations between the desired behaviour and its outcome. This is therefore identified as a form of extrinsic motivation (Roffey and O’ Reirdan, 2001; Payne, 2015).

It is important to establish appropriate behaviour and respect for others in order to fully realise the potential of all within and to ensure each student is safe from both physical and psychological harm. Appropriate behaviour must apply to both student and teacher. I, as a teacher, must follow a Code of Practice in order foster individual growth and learning. The principles of Good Practice are to treat people with care, respect and dignity. To recognise that I, as a teacher, am a trusted representative of my work place. I must ensure communication with students is open and clear and assess the risks to my students of the activities by carrying out a thorough risk assessment before each session.

The secondary education issue I have chosen to focus on for this presentation is Whole School Behaviour Policies and how such policies can influence the teaching and learning experiences in school through the use of sanctions and rewards.

I worked as a greeter in volunteer department, directed patients to designated departments and buildings, and managed shuttle calls for patients and their family members. During the time, I would sometimes have the opportunity to chat with patients and family members about topics regarding McLean Hospital and the medical field of mental health.

In this assignment I will explore my role, responsibilities and boundaries as a teacher within the teacher training cycle and will analyse the different ways in which I would establish ground rules with students which may promote good behaviour and respect for other students who are participating within the same learning environment (Gravells, 2010).

My last official conduct grade was in elementary school. The conduct grade was always the one I most feared. Sometimes, my impulsive actions were not appreciated by the teachers. Energy conservation was not something I had mastered. Freedom I experienced at home to wander about and join in conversation was not duplicated in the school environment. It was against my nature to sit quietly for hours in a day, yet, apparently that is what it took to get a good conduct grade. My Bs and Cs in subjects were forgiven more easily than poor conduct. In the business environment there are consequences to poor conduct that are much worse than the punishment I received as a young child. This paper will examine the process of writing code of conduct documents to be useful as a standard in directing personal and professional conduct.

127; Lyons, Ford & Slee 2014, p. 50). The physical arrangement of the room can be a leading factor which impedes student learning, therefore teachers must ensure that they can see all students at all times and vice versa (Williams 2012, p. 8). The physicality of the room needs to be safe and the environment needs to be suitable for the particular activities being completed during the school day (Williams 2012, p. 8). The layout is also linked with students seating positions, teachers should be grouping students together who will foster each other’s learning success (Williams 2012, p. 8; Jones 2015, p. 134).

Schools are required to produce behaviour management policies, (DfES, 2007) to promote positive behaviour that extends from the individual to the whole school community. This not only reflects the rules within the classroom, but also creates an ethos within the wider school, thus setting high standards for behaviour. If the core rules are explicit and the children are encouraged to make a ‘positive contribution,’ (DfES, 2003) such as develop their own classroom charter, and then learning can be effectively facilitated with a consistent framework for behaviour. (Ellis and Tod 2009) Furthermore, Chaplain (2010) emphasises that if the teacher refers to the classroom rules frequently, and the procedures for behaviour are applied consistently then it can significantly reduce or even eliminate minor

When initially considering the physical arrangement of the classroom, effective teachers will need to consider the most common delivery of instruction and the instructional tasks the students will be asked to perform. Will students spend the majority of learning experiences in cooperative groups or work independently? Will they gather daily on the carpet or another common area for discussions? Will students rotate frequently throughout the class period? With these questions answered, the effective