EDFD260 ASSESSMENT A: BEHAVIOUR MANAGEMENT PLAN

Student name / number: Vivian Tran S00137191

Introduction
My teaching and learning philosophy relates to The Lyford Model of Classroom Management as there is a clear balance between positive and
intervention practices, which create good classroom management and a positive learning environment. Lyons et al (2014) believes that in order to
appropriately apply these practices, teachers should develop a sound theoretical approach to classroom management which focuses on developing
a positive learning environment (p. 34). I believe it is important for educators to have a clear understanding of their teaching and learning goals in
order to develop a well-balanced approach towards behaviour management. Lyons et al (2010) states that all students have needs, that their
(mis)behaviours are attempts to meet these needs, and that teachers should strive to create learning environments which best meets these needs
(p. 6). I believe Dreikurs Goal Centred Theory and Glassers Choice Theory, fall under the category of psychoeducational theories as focuses on
students needs and also puts a large amount of emphasis of meeting these needs by creating positive learning environments.
Dreikurs and Glassers theory heavily influences my beliefs and understandings as it revolves around the student, the students needs and their
learning environment. As an educator, I feel it is vital to understand in order to support students needs within in the immediate environment. Through
this I can effectively demonstrate my support, trust and guidance. Collaborative partnerships based on mutual understandings need to be
established as this encourages positive behaviour through realistic expectation of the context Both theories encompasses the need for choice and
relationships. My role as the educator is to effectively understand the students needs, plan and provide an environment, which reflects these needs
and prevent misbehaviours. I agree that misbehaviours occur when students needs arent being met therefore if expectations of students are clear
and cohesive, students will understand the expected behaviour and the consequences if they choose to misbehave.
Links to theoretical model / approach

Teacher actions / strategies

Preparatory and Establishment Phases

I have chosen to link Dreikurs Goal Centred Theory &
Preparatory:
Glassers Choice Theory to the preparatory and
Desk arrangements: Different styles will encourage certain behaviours and discourage
establishment phases as they both focus on prioritising
others (Konza et al, 2001). Small groups/clusters, rows, larger blocks, u-shapes or
students needs and their learning environment. These
work stations have advantages and disadvantages (Konza et al, 2001).
theories aim to prevent or address negative beliefs,
Student placement will promote students identity and encourage them to become
thoughts or feelings that students may develop as they
familiar with their peers and surrounding.
attempt to refine their self-perceptions in the light of
Decoration: classroom is aesthetically pleasing e.g. placement of work, posters, etc.
experience (Lyons et al, 2010, p. 6). These theories both
These elements can help students develop a sense of belonging to the classroom and
believe that students behaviours are directed towards
their peers.
their need for satisfaction, belonging to social groups,
Class equipment/resources: Providing students with more choices and opportunities to
control, freedom and fun (Lyons et al, 2010). Dreikurs
investigate and increase their learning.
believes that behaviour is orderly and purposeful (Lyons Reward system: positive incentives which focuses on student achievement and
et al, 2010) and aims to gain social recognition and selfacknowledgement e.g. lucky dip, treasure box, sticker chart, free-time, leader of the
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determination whilst Glassers believe that all humans

are motivated by various elements and all behaviours are
internally motivated (Lyons et al, 2010) and have a need

for power (Konza, 2001). Individuals behave to meet

their five basic needs: belonging, survival, freedom, fun
and self-determination.
Educators have the expectation to develop and maintain
relationships with students in order to successfully
manage students behaviours within the classroom. The
preparatory and establishment phases within the

classroom aim to achieve this, as it is a vital step towards

understanding and catering for students needs and their
learning environment. Through this, educators should
focus on the classrooms physical setting in order to

communicate their expectations of the students.

day etc.
Additional needs: having a good understanding of the students that are entering the
classroom e.g. students with a disability, language barriers, etc.
Policies and procedures: refer to schools policies and procedures on classroom and
behaviour management.
Establishment:
Greet students personally: recognise each individual and student by greeting them by
name and make some personal reference to them e.g. ask about their new house,
acknowledge their new shoes, ask how their weekend was, etc.
Maintain eye contact: eye contact increases the connection between people (Konza et al,
2001).
Develop and maintain rules and routines with students through negotiation and
communication. This will provide them with a sense of ownership power.
Acknowledge positive behaviour.

Positive practices / Preventative measures

The learning and teaching environments of students is important as
Facilitate and create whole-class discussions about rules,
Dreikurs and Glassers theory focus on not only the positive practices that
consequences, challenges and achievements (Lyons et al, 2010).
educators should be aiming for but also the preventative measures as well. Acknowledge positive behaviours and assist students to not only
It is important for educators to make that initial contact with students that in
understand but also acknowledge their misbehaviours and motives.
time will develop and become positive and central student-teacher
Using positive language: it is important to use positive language as it
relationships.
communicates the teachers message to the students without
Dreikurs believes that through relationships with students, educators are
negative language such as no. An example of effective teaching:
Student: Miss, can we have a game of Silent Ball?
able to build positive classroom environments by creating and
Response 1: No, because we havent finished our English yet.
demonstrating mutual respect and value, being able to identify and respond
OR
to students strengths and abilities and conducting whole-class discussions
Response 2: Yes, as soon as we have finished our English.
about rules, consequences, challenges and achievements (Lyons et al,
Saying yes provides a more positive tone than no, because or
2010).
not until (Konza et al, 2001, p. 31).
Glassers theory focuses on student-teacher relationships and how
Interact with students outside the classroom: this will aim to promote
maintaining this will ensure that students basic needs are being met as
and develop positive relationships with students in an informal way.
best as they can. Educators are expected to adopt a lead manager role,
This will provide educators to learn more about their students in
which focuses on facilitating learning (Lyons et al, 2010).
another context other than the classroom and build stronger
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In relation to preventative measures, it is important for educators to be able

relationships.

Encourage
co-operative and collaborative learning.
to maintain and have a balanced classroom, which consists of expectations
as well as providing choice to meet needs and positive behaviour.
Low level / unobtrusive / non-punitive interventions
Dreikurs and Glassers theory both focus on long-term
Ignore behaviour that is attention-seeking: better to give attention in unexpected
goals however, there needs to be constant balance
ways/for positive behaviour.
between achieving short-term and long-term goals. It
Do not use students who are misbehaving as an example. This may be embarrassing, as
needs to be slow, progressive and realistic. Dreikurs
they do not know how to deal with this kind of situation.
theory relates to a whole-school approach and the
Do not abuse your level of power by picking on the student or humiliating the student. It
expected behaviour is seen throughout the school as
is best to wait until the end of the lesson or when individual or group work is occurring.
well as within the classrooms. Whereas Glassers theory Purposefully roam around the classroom and make eye contact: to ensure that students
focuses more on the students independent needs and
are on-task and/or arent displaying any unwanted behaviour.
this is reflected off their expected behaviour. These
Redirect/refocus inattentive children: asking students questions or asking for them to
theories both focus on the expected behaviour that is
share their ideas will put them on the spot and this in time will encourage them to join
being presented and first introduced to the students as it
the classroom atmosphere once again.
acts as a pre-warning. Dreikurs theory requires
Provide students with breaks in between lessons as it decreases/eliminates the level and
teachers to differentiate individual students from their
amount of unexpected and misbehaviours within the classroom e.g. 10 minute fruit/veg
(mis)behaviours (Lyons et al, 2010, p. 7) and this can be
break everyday during this time, the educator may read a few chapters out of a novel.
Providing students with choices and opportunities to be responsible for their own
achieved as educators reinforce the classroom rules,
responsibilities and expectations of the students. It is not
behaviour with consequences, whether it is positive or negative.
It is important to reinforce the classroom rules and expectations to students as it
only important for students to be aware of these rules,
responsibilities and expectations but to also understand
encourages them to engage in positive behaviour.
the consequences of not showing the expected
behaviour and meeting their needs.
Second tier responses / interventions
At this stage, students should have a deep
When students are demonstrating desired and appropriate behaviour, it is important to
understanding of the behaviour expected of them.
acknowledge this and provide students with positive feedback and praise.
Misbehaviour will only improve when students
If the students continue to disrupt the class, ignoring educators instructions, etc after already
understand their motives and learn alternative
being redirected to be on-task and continue with their work, educators should give the
appropriate ways to meet their needs (Lyons et al,
student/s warnings to signify where the student is at on the scale of displaying positive
2010, p. 7) and I believe Dreikurs and Glassers
behaviour to disruptive and misbehaviours.
theory aim to reiterate this as they focus primarily Educators can identify and acknowledge the behaviour that isnt a part of the classrooms rules
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on providing students with the rules and

and expectations. Ask students to recall and clarify the expected behaviour of students and
expectations as well as providing them with choices
how they can work towards this behaviour.
Give students a chance, choices and opportunities to correct their behaviour or there will be
and opportunities to meet their individual needs.
further consequences for example if the students are sitting on the floor and a student is
Prevention of misbehaviour is always preferred to
interrupting the educators lesson, the educator may stop and say, Stop disrupting the
intervention thus I believe it is important for
lesson or I will move you away from your friends.
educators to continue to adapt these theories within

Assist
students to understand and acknowledge their misbehaviours and motives (Lyons et
the classroom and aim to achieve alternative
al, 2010, p. 8) and think about why they behave the way they do. It is important for students
results.
to reflect on their behaviour and think about whether or not it is reasonable, if the presented
In relation to the Lyford Model of Classroom
consequence is suitable and related to their behaviour, etc.
Management, combing positive and intervention

Behaviour
that is much more serious and needs more attention and focus on, such as, a
practices with the input of theory as part of a
student refusing to listen to any direction and acting out e.g. throwing things in the
philosophy of teaching and learning will result in the
classroom, bumping into things, etc, is to be dealt with during another period of time that will
output of good class management and a positive
not disrupt the teaching and learning of other students. This situation can be handled after
learning environment.
the lesson, during recess or lunch, or some other time that is deemed appropriate.
More significant interventions / moving beyond the classroom
Although some teachers may not hold the necessary
In-class separation (not time-out): removing a student to a place in the room, still
qualification and experiences to deal with certain behaviours,
under the educators supervision is the final line of defence within the classroom
there are support systems available that aim to make the
(Konza et al, 2001, p. 117). The student will be given the opportunity to continue
experience less daunting and more beneficial for the students
with the work and perhaps move back to where they were situated in they
and the educators. Other teachers, principals and perhaps
demonstrate the expected behaviour.
even parents can offer an insight to how certain behaviours
Discuss with the student at an appropriate time outside of classroom hours,
can be managed and addressed.
perhaps with parents as well, about the behaviour.
Dreikurs Goal Centred Theory focuses on a whole-school
Create a personal behaviour plan for the student/s with the help of the student and
approach and with this in mind, educators are able to turn to
parents. This plan will include the rules, expectations, behaviours and rewards.
the school for further guidance and support.
Create and implement achievable short-term goals for the student/s to work
With Glassers Choice Theory, it is important to focus on the
towards and provide them with positive feedback/incentives.
individual childs needs and how these needs can be achieved Provide the student/s extra attention and 1:1 time within the classroom to defer
and met in order to promote and aim for positive behaviours
from misbehaving and focusing on achieving something.
within the classroom.
Removal from the class whilst adhering to schools policies and procedures in
It is important to provide students with support and guidance
regards to how this process would be applied.
throughout this behaviour.
Conclusion
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The importance of student-teacher relationships is vital as it highly affects the behaviour that we see within classrooms. In order to achieve good
classroom management and create a positive learning environment, educators must cater for various students needs and this reflects on the
expected behaviour of the students. Although I agree that it is important for theories and models to be implemented and used as a guide to address
and manage behaviour, it is primarily the educator that decides what theories and models best suits their class and how it can be beneficial to the
students. I believe Dreikurs Goal Centred Theory and Glassers Choice Theory heavily relates to my personal philosophy and way of teaching, as I
believe relationships are one of the elements in which make a positive learning environment. I also believe that setting expectations and providing
students with these expectations is extremely important as it communicates to the students what is expected of them and how they can work towards
achieving it.
References
Konza, D., Grainger, J., & Bradshaw, K. (2001). Classroom management: A survival guide. Katoomba, NSW: Social Science Press.
Lyons, G., Ford, M., & Arthur-Kelly, M. (2010). Classroom management: Creating positive learning environments (3rd ed.). South Melbourne, VIC:
Cengage Learning Australia.
Lyons, G., Ford, M., & Slee, J. (2014). Classroom management: Creating positive learning environments (4th ed.). South Melbourne, VIC: Cengage
Learning Australia.