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EDN568
Strategies for effective learning and teaching
Internal
28 August
1
Classroom Management Plan
Becky Saunders

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Effective behaviour management can mean the difference between a long and satisfying
career, or a life of constant worry leading to early retirement (Gordon, 1996, p. 7), thus
unmistakably, it is a critical pillar of successful teaching, one that has a greater impact on
student achievement and the experience of all involved than almost any other (Marzano,
Marzano & Pickering, 2003, pp. 1-3). To tame the classroom is no easy feat but with
preparation and practice, any teacher can provide a learning space that is well-managed. This
classroom management plan outlines the philosophy and learning context that will shape my
future methods and the classroom layout, strategies and policies I intend to employ to create
an effective learning environment.
Philosophy
The creation and management of an effective classroom are one of the ultimate goals of a
teacher. I believe that its development must incorporate certain components, such as social
constructivism, activation of prior knowledge, motivation, humanistic practices, a safe and
inclusive learning environment and the acknowledgement that people learn in diverse ways.
Effective learning, teaching and assessment are heavily governed by social, cultural and
environmental factors. Therefore, I strongly advocate for a social constructivist, Vygotskian,
approach which encourages the use of language, peer guidance, scaffolding, the zone of
proximal development and learning tools in a cooperative and social learning environment
(Groundwater-Smith, 2015, pp. 83-87).
The activation of prior knowledge is also critical to ensure understanding is achieved, and
activities are connected and doable (McInerney, 2016, p. 116). The role of motivation is
undoubtedly a key ingredient for the facilitation of learning as it is one that is directly linked
to meaningfulness (real-life contexts), student interest and positive participation (Kivunja,
2015, p. 3 & 9). One of the overarching components that I believe fosters effective learning is
well-being. Without taking into consideration the humanistic aspects of learning, such as
Maslows hierarchy of needs, the impact of expectations, the role of relationships and the
appreciation of diversity, the most well-resourced learning environment will be severely
hampered (McInerney, 2016, pp. 396-400). Closely linked to humanism is treating the
learning environment as the silent curriculum, one that needs to provide a safe, stimulating,

nourishing and positive environment, backed up by sound and amicable relationships

between teachers, students, parents and school staff (Kivunja, 2015, p. 47).
These last two components form the backbone of my holistic approach to mitigate anxiety
and alleviate stress for all students because they are known as two of the biggest barriers to
success (Fuller, 2016, p. 1). I believe that these beliefs form appropriate conditions for my
future students as I intend to execute my lessons using the inquiry model. This model fits my
beliefs as it arouses creativity and curiosity and promotes student-centred learning,
cooperation and responsibility, where the teacher adopts a facilitating role (Flint, Kitson,
Lowe & Shaw, 2014, p. 9; Kivunja, 2015, p. 15).
Learning context
My intended learning context is characterised by a Year 3 class located in a metropolitan
region with me as a graduate primary school teacher. The class would be made up of 23+
students who are from diverse backgrounds, reflecting Australias multicultural demography.
The class would ideally include students who represent all facets of Australias society
including indigenous, migrant and refugee families. I would expect and plan for EAL
students and other types of diversity including disabilities like, but not restricted to, sight and
hearing impairment.

Classroom layout plan

Layout rationale
My layout endeavours to construct a stimulating environment that integrates learner-centred,
explorative and enriching study through thematic cycles, learning centres and group work,
supported by a facilitator style of instruction, and belongingness in an inspiring, safe and
colourful area. Therefore, my layout encapsulates my philosophy by incorporating its main
aspects, namely: socio-constructivism, motivation and wellbeing.
In line with my advocacy for social constructivism, my design uses the cooperative group
layout, where students are placed in groups of four and collaborate, help, engage and teach
each other. This is further highlighted by the presence of the costumes, board games and
puppet area, which provides a platform for student play and imitation and the use of learning
artefacts such as the ICT area, smartboard and listening/reading area. While the space
between tables allow me to circulate and monitor class activities, creating an approachable
and open atmosphere.
To generate motivation, student ownership and interest are promoted. The students have a
student library for their own books, a student mat area where they are can store belongings
and games from home, a sports storage area so they have access to equipment, a dedicated
student work display table, and a theme section that is changed monthly based on student
interest.
As the overarching theme of the layout is to minimise anxiety, cater for diversity and create
strong feelings of inclusion, indoor plant life, a speakers lectern, standing tables, movement
cushions, a mobile whiteboard, LOTE board, reading lamps and a comfortable and relaxing
reading area have been included. Posters of all subjects will decorate the walls to provide
informative inspiration and colour, while the plants and theme and display tables will be
looked after by students as part of room duties to foster responsibility.
Additionally, the ICT, listening/reading, student mat, LOTE and theme areas act as learning
spaces that enable the students to be co-creators, take responsibility and construct their own
understanding of new concepts for deeper learning.

Prevention Strategies
Prevention strategies and a belief that students are going to misbehave are central to a wellmanaged classroom that reduces disruptions and creates a climate that is conducive to
learning (Bennett & Smilanich, 1994, p. 21).
Research has highlighted that many behavioural problems arise due to relationship
breakdowns so it is crucial that I invest time and effort into building good relationships to
foster respect and willingness to accept me as the teacher (Marzano et al., 2003, p. 41-2). To
develop healthy ties between myself and the students I need to take a personal interest in
them, communicate that I am in control but also open to cooperation and promote positive
behaviour by addressing all students, encouraging everyone to participate, being respectful
and utilizing wait time (Marzano et al., 2003, p. 53-4 & 64).
Consequently, I will take an interest in my students likes/dislikes and hobbies to find out
what motivates them, develop rapport by employing get to know activities, greeting the
students at the door and crucially, believing in them and having high expectations.
I must also endeavour to come across as a caring, open-minded teacher who is enthusiastic by
allowing all students to contribute and having strong content knowledge while providing
challenging yet doable lessons that stimulate all learning styles (Bennett & Smilanich, 1994,
pp. 30-3).
A class that is well-managed creates a safe learning environment supported by a climate that
is warm, inclusive and friendly for all irrespective of background (Kivunja, 2015, p. 54).
Creating a safe classroom that aims to meet the needs of everyone is not simple and requires
a proactive teacher who accepts that students come from widely diverse homes and that they
will misbehave. Therefore, I need to establish rules and routines in the first weeks, ones that
are, straightforward and easy to remember but not extensive (Bennett & Smilanich, 1994, p.
25). I will strive to have a classroom that employs the Tribes rules of no put downs and the
right to pass (TLC, 2016), I will celebrate small successes and emphasise effort and personal
bests and cultivate positive actions by being a good role model who values all. Furthermore, I
will introduce the use of timers to keep students focused and extension tasks for early
finishers.

Two other areas I will need to concentrate on to minimise misbehaviour are the use of
rewards/punishment and managing transitions. Based on the literature it is clear that
rewards/punishments need to be fair, not seen as bribing and directly linked to behaviour and
the correct time period balanced by an approach that addresses both positive and negative
behaviour (Marzano et al., 2003, p. 28).
To achieve this in consideration to my learning context I believe that the use of tangible
recognition (points/tokens/stars) and direct cost (timeout/working alone) will be effective
methods (Marzano et al., 2003, pp. 36-7). Appropriate behaviour will also be acknowledged
to communicate the desire for positive conduct (Gordon, 1996, p. 23). To manage transitions
I intend to follow Bennett and Smilanichs sequence where a signal is used to get attention
(pre-initiated clap, word or song), the students are told when to act, what will happen and by
who (1994, p. 205).
Response Strategies
Although prevention is the best strategy to reduce misbehaviour, it is inevitable that it will
happen. Therefore, it is imperative that I am equipped to respond swiftly in the right way
without allowing minor problems evolve into widespread anarchy. To respond, I must act
sooner rather than later without allowing any negative behaviour to percolate, snowball and
escalate. To do this, I intend to employ Bennett and Smilanichs Theory of Bumps, consisting
of their seven main escalations, that range from low-key responses to formal contracts (1994,
p. 291). As noted above winning over and inclusivity are key parts of my plan but due to the
myriad of variables that impact on students and teachers every day even the best relationships
can be tested. Subsequently, I will need to respond to misbehaviour in a way that does not put
a spotlight on trouble areas and remedy them with minimal fuss by using students names,
pauses, proximity, dealing with problems not the students, picking when to respond (planned
ignore), dealing with misbehaving students and allies one by one and always being polite and
considerate with appropriate non-threating paralanguage. Kounins notions of withitness
being alert, prepared and able to sense the escalation of problemsand overlappingness
successfully balancing response and teachingare fundamental techniques I need to develop
to reduce mischievousness and interpret events unemotionally (Bennett & Smilanich, 1994, p.
41).

To further de-escalate situations I intend to act in ways that fit my personality and teaching
context, as I have a non-confrontational personality, raising my voice and having a look will
not work so practising humour, tai chi and the offer of choices are my best options. A strategy
that stands out for me is the informal chat; although it is considered a bump 6 response, I feel
that it will be an effective method to use during early and late stages to extinguish poor
behaviour in a private and friendly way. Additionally, allowing me to better understand the
goals of misbehaviour and make the student more aware that I am concerned about their
behaviour and wellbeing. Dykers research on the goals of misbehaviour is a crucial aspect I
need to consider to prevent misdemeanours occurring and to cultivate a healthy classroom
environment (Bennett & Smilanich, 1994, p. 40). Having an understanding of why
misbehaviour occurs will help me to prevent future transgressions, respond accordingly and
improve wellbeing.
This also ties in with my belief that everyone deserves the right to save face and not be
humiliated publicly because there is always a reason for misbehaviour. Despite this
humanistic and holistic approach there have to be consequences for sustained misbehaviour,
therefore, students who continually disrupt will be given choices that impact on their seating
arrangement and their right to work with others while allies will be separated.
In closing, I feel that beliefs are powerful and believing that challenging behaviour is normal
but correctable and that difficult doesnt mean impossible (Gordon, 1996, p. 13) will help
me reduce misbehaviour and also assist in my gradual development as a teacher.

Relevant policies
Bletchley Park Primary School
Bullying Prevention Policy: http://www.bletchleyparkps.wa.edu.au/school/2012-06-11-bullyprevention
Managing Student Behaviour Policy: http://www.bletchleyparkps.wa.edu.au/school/2016-0203-msb
Values Education Policy:
http://www.bletchleyparkps.wa.edu.au/userfiles/files/2013/2013%20Values%20Education
%20Policy.pdf
Cable Beach Primary School Broome
Positive Behaviour Support:
http://www.cablebeachps.wa.edu.au/web/entries.php?
cat=93671&sid=56032928&catname=School%20Plans%20and%20Policies
Narrogin Primary School
Behaviour Management Policy:
http://www.narroginprimaryschool.wa.edu.au/app/webroot/uploaded_files/media/school_beh
aviour_management_policy_updated_dec_09.pdf
Department of Education WA
Student Behaviour Policy and Procedures
http://www.det.wa.edu.au/policies/detcms/policy-planning-and-accountability/policiesframework/policies/student-behaviour-policy-and-procedures.en?cat-id=3457115#
Wellbeing
WA Health Promoting Schools Association (Inc.)
http://wahpsa.org.au/resources/what-is-a-health-promoting-school/
Act Belong Commit
http://www.actbelongcommit.org.au/about-us/what-is-act-belong-commit.html#click-here-toread-more
WISA Wellbeing
http://www.wisawellbeing.com.au/wp-content/uploads/2016/05/Guiding-Principles-ofHealth-Promoting-Schools-1.jpg

References
Bennett, B., & Smilanich, P. (1994). Classroom management: a thinking and caring
approach. Toronto, Canada: Bookation.
Flint, A., Kitson, L., Lowe, K., & Shaw, K. (2014). Literacy in Australia: pedagogies for
engagement. Milton, Australia: John Wiley and Sons Australia Ltd.
Fuller, A. (2016). Ten ways schools can reduce anxiety. Retrieved from
http://andrewfuller.com.au/wp-content/uploads/2014/08/anxiety.pdf
Gordon, G. (1996). Managing challenging children. Greenwood, Western Australia,
Australia: Prim-Ed Publishing
Groundwater-Smith, S., Ewing, R. & Le Cornu, R. (2015). Teaching: challenges and
dilemmas (5th ed.). South Melbourne, Australia: Cengage Learning Australia.
Kivunja, C. (2015). Teaching, learning and assessment: steps towards creative practice.
South Melbourne, Australia: Oxford University Press.
Marzano, R., Marzano, J., & Pickering, D. (2003). Classroom management that works:
research-based strategies for every teacher. Alexandria, The United States of America:
Association for Supervision and Curriculum Development.
McInerney, D. (2014). Educational psychology: constructing learning (6th ed.). Frenchs
Forest, New South Wales, Australia: Pearson Australia.
Tribes Learning Communities. (2016). About tribes. Retrieved from http://tribes.com/about/