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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:

! Tactical ignoring

! Proximity and body language

! Touch interference.

2. Verbal correction:

! 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:

! Time out within the classroom

! Working with the teacher to redeem themselves time in.

4. Behavior reflection:

! 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 co-

operation 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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Reinforcing Appropriate Behaviour -

Bounce Back Program

Program that recognizes issues linked

with behaviour. Some including:

responsible thinking, self-esteem, anger

management, making choices and

conflict resolution.

Topic/skill addressed in assembly

Follow-up lesson in classrooms

An article concerning the topic/skill

in the schools newsletter

Awards to be presented to students

at assembly, who have

demonstrated appropriate

behaviour reflecting the topic/skill.

!

Weekly Behaviour Log

Students who regularly display

inappropriate behaviour will be

given a weekly behaviour

logbook.

Addressing Inappropriate Behaviour

1. Non-verbal warning

2. Verbal correction

3. Loss of freedom: time out OR time in

4. Behavior reflection: he/she is sent to

the principal to complete a

Behavior Reflection sheet.

The Positive Passport

System that allows students to earn

points at gold, silver and bronze

level for co-operation and

demonstrating positive behaviour. !

Crisis Plan

1. Emphasize calmness and

composure.

2. Be assertive. Dont focus on the

problem straightaway; this may

reinforce behaviour.

3. 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.

5. Use physical intervention as the last

option. !Whole-School Approach

5-step is a whole school student

engagement and behaviour

management program. The program

offers face-to-face training for all

teaching staff to create a team

approach in tackling behaviour

management.

The 5 steps are:

1. Prevention

2. Correction

3. Support

4. Follow through

5. Affirmation !

C L A S S R O O M M A N A G E M E N T C H E A T S H E E T

Equal opportunities to learning !

Environment that promotes value and sense of belonging!

Positive student-teacher relationships!

Reviewing and Evaluating