Part 2 Behavior Management Theories

My philosophy of teaching and positive behavioral management in the classroom

concentrates on underlying tactics including positive student-teacher relationships,
equal opportunities to learn and creating an environment that promotes the sense of
belonging. With having an insight of the range of theories that will inclusively
consolidate and coherently guide my own practice, there are three theories maybe
one more distinct than another that reflect elements of my philosophy. They are
Humanism, the Neo-Adlerian theory and the Cognitive-Behaviorism approach.

The Humanism theory notes that it is the teachers responsibility to create a learning
environment that enhances students autonomy and importance (Sargeant, 2014).
Seeing myself as primarily a facilitator, forming an environment like this can only be
existent when I am communicating with students and emphasizing my availability to
help them with what they are learning and making them fully aware of their unique
learning styles. Creating these relationships with students and being facilitating rather
than an expert teacher and acknowledging students to discover their own learning
with exploring what works best for them is a distinctive feature of the Humanism
theory (Sargeant, 2014).

Teachers who have adopted Humanism recognize equal worth to all learners by
acknowledging and valuing students for their differences (McLeod, 2012). Rogers
(n.d.) believes students can only meet their full potential by first having a positive
outlook about themselves. This only occurs when students feel valued and respected
without meeting conditions of worth. Maslows view of human needs is more complex
in that he conceded people have a range of needs that required fulfilling at different
stages (Sargeant, 2014). He strongly believed that these needs played a key role in
motivating behavior and labelled the highest-level of the pyramid being esteem and
self-actualizing needs as growth needs which only the individual can heighten
(McLeod, 2014). Furthermore, Porter (2007) argues that the core value of Humanism is
when students needs are met, it is only then they will work constructively and behave
appropriately.
The consequences of behavior plus the values and emotions of students are central
to the Cognitive-Behaviorism approach (Porter, 2007). These factors support my
philosophy where students need to be allowed to understand how to express
appropriate behavior. Porter (2007, p.21) states, its intervention are directed both at
the consequences of behavior and at altering students thoughts and emotions. For
example if a student is filled with positive thoughts and feelings, it counteracts

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appropriate behavior, as their needs of acceptance and belonging are not defied.
In turn, reaching the teachers expectations in relation to behavior (Porter, 2007).
The Neo-Adlerian theory strives to create an environment that enhances each
students sense of belonging through the development of relationships in the
classroom where it is clear that both students and teachers share reciprocal respect,
collaboration and support, which is the platform for appropriate behavior (Porter,
2007). It is unmistakable that children in today struggle with the need and feelings in
belonging and being accepted. This highlights the notion that students aspire to
belong midst their peers and teachers within the school community.

When students become discouraged with their efforts to belong and feel accepted,
they will resort to antisocial behavior (Porter, 2007). Hence, for students to behave
appropriately, it is vital for teachers to create and provide an atmosphere that
promotes positive relationships to support student learning, enrich student wellbeing
and strengthen teaching and learning activities. It is through the teachers role
modelling, clear examples and high expectations that educate students of the
individuals they should be (Porter, 2008). Students are relentlessly comparing
themselves to their perfect self, which affects levels of self-esteem (Porter, 2008). The
Neo-Adlerian theory emphasises that students need to be aware that self-worth is not
a reflection of achievement but instead their willingness to behave in all schooling
areas (Porter, 2007). The theory recommends for teachers to not highlight mistakes
and errors, as this will effect the learners determination in completing future learning
activities (Porter, 2007).
It is essential for all educators to know their students personally in order to understand
and cater for them individually, in regards to their strengths, weaknesses, likes and
dislikes. With this information, we must plan and value for a classroom bursting with
differences and provide students with opportunities to learn and be successful.
Humanism accepts that this will in turn create a classroom with a sense of community
and allow students to additionally embrace themselves (Porter, 2007). My philosophy
of appreciating students favoured learning styles and expressing consideration for
them will act as a catalyst and help their need to feel valued and accepted
dissuade inappropriate behavior (Porter, 2007).

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Part 3 Behavior Management Plan

Strategies to Reinforce Appropriate Behavior

The underpinning of the Behavior Management Plan is to implement positive and
practical strategies, while acknowledging students who behave respectfully. Students
will focus on key topics and skills that are linked to behavior including: responsible
thinking, self-esteem, wellbeing, anger management, making choices and conflict
resolution.

These topic/skills will be encompassed in a program called, Bounce Back. And

strengthened weekly by:

Topic/skill being addressed in assembly

Follow-up lesson every Wednesday afternoon in classrooms

An article concerning the topic/skill to be specified for families in the schools

weekly newsletter

Incentives through the reward system, the Positive Passport

Awards to be presented to students at assembly, who have demonstrated

appropriate behavior reflecting the topic/skill.

Strategies to Prevent Inappropriate Behavior

To counteract misappropriate behavior, the classroom arrangement will be improved
with the seating structure being organized in small groups or a horseshoe plan that
fosters an interactive learning environment where students are encouraged to work
collaboratively. This will create a sense of community and embolden positive
conversations amongst peers. Through participation, students will have a sense of
acceptance.

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Making Clear Expectations for Appropriate Behavior

It is critical for teachers to establish clear rules and expectations from displaying them
in writing and pictures in the classroom or consistently clarifying them throughout the
day. The strategies to reinforce appropriate behavior need to be constantly
emphasised as fail to do so will indicate to students that low behavioral expectations
are allowed.
Addressing Inappropriate Behavior
When addressing inappropriate behavior it is important that consequences are
coherent and meaningful. Consequences should not emphasize the teachers
power, instead a reflection of fairness in the effects caused by the students actions.

Additional steps to follow when misappropriate behavior is evident:

1. Non-verbal warning:
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Tactical ignoring

Proximity and body language

Touch interference.

2. Verbal correction:
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Directing the student back on task

Name dropping

Casual or rhetorical question

Teacher alerts the student of their inappropriate behavior and reminds

them to follow classroom rules.

3. Loss of freedom:
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Time out within the classroom

Working with the teacher to redeem themselves time in.

4. Behavior reflection:
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He/she is sent to the principal to complete a Behavior Reflection sheet.

The principal decides how long time-out is and notifies parents and asks
them to sign the reflection.

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Monitoring Student Progress

Students who regularly display
inappropriate behavior will be
given a weekly behavior logbook.
The book offers a clear line of
communication between teacher
and parent in regards to the
students performance. The parent
is required to read the comments
and identify if they would like to
schedule a follow up.

Identification of Desired Outcomes

Positive passports is a encouraging way to
get children to earn reward points through
their kind deeds, actions and
performance in class. The passport holds
awards and allows students to earn points
at gold, silver and bronze level for cooperation and demonstrating positive
behavior. Once students have received
five gold stars they will have a special
lunch with the principal and their parents called, the Lunches of Excellence where
the principal hosts and presents a special certificate to the student, recognizing their
success. This lunch is held once a term for all students who have earned their gold
stars.

Crisis Plan
The crisis plan has been created for managing behavior and should only be used in
emergencies; it is developed collaboratively with the student including parents.

The following steps are required to enforce the plan appropriately:

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1. Emphasize calmness and composure. If the teacher responds in such a way,

the student is prone to follow.
2. Be assertive and use a neutral expression. Dont focus on the problem
straightaway; this may reinforce behavior.
3. Allow your expectations to be conveyed through verbal and non-verbal
communication. Do not invade the students personal space.
4. Send for additional help and gather the rest of the class to a safe spot.
5. Wait for help where possible.
6. Use physical intervention as the last option and only if you are trained to do
so.

Strategies for Integration with School and other Teachers Classroom Management
Policies
5-step is a whole school student engagement and behavior management program.
The program offers face-to-face training for all teaching staff to create a team
approach in tackling behavior management. The 5-step program presents individual
classroom support, leadership exercises, parent workshops and reviewing and
planning of whole school behavior management plan.

The 5 steps are:

1. Prevention: observation, analysis, assessment and planning
2. Correction: learning new behavior management skills
3. Support: ongoing assessment and support
4. Follow through: follow-up seminar workshops and establishing the schools
behavior support team
5. Affirmation: building a sense of self-worth, improve motivation and
engagement.

Method of Self Evaluation

To assess how effective the strategies and plans for behavior management stand, the
following methods of evaluation will be implemented; some being individual
procedures and others whole-school:
1. Information from parents collected through surveys, which provides schools
with accountability throughout the process.
2. One-on-one student teacher conferences are used to establish goals for the
term or brainstorm possible solutions to achieve unsuccessful ones. These goals
can be personal, behavioral or academic and will be printed in school reports
and discussed in parent interviews.

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3. Year level coordinators will assign time during weekly follow-ups to discuss
behavior in the learning area. Teachers will be able to share and review with
their colleagues and then further discuss in the whole-school staff meeting.
Discussions can be based upon incident and attendance records plus direct
observations.
4. Formal review of individual student programs in developing proactive
strategies to support students behavioral learning.
5. The behavior board will organize annual formal reviews of the whole school
behavior program.

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CLASSROOM MANAGEMENT CHEAT SHEET

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Equal opportunities to learning !

Addressing Inappropriate Behaviour

Crisis Plan

1.

Non-verbal warning

1.

2.

Verbal correction

composure.

3.

Loss of freedom: time out OR time in 2.

Be assertive. Dont focus on the

4.

Behavior reflection: he/she is sent to

problem straightaway; this may

the principal to complete a

reinforce behaviour.

!
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Environment that promotes
value and sense of belonging!

Behavior Reflection sheet.

3.

Emphasize calmness and

Use verbal and non-verbal

communication. Do not invade the

!!

students personal space.

4.

Send for additional help and gather

the rest of the class to a safe spot.

Positive student-teacher
relationships!

5. Use physical intervention as the last

option.
Reinforcing Appropriate Behaviour -

The Positive Passport

System that allows students to earn
points at gold, silver and bronze
level for co-operation and
demonstrating positive behaviour.

Weekly Behaviour Log

Students who regularly display
inappropriate behaviour will be
given a weekly behaviour
logbook.

Bounce Back Program

Whole-School Approach

Program that recognizes issues linked

5-step is a whole school student

with behaviour. Some including:

engagement and behaviour

responsible thinking, self-esteem, anger

management program. The program

management, making choices and

offers face-to-face training for all

conflict resolution.

teaching staff to create a team

Topic/skill addressed in assembly

approach in tackling behaviour

Follow-up lesson in classrooms

management.

An article concerning the topic/skill

in the schools newsletter

The 5 steps are:

Awards to be presented to students

1.

Prevention

at assembly, who have

2.

Correction

demonstrated appropriate

3.

Support

behaviour reflecting the topic/skill.

4.

Follow through

5.

Affirmation

Reviewing and
Evaluating