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).

The characteristics of a ‘good’ teacher are the ones that embed content information

through tasks and experiences. I preferred teachers who inherently encouraged a degree of

self-efficacy and responsibility. Characteristics inclusive of, but not limited to: clarity,

understanding, enthusiasm, passion, personable and reliable.

Misbehaviour is high in complexity to distinguish from underlying causation. The

rationalisation of such behaviours provides its own difficulties. Teachers, when attempting

to plan or implement management or preventative measures for behaviour have to

recognise the individuation of each behavioural misdemeanour. Jonassen (1997) identified

educator’s necessitation of; ascertaining the issue, acknowledging variant perspectives,

creating a solution and concurrently modifying if necessary.

The pedagogical framework of student centred learning is an effectual strategy in

creating a positive learning environment that allows student responsibility and autonomy

over learning. By extension, good teaching denotes qualities of instruction required to

enhance the learning of the students they affect. This can be established through traits of:

clarity, understanding and depth of knowledge.

Student resistance can become a formidable factor in positive learning

environments, however; facilitation of effective behaviour management strategies can

negate adverse outcomes. Collaboratively working, the student and teacher must embark

on learning outcomes and goals and utilise the skills acquired throughout the year to

subsequently achieve them. Choice Theory (Glasser), posits awareness for students to be

responsible for their learning actions. This approach to behaviour management generates a

safe place to learn, as their ownership is established when they assist in decision making

regarding curriculum and rules.

Good communication between the teacher and student is vital to a positive

classroom climate because the conceptualisation of a teacher-student relationship is largely

dependent on enviable communication between them. Consequently, students who

converse in an inclusive learning environment can increase their level of emotional literacy

skills.

Subsequently, a teacher must acknowledge the complications involved in the

transactional process of communication. External factors such as mental, social,

behavioural, attitudes and beliefs can impact on the communication pathway.

 The personal beliefs of teachers can often impact the educative process and

outcome. The notion of pre-conceived ideas about methods and practices can often negate

the ability for adaptation to student diversification. However, the converse is also true, the

personal beliefs of teachers can enrich and provide a deeper understanding based upon

narratives and experiences that can encapsulate student interest and further positively

impact student educative outcomes.

I believe professional reflexivity is important to my teaching because reflexive

practices based upon experiences are a critically valid tool to utilise in adapting to the

adversities faced in teaching. In essence, reflective praxis enhances professional growth and

understanding based upon concurrent feedback. Therefore, as a teacher, dually;

understanding and implementing methodologies in delivery and activities that were

positive, and negative and making adjustments based upon these, will benefit the student

outcome. By taking notes, regarding the most effectual practices implemented in each

lesson, I will have a dynamic basis of teaching structures that can be utilised in a variety of

contexts and objectives.

Utilising the PIR cycle, the information to be taught necessitates relevance to the

syllabus outcomes. If a topic or activity is not applicable to the content required to further

the student knowledge then it will not be included. The perceived level of complexity is

largely dependent on the student cognitive level. The perception of student abilities will be

a factor as content may need to be extended or limited based on student capabilities. The

length of time students may need to complete tasks will impact planning, as teachers need

to rationalise whether the students will benefit and absorb the information. Student’s best

learn through experiences, therefore I will use practical learning objectives throughout
lessons to ensure student engagement with the content is applicable to them.

Within the classroom environment, it is essential that teachers initiate student

routine and structure to enhance the learning experience. Teachers need clarity of

instruction when setting out tasks, which can be established from the onset; procedurally

listing the steps required, limits student deviation. For example, (1) “walk inside quietly… (2)

take out your books… (3) and sit at your desk” minimises the opportunity for students to

misbehave as the instructions and expectations were made clear with no opportunities to

diverge.

Additionally, my teaching practice relative to behaviour management will constitute

shaping. Shaping is the reinforcement of consecutive positive behaviour. This form of

positive reinforcement enables habitual behaviour to be recognised if conducive to the

learning goals. Respecting classmates who are speaking by being active listeners will thus be

rewarded. The formation of this technique is beneficial, largely due to its practicability and

applicability.

The foundational expectation is respect, as it is dually advantageous to real world

and schooling environments. Initially students will necessitate respecting themselves. This is

embodied by how students will present themselves within my classroom. As individuals,

they are there to learn, and this objective will be imposed as a requisite in all lessons. By

extension, students will respect others by not talking while others are expressing

themselves in discussions as this negates their ability to reach the same learning objectives.

This will be exemplified by raising hands to speak, and not talking whilst others are, with

negative consequences reprimanding the offender.

Respect of cultures, backgrounds and beliefs within the classroom will be an

expectation of all students. This will entail embedding intercultural understanding

throughout lesson content when appropriate and enhancing student input by encouraging

their personal experiences and perspectives.

Cohen (2006) and Zin (2007) identified that the education system has historically

focussed on results dually in literacy and numeracy. This is minimalistic to educative

practice. Extending the foci of the education system to consider the development of

emotional, ethical and social competencies; whereby, creating lifelong learners is effectual

to student development. My philosophy has been adapted to include developmental

processes, as well as behavioural management.

At the forefront of classroom management is social awareness. This extends into

classroom management as student interactions with peers and teachers will present their

own complexities to achieving the learning outcomes.

Acknowledgements

I would like to express my gratitude to the work of Arends [Arends, R. (2014).

Learning to teach. McGraw-Hill Higher Education.] who was my initial teaching philosophy

basis.

I would additionally like to thank Dreikurs, Grunwald and Pepper [Dreikurs, R.,

Grunwald, B. B., & Pepper, F. C. (2013). Maintaining sanity in the classroom: Classroom

management techniques. Taylor & Francis.] who provided with more management

strategies to utilise in dynamic situations.

I found the suggestions of Carol Dunn regarding Choice Theory and classroom

management plans to be highly informative

[http://web.calstatela.edu/faculty/jshindl/cm/caroldunnCMP.htm]

I would also like to thank the process of: *right click; synonyms* to make my essays

sound good virtuous*.

(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.

The characteristics of a ‘good’ teacher are the ones that embed the information through tasks,
instruction and experiences, therefore:

 Clarity in instruction
 Understanding
 Enthusiastic and Passionate
 Ability to adapt
 Personable, and
 Reliable

Relative to my primary and secondary schooling; I preferred teachers who inherently encouraged a
degree of self-efficacy and responsibility.

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

Misbehaviour is high in complexity to distinguish from defiance, to underlying causation.

The rationalisation of such behaviours provides its own difficulties. Teachers, when
attempting to plan or implement management or preventative measures for behaviour have
to recognise the individuation of each behavioural misdemeanour. Jonassen (1997)
identified educator’s necessitation of the following actions;

 ascertain the issue,

 acknowledge variant perspectives from peers,
 create a solution,
 assess potential contingencies, and
 make concurrent modifications,

whereby preceding the resolution.

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 valuable features of teaching instruction that

pervades multiple diversifications of student needs. The pedagogical framework of student
centred learning is an effectual strategy that allows student responsibility and autonomy
over learning. By extension, good teaching denotes qualities of teaching required to
enhance the learning of the students they affect. This can be potentially established through
traits of; clarity, understanding and depth of knowledge.
Student resistance can become a formidable factor in positive learning environments,
however; facilitation of effective behaviour management strategies can negate adverse
outcomes.
(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

 Assertive Discipline (Lee & Marlene  Cognitive Behavioural Theory

Carter)  Choice Theory (William Glasser)
 Applied Behaviour Analysis
 Goal Centred Theory (Rudolf Dreikurs)

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 places where educative practices are to benefit student
progression. Collaboratively working, the student and teacher must embark on learning
outcomes and goals and utilise the skills acquired throughout the year to subsequently
achieve them. Classrooms are fortified on mutual respect, comfortability and safety.
Teaching the tenets of Choice Theory (Glasser) will occur from the onset of the year, with an
awareness for students to be responsible for their learning actions.
(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 the teacher and student is vital to a positive
classroom climate because the conceptualisation of a teacher-student relationship is largely
dependent on enviable communication between them. A key factor in attaining positive outcomes,
good communication is foundational in effectual student progression. Consequently, students who
converse in an inclusive learning environment can increase their level of emotional literacy skills.
Moreover students with these skills can essentially express a necessitation for help with classroom
tasks.
Subsequently, a teacher must acknowledge the complexities involved in the transactional process of
communication. External factors such as mental, social, behavioural, attitudes and beliefs can impact
on the communication pathway.

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:

The personal beliefs of teachers can often impact the educative process and outcome. In
establishing positive learning environments, the notion of pre-conceived ideas about methods and
practices can often negate the ability for adaptation to student diversification. As a result, the
student educative process and outcome can ultimately be affected.

However, the converse is also true, the personal beliefs of teachers can enrich and provide a deeper
understanding and knowledge based upon narratives and experiences that can encapsulate student
interest and further positively impact student educative processes and outcomes.

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 reflexive practices

based upon experiences are a critically valid tool to utilise in adapting to the complexities
and adversities faced in teaching. In essence, reflective praxis in teaching enhances
professional growth and understanding based upon concurrent personal feedback.
Therefore, as a teacher, dually; understanding and implementing methodologies in delivery
and activities that were positive, and negative and making adjustments based upon these
will benefit the student outcome and educational progression long term.

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 make accurate notes in a book or journal regarding
the most effectual practices implemented in each lesson. Ultimately, as my development
improves, I will have a dynamic basis of teaching structures that can be utilised in a variety
of contexts and objectives.
(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.

Utilising the PIR cycle to facilitate the planning of my teaching program, I will
compartmentalise the process into four sub-categories.

1. Is the information useful?

2. What is the perceived level of complexity?
3. Time management
4. Engagement

The information necessitates relevance to the syllabus outcomes. If a topic or activity is not
applicable to the content required to further the student knowledge then it will not be
included throughout the lesson planning process.
The perceived level of complexity is largely dependent on the student direction and level.
The perception of student abilities will be a factor as content may need to be extended or
limited based on its difficulty and student capabilities.
The length of time students may need to complete set tasks will impact planning as teachers
need to rationalise whether the students will benefit and absorb the information relative to
the content.
Engagement relies on student interaction. Although content cannot be changed, it can be
somewhat manipulated to ensure the greatest educational benefit for students is applied.
Engagement consists of making lesson plans that further knowledge and maintain interest
through activities.
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 student’s best learn through experiences.

Therefore I will use practical learning objectives throughout lesson objectives to ensure
students experience the content in ways applicable to them.

As explained in Chs 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.

Within the classroom environment, it is essential that teachers initiate student routine and structure
to enhance the overall learning experience. Teachers need clarity of instruction when setting out
tasks, which can be established from the onset of the lesson.
Procedurally listing the steps required when entering the classroom, limits student deviation as the
tasks have been outlined beforehand.

For example, (1) “walk inside quietly”; (2) “Take out your books”; “(3) and sit at your desk”
minimises the opportunity for students to misbehave as the clarity of instructions and expectations
was made clear with no opportunities to diverge.
(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.

Additionally, my teaching practice, relative to behaviour management will constitute the

strategy of shaping. Shaping, by definition, is the reinforcement of consecutive positive
behaviour sequences. This form of positive reinforcement enables habitual behaviour to be
recognised if conducive to the learning goals. For example, respecting classmates who are
speaking by being active listeners will thus be rewarded with praise. The formation of this
technique is beneficial, largely due to its practicability, applicability and, cost and time
effectiveness.
(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.

The foundational expectation is respect, as it is dually advantageous to real world and

schooling environments. Initially students will necessitate the respecting of themselves. This
is embodied by how students will present themselves within my classroom. As individuals,
they are there to learn, and this objective will be necessitated as a requisite in all lessons. By
extension, students will respect others by not demeaning, or talking while others are
expressing themselves in creative discussions or work related objectives as this negates
their ability to reach the same learning objectives. This will be exemplified by raising hands
to speak, and not talking whilst others are, with negative consequences reprimanding the
offender.
Furthermore, respect of variant cultures, backgrounds and beliefs within the classroom will
be an expectation of all students. This will entail my teaching practice embedding
intercultural understanding throughout lesson content when appropriate and enhancing
student input by encouraging their personal experiences and perspectives.
(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.

Cohen (2006) and Zin (2007) identified that the education system has historically focussed
on results dually in literacy and numeracy. This is minimalistic to the necessitation of
educative practice. Extending the foci of the education system to consider the development
of emotional, ethical and social competencies; whereby, creating lifelong learners is
effectual to student development. My philosophy has been adapted to include
developmental processes, as well as behavioural management.

At the forefront of classroom management is social awareness. This extends into classroom
management as student interactions with peers and teachers will present their own
complexities to achieving the learning outcomes.
(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 (Draft 1)

The characteristics of a ‘good’ teacher are the ones that embed the information through tasks,
instruction and experiences, therefore:
 Clarity in instruction
 Understanding
 Enthusiastic and Passionate
 Ability to adapt
 Personable, and
 Reliable
Relative to my primary and secondary schooling; I preferred teachers who inherently encouraged a
degree of self-efficacy and responsibility.
Misbehaviour is high in complexity to distinguish from defiance, to underlying causation.
The rationalisation of such behaviours provides its own difficulties. Teachers, when
attempting to plan or implement management or preventative measures for behaviour have
to recognise the individuation of each behavioural misdemeanour. Jonassen (1997)
identified educator’s necessitation of the following actions;
 ascertain the issue,
 acknowledge variant perspectives from peers,
 create a solution,
 assess potential contingencies, and
 make concurrent modifications,
whereby preceding the resolution.
I believe a positive learning environment is valuable features of teaching instruction that
pervades multiple diversifications of student needs. The pedagogical framework of student
centred learning is an effectual strategy that allows student responsibility and autonomy
over learning. By extension, good teaching denotes qualities of teaching required to
enhance the learning of the students they affect. This can be potentially established through
traits of; clarity, understanding and depth of knowledge.
Student resistance can become a formidable factor in positive learning environments,
however; facilitation of effective behaviour management strategies can negate adverse
outcomes.

Not me More like me

 Assertive Discipline (Lee & Marlene  Cognitive Behavioural Theory

Carter)  Choice Theory (William Glasser)
 Applied Behaviour Analysis
 Goal Centred Theory (Rudolf Dreikurs)
I believe classrooms should be places where educative practices are to benefit student
progression. Collaboratively working, the student and teacher must embark on learning
outcomes and goals and utilise the skills acquired throughout the year to subsequently
achieve them. Classrooms are fortified on mutual respect, comfortability and safety.
Teaching the tenets of Choice Theory (Glasser) will occur from the onset of the year, with an
awareness for students to be responsible for their learning actions.

I believe that good communication between the teacher and student is vital to a positive
classroom climate because the conceptualisation of a teacher-student relationship is largely
dependent on enviable communication between them. A key factor in attaining positive outcomes,
good communication is foundational in effectual student progression. Consequently, students who
converse in an inclusive learning environment can increase their level of emotional literacy skills.
Moreover students with these skills can essentially express a necessitation for help with classroom
tasks.
Subsequently, a teacher must acknowledge the complexities involved in the transactional process of
communication. External factors such as mental, social, behavioural, attitudes and beliefs can impact
on the communication pathway.
The personal beliefs of teachers can often impact the educative process and outcome. In
establishing positive learning environments, the notion of pre-conceived ideas about methods and
practices can often negate the ability for adaptation to student diversification. As a result, the
student educative process and outcome can ultimately be affected.
However, the converse is also true, the personal beliefs of teachers can enrich and provide a deeper
understanding and knowledge based upon narratives and experiences that can encapsulate student
interest and further positively impact student educative processes and outcomes.
I believe professional reflexivity is important to my teaching because reflexive practices
based upon experiences are a critically valid tool to utilise in adapting to the complexities
and adversities faced in teaching. In essence, reflective praxis in teaching enhances
professional growth and understanding based upon concurrent personal feedback.
Therefore, as a teacher, dually; understanding and implementing methodologies in delivery
and activities that were positive, and negative and making adjustments based upon these
will benefit the student outcome and educational progression long term.
As a consequence of this belief, I will make accurate notes in a book or journal regarding
the most effectual practices implemented in each lesson. Ultimately, as my development
improves, I will have a dynamic basis of teaching structures that can be utilised in a variety
of contexts and objectives.
Utilising the PIR cycle to facilitate the planning of my teaching program, I will
compartmentalise the process into four sub-categories.

1. Is the information useful?

2. What is the perceived level of complexity?
3. Time management
4. Engagement

The information necessitates relevance to the syllabus outcomes. If a topic or activity is not
applicable to the content required to further the student knowledge then it will not be
included throughout the lesson planning process.
The perceived level of complexity is largely dependent on the student direction and level.
The perception of student abilities will be a factor as content may need to be extended or
limited based on its difficulty and student capabilities.
The length of time students may need to complete set tasks will impact planning as teachers
need to rationalise whether the students will benefit and absorb the information relative to
the content.
Engagement relies on student interaction. Although content cannot be changed, it can be
somewhat manipulated to ensure the greatest educational benefit for students is applied.
Engagement consists of making lesson plans that further knowledge and maintain interest
through activities.
I believe that student’s best learn through experiences.

Therefore I will use practical learning objectives throughout lesson objectives to ensure
students experience the content in ways applicable to them.
Within the classroom environment, it is essential that teachers initiate student routine and structure
to enhance the overall learning experience. Teachers need clarity of instruction when setting out
tasks, which can be established from the onset of the lesson.
Procedurally listing the steps required when entering the classroom, limits student deviation as the
tasks have been outlined beforehand.

For example, (1) “walk inside quietly”; (2) “Take out your books”; “(3) and sit at your desk”
minimises the opportunity for students to misbehave as the clarity of instructions and expectations
was made clear with no opportunities to diverge.
Additionally, my teaching practice, relative to behaviour management will constitute the
strategy of shaping. Shaping, by definition, is the reinforcement of consecutive positive
behaviour sequences. This form of positive reinforcement enables habitual behaviour to be
recognised if conducive to the learning goals. For example, respecting classmates who are
speaking by being active listeners will thus be rewarded with praise. The formation of this
technique is beneficial, largely due to its practicability, applicability and, cost and time
effectiveness.

The foundational expectation is respect, as it is dually advantageous to real world and

schooling environments. Initially students will necessitate the respecting of themselves. This
is embodied by how students will present themselves within my classroom. As individuals,
they are there to learn, and this objective will be necessitated as a requisite in all lessons. By
extension, students will respect others by not demeaning, or talking while others are
expressing themselves in creative discussions or work related objectives as this negates
their ability to reach the same learning objectives. This will be exemplified by raising hands
to speak, and not talking whilst others are, with negative consequences reprimanding the
offender.
Furthermore, respect of variant cultures, backgrounds and beliefs within the classroom will
be an expectation of all students. This will entail my teaching practice embedding
intercultural understanding throughout lesson content when appropriate and enhancing
student input by encouraging their personal experiences and perspectives.
Cohen (2006) and Zin (2007) identified that the education system has historically focussed
on results dually in literacy and numeracy. This is minimalistic to the necessitation of
educative practice. Extending the foci of the education system to consider the development
of emotional, ethical and social competencies; whereby, creating lifelong learners is
effectual to student development. My philosophy has been adapted to include
developmental processes, as well as behavioural management.
At the forefront of classroom management is social awareness. This extends into classroom
management as student interactions with peers and teachers will present their own
complexities to achieving the learning outcomes.

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?