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Developing your personal philosophy of classroom

management
John De Nobile
School of Education, Macquarie University
With adaptations by Roberto H Parada, School of Education, Western Sydney University

This resource consists of a series of linked activities chapter-by-chapter to the De Nobile et


al 2017 course text Positive learning environments: Creating and maintaining productive
classrooms. These activities enable you to progressively work on and develop your own
philosophy, plan and style of classroom management.

A classroom philosophy, simply put, is a statement of what you believe about how to best
manage a class and how you will go about achieving that vision. This resource will help you
build it bit by bit. Complete the activities linked to each chapter of the text and by the end
of chapter 10 you should be able to bring your work together to form your classroom
philosophy.

FINAL PERSONAL PHILOSOPHY FOR ASSESSMENT 2

Insert in the box below your final personal philosophy (max 1000 words).
As a pre service teacher my understanding and knowledge have changed drastically in terms

of student behaviour, learning environments and classroom management. I believe a teacher

is a guide of knowledge, aimed to help student discover and grow, teachers should have vast

knowledge and understanding of content, however approachability and relationships are key

to develop respect while preparing students for adulthood. As a PDHPE teacher I find it

strongly beneficial for students to adopt a healthy and active lifestyle while learning, through

the use of student-centered approaches to deliver content. A student-centered approach takes

the lesson in a different direction, implementation of content is done through the use of

student’s decision-making and social interaction as opposed to a teacher directed approach.

The use of this approach has been the overall view that I have undertaken in order to

minimize unwanted behavior, with the use of other theories and models to provide a safe

learning environment.

Creating a safe learning environment is a key aspect of student learning, one main element is

the way a teacher implements behaviour strategies to provide good management during

lessons. I believe a teacher should understand each student and their needs in order to

implement the correct strategies, the choice theory is a great example of why students may

not participate well in a lesson due to the needs of a person not being met; it also examines

the idea that a person cannot be controlled. This idea has shaped my thinking of how my

methods are benefiting the students and if my actions are aimed to control or guide learning. I

personally will provide open discussion and student implementation of the learning material

for further student direction in classes, allowing students to understand when they are

inappropriate as oppose to dealing out direct punishment. However its important to note by

giving students freedom in a lesson it can create situations of ill-behaviour in students, I need

to further develop management skills to modify unwanted behaviour in my practice. Methods

that could be employed to deal with unwanted behaviour is creating a class expectation list or
reinforcing good behaviour, to modify unwanted behaviour.

To manage students while still holding true to a student centered approach democratic

discipline is a great addition to my personal model of teaching, this theory can be used to lead

students in decision making during class work. Democratic discipline involves allowing

students to be apart of the learning and choices that are made in respect of rules, classwork,

expectations, consequences and behaviour choices. However its important to keep in mind

democratic discipline can only be accomplished if the classroom climate is of a positive and

open nature. This could be implemented in a PDHPE lesson in many ways for example

asking students what they would like to learn about and providing options, getting students

involved by refereeing games or through student self assessing. I feel with the use of this

approach it minimizes ill-behaviour as students drive the lesson and discover content at their

own pace rather than a teacher feeding students information, it provides a direct yet open

learning space, this in turn impacts positively on learning and student engagement.

Clear communication between teacher and student is vital to a positive classroom climate and

classroom management because it can help build student/teacher relationships, that in turn

can have positive effects on behaviour, the 10c model of communication can help in this area,

as it allows teachers to understand the elements of communication. My ambition would be to

adopt different forms of communication such as non-verbal in the class to further push class

communication, non-verbal communication includes, hand actions, facial expression and eye

movement. As a PDHPE teacher non-verbal forms for communication are very useful

especially when outside, due to the limitations of vocal range, a simple hand gesture can be as

effective as calling out to a student, it also can be used as a tool to directly shape behavior.

I have come to understand that student relationships are an important element with

challenging students, students tend to misbehave for a number of reasons; student trust is a
component I would try and employ in my own practice, as students are more likely to behave

in an appropriate way if the teacher has a strong professional relationship with the student. It

allows for ease of communication outside the classroom and a student/teacher rapport to take

place; this in turn improves the learning environment and creates a safe place for the students.

It is important to keep in mind the influence of the teacher; a teacher can reduce the

prevalence of unwanted behaviour in the classroom, however a teacher can also add to the

problem. I have come to understand a teacher should remain flexible and respond to the

behaviour at hand, rather than rely on post developed techniques, for example a teacher can

use a shared controlled layout when dealing with bulling and may have success, but if these

technique do not work on other students it’s the teacher job to analyse the situation and act in

a way that is effective and fair. Understanding and relating to students is another element I

will incorporate, all students are different and should be given the opportunity to learn,

behaviour modification and identification of students abilities are what can create a safe

individual learning environment for students.

I hope to continue to grow, learn, implement and plan to become successful in this

profession; I personally will aim to refine my skills through continual planning and the

implementation of new skills and strategies as they come to my knowledge. Personally I have

many aspects to refine such as behaviour management and voice control; I plan to reflect

constantly on my practices with journals in order to reframe my teaching methods. To create

positive learning environments I hope to implement student directed lessons while providing

strong curriculum content, in the hope of achieving student directed learning. Overall

teachers drive the education and allow the growth of society; I personally will never stop

learning to give my students the education they deserve, through the use of safe learning

environments, behaviour modifications and student centred learning.


Acknowledgements:

Through this degree there have been a large number of people who have helped with my

understanding and growth into a future teacher, I would like to acknowledge these people and

give my thanks to the help and information they have provided me with.

John De Nobile book on positive learning environments has provided me with a deep

understanding of teacher management strategies such as democratic discipline and choice

theory (specifically chapter 8 and 9), this has fixed my view on the teachers role and my

overall teaching model of relationships and behavioural strategies, Nobile, J. D. (2017).

Positive Learning Environments: Creating and Maintaining Productive Classrooms, 1st

Edition. [CengageBrain Bookshelf]. Retrieved from

https://cengagebrain.vitalsource.com/#/books/9780170280969/.

I have based my ideas on student centred approaches to learning from Kelly Ann Parry

lecture notes, her models have driven my thinking of quality teaching and improving games

sense strategies Parry, K. A. (n.d.). A Game Centred Approach for Enhancing Quality

Teaching and Improving Student Learning Outcomes in PDHPE.

Terry De Jong’s article has given me the notion to consider effective behavioural strategies

with the use of their framework and use of human development theories, De Jong, T. (2005).

A framework of principles and best practice for managing student behaviour in the Australian

education context. School Psychology International, 26(3), 353-370.

Ross W. Greene’s article suggests strong adaptations for teacher to implement in the

classroom for challenging behaviour, I have taken this into consideration for my student

management (specifically the A, B, C plan), Greene, R. W. (2011). Collaborative problem

solving can transform school discipline: Adults, students, and schools benefit when

behavioural challenges are viewed through accurate lenses and students participate in

resolving them. Phi Delta Kappan, 93(2), 25.


Lastly I would like to acknowledge Dr Roberto Parada he has provided strong lecture and

tutorial content that has shaped my thinking towards significant/modern models with

connection to his personal teaching beliefs, his ideas of student relationships and behaviour

managements have given me a stronger understanding of how to manage students and create

a safer learning environment.


(Week 1) Pedagogy for Positive Learning Environments: A problem based
approach
Reflection of the week’s Lecture, tutorials and readings.
The following activities are designed to get you thinking about your own model of teaching
and classroom management.

1.1 What is a ‘good teacher’? Think about the teachers from your days in primary and
secondary schooling. What qualities did they have that made them ‘good’? Make a list
in the box below.

A good teacher is someone who can relate to students and understand the skill level
individual students have in the classroom. A teacher who can identify student’s needs and
cater for those needs creates makes a great teacher, below are a few of the quality’s and
traits that create the perfect teacher who can fit into any class room and provide good
content.
 Knowledgably
 Understanding
 Caring
 Loving
 Smart
 A guide not a leader
 Open to student thinking
 Objective
 Flexible with teaching methods
 Ability to adapt

1.2 Using what you have learnt about ill structured vs structured problems in relation to
classroom u, what do you think are the key considerations when a teacher is planning
their strategy for classroom management? List them below.

A teacher must learn the ways in which to identify the correct method when dealing with
student behaviour, students will differ depending of a range of variables however a teacher
must be aware of certain trends in the classroom when teaching. The use of the 7 steps of
solving ill structured behaviour can be a guide for teacher as they can be used to breakdown
correct management of behaviour challenges. Its important for teachers to plan their
lessons with a purpose for what they are trying to accomplish, a teacher should understand
the restraints as well as any issues such as space, ability or previous knowledge, this can be
devised in the planning stage of a lesson. A teacher should also have a sense of the type of
class they will be teaching for example a PDHPE lesson my involve equipment and hence
behaviour monitoring with be a higher concern than a theory lesson.

1.3 With your responses to the last two activities as a source of ideas, complete the
sentence in the box below.

I believe a positive learning environment is about creating a space that gives equal
opportunity to all students regardless of background, understanding or race. Teachers must
ensure the learning space is set up to deal will or prevent ill behaviour this can be done
through encouragement and guidance given from the teacher to lower misbehaviour
challenges, a positive learning environment is a place that all students have the opportunity
to learning in a PDHPE lesson some students may not have the ability to complete all tasks
that are given to them, a safe environment will ensure they have the ability to participate
with modified games or different strategies set in place for these groups. A teacher must
ensure a balance of moderation within direct teaching methods and allow students to grow
on their own merit, Allowing student to do this will influence learning and is the key to
unlock a positive and safe environment.

(Week 2) Review of classroom management theories


This week you have been introduced to some theories of behaviour/classroom
management. Your readings (Ch 8 & 9 of the text and De Jong in tutorials) introduced you to
different views on why young people misbehave and particularly what to do about it. Some
of these might have caused you to react in some way, either negatively or positively. Of the
ones you developed a positive feeling about, was there a particular theory that stood out?
Was there a theory or approach that you felt might fit your view of how children should be
treated and how teaching happens? Think about this before responding to the activities.

2.1 In the box below, list the theories that you think are ‘not for you’ under the heading
‘Not me’, and the theories that you think are more favourable under the heading ‘More
like me’.

Not me More like me


Cognitive Behaviour theory Goal Theory (Democratic Discipline)
Assertive Discipline Choice theory
Classroom management theory Applied Behaviour Analysis
Psycho-educational theory
Lyford Model

2.2 Now take a closer look at the theories you placed in the ‘More like me’ column. Read
the suggested readings provided in this chapter and the online companion. Get to know
the theories more intimately. Use this new knowledge, specifically the key philosophies
behind the theories (or theory), to develop your own statement of belief about the sort
of places classrooms should be. Complete the following sentence and perhaps add
another to accompany it.

I believe classrooms should be a place where student are guided in a safe environment, a
student should be subjective to open/flexible learning and be able to express their ideas and
knowledge in any context. Students should be exposed to positive and negative reinforcing
by the teacher to help control behaviour for example if a student does show signs of
misbehaviour in a class a teacher should first understand the cause rather than giving out
punishments straight away. Teachers should use a range of different theories to facilitate
student learning, theories can help with student management, self regulated learning and
teacher self management. The choice theory is the idea no behaviour can be controlled and
only once our desires such as survival, belonging, power, freedom and are met can a person
be lead in a certain direction. The choice theory is a great idea for teachers to run by as this
theory suggests teachers should direct a student as opposed to telling or pushing a student
to preform in the classroom. In a PDHPE setting this is a strong theory to run by, for example
if a student was displaying ill behaviour, the teacher would talk/sit down the student as
opposed to handing out punishments to change behaviour.
The choice theory links well with the democratic discipline idea of teaching, this idea can be
used to lead students in decision making during class work, this would allow for a positive
learning environment. Democratic discipline involves allowing students to be apart of the
learning and choices that are made in respect of rules, classwork, expectations,
consequences and behaviour choices. I believe these way of teaching would be beneficial as
it links well with a student- centred approach to learning as it gets student more involved.

(Week 3) Relationships, communication & professional reflexivity


Effective communication is a key component of effective classroom management, and
quality teaching depends on it. The lecture, tutorial readings as well as Ch 2 & 3 of the
textbook describe some very useful skills for dealing with inappropriate student behaviour
in a non-confrontational and positive way. Being aware of non-verbal cues will lead a
teacher to be more sensitive to how their messages are being received as well as how to
send messages and provide feedback more effectively. Active listening allows teachers and
students to interact with minimal interference from underlying emotional factors. I-
messages provide the teacher with a tool to convey to students how their behaviour is
affecting the class in a non-submissive, informative and positive manner.

Teaching philosophies often describe the way a teacher will interact with their students and
this, in turn, provides a window into the classroom climate that a teacher is trying to
establish. The following activities should help you to identify your preferred way of
communicating with the class generally as well as in dealing with inappropriate behaviour.
After completing them you should have a better idea of how your classroom philosophy will
describe your communication style in the classroom.

3.1 Using your readings of the chapters, in particular the Relationships and communication,
Interference, Communication process and Non-verbal communication sections,
complete the sentence in the box below. You might need to add a second or even a
third sentence.

I believe that good communication between teacher and student is vital to a positive
classroom climate because it can help build the student teacher relationships that inturn
can have positive effects on behaviour, teachers should understand how to communicate
effectively in order for this process to succeed the 10c model of communication can help in
this area, as it allows teachers to understand the elements of communication such as
sender, receiver, channel, message, feedback, functions, features, noise, internal and
external environment. With this information teachers should then adopt different forms of
Communication such as non-verbal. Non-verbal communication includes, hand actions,
facial expression and eye movement. As a PDHPE teacher non- verbal forms for
communication are very useful especially when outside, due to the limitations of vocal
range, a simple hand gesture can be as effective as calling out to a student and it also can be
used in a way to avoid distraction of others in the class.

This week you also looked at how personal beliefs can help or hinder in your relationships
and communication with students.

3.2 Briefly outline your understanding of how beliefs can help or hinder your ability to
create positive learning environments:

Teacher personal beliefs affect the way we create positive learning environments, by
holding unrealistic or demanding terms on a class it can hinder a teacher and the ability/
effectiveness of their practice, a teacher should hold realistic beliefs about their students. A
teacher should move away from a controlled way of thinking and find a line between
control and caring in their teaching nature. For example a teacher who holds the idea that
all students learn at the same pace may find large differentiations in the learning ability of
the class, teachers should move into a modern way of thinking, understanding students are
different. I personally believe the teacher should avoid beliefs about students and teach in a
consistent way, its good for a teacher to question an idea but if a teacher has large about of
bias it can hinder the teachers methods due to unrealistic expectations.

Your teaching philosophy should describe how and for what purpose you might engage in a
cycle of professional reflexivity, be it through critical analysis using various perspectives or
an action research model, or both.

3.3 Why should teachers engage in professional reflexivity? Once you have given this some
thought and done some further reading, complete the following sentence.

I believe professional reflexivity is important to my teaching because it allows for


improvement in my teaching philosophies and teaching practices; this gives my teaching skill
further development in implementation strategies to improve the quality of lessons. Its
important for teachers to engage in this practice and focus on the following elements:
- What is being taught
- How is the curriculum taught
- Student behaviour
- Assessment
This will help later on as I progress as a teacher, as A PDHPE teacher its important to
constantly reflect as every class will respond differently to the games and tasks given to
them, the goal is to cater for the majority while allowing all students to become involved in
some way, a reflective teacher will be able to highlight teaching mistakes are improve.
3.4 Having thought up a justification for it, how will you go about engaging in reflection
about your practice in your teaching career? Once you have thought this out, think of
some practical and achievable ways you can engage in professional reflexivity and
complete the next sentence.

As a consequence of this belief, I will continue to look over my lessons in order to constantly
change them, having a good understanding of content as well as what is being taught is
important. As a teacher, behaviour is also an element of reflexivity that is needed for
consideration, time of the day, weather, the class and location are all elements that must be
considered before and after each lesson. Reflection of how the class acted in at certain
times and documenting either online or in a journal can be strategies to ensure changes are
made to improve of current knowledge. Teachers should implement a thorough reflective
practice, in order for this to happen, values, theories, practice changes, new research,
mentoring and commitment to learning are required for this to successfully take place.
Further learning classes or observation can assist in this, constant feedback is a must to
grow in these areas.

(Week 4) Classroom organisation and curriculum, assessment and pedagogy


Classroom management is not just about managing behaviour. At the heart of teaching and
learning are the curriculum taught, the pedagogy used and the assessment designed to
measure how well that curriculum was taught and how well the pedagogy worked. This
chapter takes you through these three areas one at a time.

The next part of your teaching philosophy will be about how you will deliver curriculum and
assess student achievement/growth. After reading this chapter, please reflect on the
following:
 What will you take into consideration when planning your teaching program?
 How will you know what to teach and where to start?
 What are the many ways in which your students could demonstrate achievement other
than tests and quizzes?
 What teaching approaches will you use and what philosophical views will your
pedagogies reflect?

4.1 Using the PIR Cycle (see Ch 5 p118) as a stimulus, explain how you will go about
planning your teaching program in the box below.

The PIR cycle is an overview of how content can be planned, implemented and reviewed
when teaching. When planning its important to implement the assessment from the
curriculum of what students need to learn in this area and how they will learn it. As a
teacher it’s essential when planning to be mindful of students and the different learning
needs, this must be addressed early in the planning stages for teachers. The main focus of
the planning phase is the scope and sequence of student leaning plus the use of lesson
plans, as a PDHPE teacher its important to gain new and current information as health is
always shifting, this can be done through government websites and searching through
current research.
4.2 Pedagogy refers to how you will teach the curriculum. Usually, the type of pedagogy
you implement is influenced by a basic belief about how students best learn. After
considering your pedagogical approach and strategies, complete the sentences below.

I believe that students best learn through a student centred approach, in PDHPE skills are
constantly shaped and taught in lessons however, students have the ability to self discover
and grow on their own merit. With the use of modified games and indirect teaching
approaches students have more freedom to learn and discover as opposed to direct skill
lessons that only focus on one specific area.
Therefore I will use a range of different learning games for example football can be taught
through the use of games similar to oz tag, by modifying the game to a simpler version
students still have the ability to understand skill concepts that can be used in multiple
sports, similar to cross curriculum learning. This method of teaching can cater for diverse
learners as the modification aspect can be done to make games harder or easier.

As explained in Ch 3 & 4, there are several dimensions to classroom organisation. Each of


these put together become the manifestation of your classroom culture. Your classroom
culture is, simply put, the way your class operates and incorporates:
 rules and procedures
 Organisation of the physical space.

It is now time to think about how your teaching philosophy will describe these two aspects
and explain them in terms of an overarching set of beliefs or approaches. After reading
these chapters, complete the next two activities.

4.3 What values do you hold as important to establishing an orderly, productive and
positive classroom? Answer this question below, then list the key rules/expectations
you think flow naturally from those values and which you want to stress in your class.
Complete the section by explaining how rules and consequences will be established in
your classroom.

As a teacher there are certain values that reflect on classroom culture, these values and
beliefs will differ from teacher to teacher but the idea of how the classroom works remains
similar. Why a classroom works is dependant on the teacher and student influences, some
values a teacher may follow are operational values such as procedures and routines or
theoretic values such as: beliefs, expectations and praxis values: such as classroom rules.
When all these elements come together a teacher can provide a safe learning environment
as their teaching practice is built around professional influences. I personally believe
expectations and routines are 2 key values that strongly implement on the strategies of
teaching. Expectations given to students can be used as a reminder when students are
misbehaving and also can be used to keep students on track, routine ensure all students
follow basic protocol and understand what they are doing. Both these values work well
together if a student break protocol its evident they are not meeting the given expectations
which then can be modified with teaching strategies.

(Week 5) Principles of behaviour modification


This week we looked at fundamental aspects of behaviourism and learning (see Ch 6 & 7 of
your text) But also Ziporli from your references in the Learning Guide and Killu your tutorial
reading which provide examples of the application of such theory and research to classroom
management and behaviour change. Important concepts such as reinforcement, functional
purpose of behaviour and behaviour shaping are discussed

5.1 After reading Ziporli and Killu and reflecting on the lecture content what would you add
about aspects of your classroom management that have not been mentioned so far in
your philosophy? Add these in the box below in rough draft form. You can refine them
later.

Classroom management is an aspect of teaching that is a must for any lesson to be


successful, there are countless teaching strategies and theories when dealing with students
such as teacher reinforcement vs. punishment, microtechniques, behaviour shaping,
maintaining focus and shared control. From these ideas and guidelines to teaching it is
important to keep in mind the influence of the teacher, a teacher can reduce the prevalence
of unwanted behaviour in the classroom, however a teacher can also add to the problem. A
teacher must remain flexible and respond to the behaviour at hand, rather than rely on post
developed techniques, meaning a teacher can use a shared controlled layout when dealing
with bulling and may have success, but if these technique do not work on other students it’s
the teacher job to analyse the situation and act in a way that is effective and fair.

(Week 6) Applying behaviour modification in schools PBIS


Positive Behaviour Intervention and Support also known as Positive Behaviour Support (see
Text Ch 6 p168) has become an accepted and often implemented part of schooling in NSW.
A key aspect of PBIS is to teach students behavioural expectations.

6.1 Previously (see week 4) you reflected on what your classroom could be like. In the
section below pick 1 expectation (e.g., respect self and others) and list how you will
teach what this expectation looks like, is exemplified by and demonstrated in your
classroom. Give as many examples as you can.

Respect is one of the key expectations that will be expected in my classroom, not just
respects as a teacher but respect from the students towards each other. Respect is one of
the harder examples to portray in the classroom yet it is one of the most important, without
respect students misbehave without a care. Respect for others should be similar to those of
the following examples:

 Not talking when someone else is


 Putting hands up
 Being on time to class
 Participating in work
 Doing what you are told

These are all examples of respect, but not just for the teacher it also is respect towards
other fellow students. To teach respect it must be acknowledged early on in the year, in the
first few lessons it would be beneficial to have a slide or poster stating respectful behaviour
in the class, this can also link back to student expectations. If a student is not displaying the
correct behaviour the consequences can also be stated, e.g. sending students out of the
room or detention for those not willing to participate. Expectations are important in the
classroom as it keeps students on task and allows students to understand what is not
acceptable behaviour; by implementing strategies early in the school year students learn
what is required of them.

(Week 7) Social Emotional Learning in Schools SEL


Readings: Cohen, J. (2006) & Zins, et al (2007).
Social and Emotional Learning brings your attention to focus efforts on promoting students’
social and emotional competencies. Many leaders in the field underscore the importance of
skills-based teaching and learning to properly address this important facet of teaching the
whole child.
7.1 After reading Cohen and Zin and reflecting on the lecture content what would you add
about aspects of your classroom management that have not been mentioned so far in
your philosophy? Add these in the box below in rough draft form. You can refine them
later.

Social and emotional behaviours are areas that need to be refined in todays teaching,
students and teachers are developing further and the more this happens, changes will
continue to occur with learning. Not all outcomes of students achievement can always be
analysed and portrayed, a teacher should try and implement different types of assessing in
order to develop social and emotional behaviours. Student management can be obtained in
many different ways either by implementing different classroom routines or giving out
direct expectations of learning. I feel that managing a classroom can be done with the use of
firm and direct approaches such as: sending student outside or detentions, however if
particular students continue to misbehave behaviour modification is needed, such as giving
those students a goal each lesson and monitoring them to keep them on task. To manage a
classroom the teacher must always be aware of students with consistent monitoring and
supervision, if a teacher looses control of the class it can lead to ill student behaviour. In my
short time teaching I also found the flow of the lesson is very important, if a lesson starts of
slow students can quickly loose interest, by being prepared and understanding the content
the lesson will flow and classroom management become less of a concern.
(Weeks 8 & 9) Drafting your personal reflection/philosophy
In the space below cut and paste each of the sections you have completed above and create
a (very) draft version of your personal philosophy

My personal reflection/teaching philosophy:


A good teacher is someone who can relate to students and understand the skill level
individual students have in the classroom. A teacher who can identify student’s needs and
cater for those needs creates makes a great teacher, below are a few of the quality’s and
traits that create the perfect teacher who can fit into any class room and provide good
content.
 Knowledgably
 Understanding
 Caring
 Loving
 Smart
 A guide not a leader
 Open to student thinking
 Objective
 Flexible with teaching methods
 Ability to adapt
A teacher must learn the ways in which to identify the correct method when dealing with
student behaviour, students will differ depending of a range of variables however a teacher
must be aware of certain trends in the classroom when teaching. The use of the 7 steps of
solving ill structured behaviour can be a guide for teacher as they can be used to breakdown
correct management of behaviour challenges. Its important for teachers to plan their
lessons with a purpose for what they are trying to accomplish, a teacher should understand
the restraints as well as any issues such as space, ability or previous knowledge, this can be
devised in the planning stage of a lesson. A teacher should also have a sense of the type of
class they will be teaching for example a PDHPE lesson my involve equipment and hence
behaviour monitoring with be a higher concern than a theory lesson.
I believe a positive learning environment is about creating a space that gives equal
opportunity to all students regardless of background, understanding or race. Teachers must
ensure the learning space is set up to deal will or prevent ill behaviour this can be done
through encouragement and guidance given from the teacher to lower misbehaviour
challenges, a positive learning environment is a place that all students have the opportunity
to learning in a PDHPE lesson some students may not have the ability to complete all tasks
that are given to them, a safe environment will ensure they have the ability to participate
with modified games or different strategies set in place for these groups. A teacher must
ensure a balance of moderation within direct teaching methods and allow students to grow
on their own merit, Allowing student to do this will influence learning and is the key to
unlock a positive and safe environment.
I believe classrooms should be a place where student are guided in a safe environment, a
student should be subjective to open/flexible learning and be able to express their ideas and
knowledge in any context. Students should be exposed to positive and negative reinforcing
by the teacher to help control behaviour for example if a student does show signs of
misbehaviour in a class a teacher should first understand the cause rather than giving out
punishments straight away. Teachers should use a range of different theories to facilitate
student learning, theories can help with student management, self regulated learning and
teacher self management. The choice theory is the idea no behaviour can be controlled and
only once our desires such as survival, belonging, power, freedom and are met can a person
be lead in a certain direction. The choice theory is a great idea for teachers to run by as this
theory suggests teachers should direct a student as opposed to telling or pushing a student
to preform in the classroom. In a PDHPE setting this is a strong theory to run by, for example
if a student was displaying ill behaviour, the teacher would talk/sit down the student as
opposed to handing out punishments to change behaviour.
The choice theory links well with the democratic discipline idea of teaching, this idea can be
used to lead students in decision making during class work, this would allow for a positive
learning environment. Democratic discipline involves allowing students to be apart of the
learning and choices that are made in respect of rules, classwork, expectations,
consequences and behaviour choices. I believe these way of teaching would be beneficial as
it links well with a student- centred approach to learning as it gets student more involved.
I believe that good communication between teacher and student is vital to a positive
classroom climate because it can help build the student teacher relationships that inturn
can have positive effects on behaviour, teachers should understand how to communicate
effectively in order for this process to succeed the 10c model of communication can help in
this area, as it allows teachers to understand the elements of communication such as
sender, receiver, channel, message, feedback, functions, features, noise, internal and
external environment. With this information teachers should then adopt different forms of
Communication such as non-verbal. Non-verbal communication includes, hand actions,
facial expression and eye movement. As a PDHPE teacher non- verbal forms for
communication are very useful especially when outside, due to the limitations of vocal
range, a simple hand gesture can be as effective as calling out to a student and it also can be
used in a way to avoid distraction of others in the class.
Teacher personal beliefs affect the way we create positive learning environments, by
holding unrealistic or demanding terms on a class it can hinder a teacher and the ability/
effectiveness of their practice, a teacher should hold realistic beliefs about their students. A
teacher should move away from a controlled way of thinking and find a line between
control and caring in their teaching nature. For example a teacher who holds the idea that
all students learn at the same pace may find large differentiations in the learning ability of
the class, teachers should move into a modern way of thinking, understanding students are
different. I personally believe the teacher should avoid beliefs about students and teach in a
consistent way, its good for a teacher to question an idea but if a teacher has large about of
bias it can hinder the teachers methods due to unrealistic expectations.
I believe professional reflexivity is important to my teaching because it allows for
improvement in my teaching philosophies and teaching practices; this gives my teaching skill
further development in implementation strategies to improve the quality of lessons. Its
important for teachers to engage in this practice and focus on the following elements:
- What is being taught
- How is the curriculum taught
- Student behaviour
- Assessment
This will help later on as I progress as a teacher, as A PDHPE teacher its important to
constantly reflect as every class will respond differently to the games and tasks given to
them, the goal is to cater for the majority while allowing all students to become involved in
some way, a reflective teacher will be able to highlight teaching mistakes are improve.
As a consequence of this belief, I will continue to look over my lessons in order to constantly
change them, having a good understanding of content as well as what is being taught is
important. As a teacher, behaviour is also an element of reflexivity that is needed for
consideration, time of the day, weather, the class and location are all elements that must be
considered before and after each lesson. Reflection of how the class acted in at certain
times and documenting either online or in a journal can be strategies to ensure changes are
made to improve of current knowledge. Teachers should implement a thorough reflective
practice, in order for this to happen, values, theories, practice changes, new research,
mentoring and commitment to learning are required for this to successfully take place.
Further learning classes or observation can assist in this, constant feedback is a must to
grow in these areas.
The PIR cycle is an overview of how content can be planned, implemented and reviewed
when teaching. When planning its important to implement the assessment from the
curriculum of what students need to learn in this area and how they will learn it. As a
teacher it’s essential when planning to be mindful of students and the different learning
needs, this must be addressed early in the planning stages for teachers. The main focus of
the planning phase is the scope and sequence of student leaning plus the use of lesson
plans, as a PDHPE teacher its important to gain new and current information as health is
always shifting, this can be done through government websites and searching through
current research.
I believe that students best learn through a student centred approach, in PDHPE skills are
constantly shaped and taught in lessons however, students have the ability to self discover
and grow on their own merit. With the use of modified games and indirect teaching
approaches students have more freedom to learn and discover as opposed to direct skill
lessons that only focus on one specific area. Therefore I will use a range of different learning
games for example football can be taught through the use of games similar to oz tag, by
modifying the game to a simpler version students still have the ability to understand skill
concepts that can be used in multiple sports, similar to cross curriculum learning. This
method of teaching can cater for diverse learners as the modification aspect can be done to
make games harder or easier.
As a teacher there are certain values that reflect on classroom culture, these values and
beliefs will differ from teacher to teacher but the idea of how the classroom works remains
similar. Why a classroom works is dependant on the teacher and student influences, some
values a teacher may follow are operational values such as procedures and routines or
theoretic values such as: beliefs, expectations and praxis values: such as classroom rules.
When all these elements come together a teacher can provide a safe learning environment
as their teaching practice is built around professional influences. I personally believe
expectations and routines are 2 key values that strongly implement on the strategies of
teaching. Expectations given to students can be used as a reminder when students are
misbehaving and also can be used to keep students on track, routine ensure all students
follow basic protocol and understand what they are doing. Both these values work well
together if a student break protocol its evident they are not meeting the given expectations
which then can be modified with teaching strategies.
Classroom management is an aspect of teaching that is a must for any lesson to be
successful, there are countless teaching strategies and theories when dealing with students
such as teacher reinforcement vs. punishment, microtechniques, behaviour shaping,
maintaining focus and shared control. From these ideas and guidelines to teaching it is
important to keep in mind the influence of the teacher, a teacher can reduce the prevalence
of unwanted behaviour in the classroom, however a teacher can also add to the problem. A
teacher must remain flexible and respond to the behaviour at hand, rather than rely on post
developed techniques, meaning a teacher can use a shared controlled layout when dealing
with bulling and may have success, but if these technique do not work on other students it’s
the teacher job to analyse the situation and act in a way that is effective and fair.
Respect is one of the key expectations that will be expected in my classroom, not just
respects as a teacher but respect from the students towards each other. Respect is one of
the harder examples to portray in the classroom yet it is one of the most important, without
respect students misbehave without a care. Respect for others should be similar to those of
the following examples:
 Not talking when someone else is
 Putting hands up
 Being on time to class
 Participating in work
 Doing what you are told
These are all examples of respect, but not just for the teacher it also is respect towards
other fellow students. To teach respect it must be acknowledged early on in the year, in the
first few lessons it would be beneficial to have a slide or poster stating respectful behaviour
in the class, this can also link back to student expectations. If a student is not displaying the
correct behaviour the consequences can also be stated, e.g. sending students out of the
room or detention for those not willing to participate. Expectations are important in the
classroom as it keeps students on task and allows students to understand what is not
acceptable behaviour; by implementing strategies early in the school year students learn
what is required of them.
Social and emotional behaviours are areas that need to be refined in todays teaching,
students and teachers are developing further and the more this happens, changes will
continue to occur with learning. Not all outcomes of students achievement can always be
analysed and portrayed, a teacher should try and implement different types of assessing in
order to develop social and emotional behaviours. Student management can be obtained in
many different ways either by implementing different classroom routines or giving out
direct expectations of learning. I feel that managing a classroom can be done with the use of
firm and direct approaches such as: sending student outside or detentions, however if
particular students continue to misbehave behaviour modification is needed, such as giving
those students a goal each lesson and monitoring them to keep them on task. To manage a
classroom the teacher must always be aware of students with consistent monitoring and
supervision, if a teacher looses control of the class it can lead to ill student behaviour. In my
short time teaching I also found the flow of the lesson is very important, if a lesson starts of
slow students can quickly loose interest, by being prepared and understanding the content
the lesson will flow and classroom management become less of a concern.

Ready to roll …
Now, read it to yourself, and start editing to a maximum of 1000 words, it’s time to prepare
your final submission. Look at the Unit Learning Guide rubric and instructions and now write
your own personal reflection and philosophy you have to reflect on what you have learnt
and what you are still to learn. This reflection is an opportunity to provide your own
behaviour management philosophy/model.

Your personal model can be based on your personal experience and any of the theories and
research explored in PPLE or other Units which form part of your course. You need to
appropriately identify and credit these theories which influenced your thinking in relation to
the development of your personal approach within your text. You must provide at the end
(not counted to word limit) an ‘acknowledgement’ section where you may list the
theories/policies/ people that may have influence your model to date.

Into the future!


However, please be aware that your philosophy may well change as you gain experience in
teaching and are exposed to other ideas from your ongoing professional development, your
interactions with peers and other sources of inspiration. It will be an interesting task for you
to go back to this philosophy you have just completed in 10 years’ time and compare it to
the one you have then. Will it have changed much? How have your approaches evolved?
What kind of teacher have you become?

NOW WRITE YOUR FINAL DRAFT OF YOUR PERSONAL PHILOSOPHY (1000


words Max) IN THE SPACE PROVIDED AT THE START OF THIS DOCUMENT!