Case Study Report

Question: Does the implementation of the four classroom behaviour management strategies
help me professionally develop as a pre-service teacher, as well as effectively engage and
meet the learning needs of the students in 2M?

During the first two weeks of my practicum at Harrington Street Public School, I
observed the behavioural characteristics presented by class 2M. With this, I researched
classroom behaviour management strategies (CBMs) that would meet the varying needs of
class 2M. Subsequently, I selected four strategies and presented them to my mentor teacher.
Here, we discussed the implementation, suitability and deliverance of the CBM strategies.
My CBM strategies included call back phrases, scratch and sniff stickers (SSS), a major prize
tracker (MPT), and a traffic light sound control system (TLSC). The selected strategies
complemented the observations I have taken. This is because I noticed students being
enthusiastic when positive reinforcement strategies were in place, as well as having a goal to
work and compete towards.
Throughout the first two weeks of practicum I found it quite challenging to maintain
and control the classroom. I believe this was due to the students testing my limits, as well as
the lack of classroom behaviour management skills and experience I had. Consequently, my
mentor teacher provided me with helpful tips and tricks to keep the students on task, together
with grabbing their attention. Here, I was advised to walk around the classroom providing
verbal feedback and pointing out outstanding work. Additionally, I used the classroom hand
bell, where I would ring the bell until each student looks at me with their hands on their
heads. However, I believed that there could be a more exciting and fun way to grab the
students’ attention. Thus, I discovered that the students love response phrases, as I started to
use attention grabbing phrases like “Hocus pocus!….” “Everybody focus!” and “Flat tire!...”
“Shhhhhhh”. This worked exceptionally well, as the students would immediately respond to
my call and focus on what I am about to say. I will definitely include this strategy in my
upcoming prac as it is engaging and enjoyable for the students.
Starting the third week of my practicum, I introduced the other three CBM strategies
to the class. Throughout my second block I observed a great change in the students’
behaviour towards me, as I noticed their remarkable ability to follow the implemented CBM
strategies. This is because the students would work hard and present the expected behaviours
to receive a scented sticker or to gain a point on the MPT. In addition to this, I noticed that
students were presenting a sense of calm and focus whenever I would state the behaviour and
work I expect from them. This is because students were able to work towards achieving the
goals I have set for them at the start of the lesson, giving them the opportunity to gain an
incentive if they have shown me their ability to cooperate and complete their work with
quality. The scented stickers were given at random, during class work, this enabled students
to focus on their work, as receiving one was unexpected. Thus, I would gain the attention of
all the students and praise the student who is getting the SSS with the reason why they are
receiving one.
The same technique was used when a student’s name is marked for the MPT.
However, a point on the tracker was aimed towards any behaviour and any work the students
presented to me. This is because the MPT was achievable more easily, as there were more
points (as well as awards) to gain - in order to be the first who reaches the major prize. The
surrounding students would immediately show me exceptional behaviour, as soon as a
student receives a point. This showed me that the students in 2M were really engaged in this
strategy as they wanted to be the one who wins the major prize.
One student in 2M has been known to have challenging learning behaviours,
alongside with the inability to maintain concentration. The use of the TLSC system enabled
this student to know what the expected behaviour was for the current task. This also
prompted him to encourage me to use the TLSC, as he would be the first to ask which sound
level the lesson is going to be on. As I noticed his greater interest, I allowed him to be the
‘presser’ of the chart, this enabled him to have a sense of control in the classroom where he
would follow the rules endorsed, with passion. The overall students in 2M were just as
committed to following the chart, as I would say “what’s it on” and the students would
respond with “inside voice” (varying responses to suit the expected behaviour). Thus, each
student would know what volume the class should be working on. This was great as all the
students followed the sound system. However, towards the end of my practicum this became
less needed by me and the students, this is due to the rapport I have built with the students. It
become easier to control the classroom sound level by my own voice than to use the visual.
The use of CBM strategies enabled me as a young teacher to gain the essential skills
in maintaining the classroom environment. This allowed me to have an insight on particular
management strategies that could be suitable for different learning needs. Furthermore, the
CBM strategies made it easier for the students of 2M to follow and maintain classroom
behaviour. Therefore, I most definitely learnt from my experiences and would approach
managing classroom behaviour with these strategies, with modifications, once again.
Photos of the strategies that were in place for 2M:

The traffic light sound control system

that has three modes.

The response phrases on the

whiteboard –
 “Hocus pocus…” “Everybody
focus”
 “Flat tire…” “Shhhhh”

Varying types of scratch and sniff

stickers.

The major
prize tacker
with all the
students’
names.

The Miss
Bolluk awards
that
accompany the
MPT, and the 2
finalist major
prizes wrapped
in gold.