EEC

 381  –  Classroom  and  Behaviour  Management  

Behaviour  Management  Plan  
Name:  Rachel  M  Logan   Date:  25  May  2018  
Student  number:  216  010  842   Word  Count:  2089  
Campus:  Warrnambool  
Behaviour  management  philosophy:  

In pursuit to create an inclusive, engaging, positive and welcoming classroom one of

the key influences is student behaviour. I believe that students come from a diverse
range of backgrounds and bring to school a diverse range of needs, personal values
and beliefs that need to be acknowledged. Teacher’s strategies need to be
differentiated to complement each student’s individual needs.

Students need to feel a sense of belonging, that they are appreciated and
understood. When a teacher is able to recognise each students individual set of
skills, values and beliefs they will incorporate the students interests into their
teaching and consequently create a strong foundation for learning and classroom
management (Marzano, Gaddy & Foseld, 2005). To assist you in creating an
inclusive classroom, differentiation is a key aspect. Differentiated classrooms allow
the teacher to have stronger understandings of their students therefore creating a
more meaningful teaching approach (Tomilson, 2014). Both inclusivity and
differentiation will effectively increase engagement of students, when students are
successfully socially, emotionally, cognitively and academically attached to school
they are likely to be engaged in their learning (Hyde, 2013).

When implementing strategies, I prefer the behaviourist perspectives and influences

of behaviour management such as operant conditioning. Implementing
reinforcement, such as a token economy for both prevention and intervention of
behaviour is a strategy I believe to be beneficial. As well as this, I believe in positive
interactions with students and creating an environment that promotes positive
behaviours. The use of class rules and procedures is another strategy that I feel
benefits many students within a classroom as it provides structure and clear outlines
of expectations.

By interconnecting these believes, theories and strategies I believe this to be my

personal philosophy of behaviour management.
 
Class  or  group  profile  and  dynamics:  
 
The  class  observed  throughout  professional  experience  was  a  grade  3/4,  in  a  private  catholic  
primary  school.  The  class  consisted  of  25  students,  with  ages  ranging  from  8  to  10  years  old.  
The  class  generally  worked  well  together  and  appeared  to  be  compliant  to  instruction  from  
the  teacher  on  most  occasions.  
 
Within  this  group  of  students  there  was  a  higher  ratio  of  female  students  to  male.  
Approximate  ratio  of  16:9.  Male  students  in  primary  classrooms  are  proved  to  be  more  
likely  to  lead  classroom  discussions  (Alber,  2017).  Having  a  higher  ratio  of  female  students  in  
this  classroom  appeared  to  create  an  environment  in  which  the  female  students  generally  
felt  comfortable  sharing  knowledge  and  leading  discussion.  
 
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There  was  three  students  of  different  nationalities,  however  all  spoke  English  as  their  first  
language  at  school  and  at  home.  This  classroom  not  only  had  diversity  of  nationalities,  there  
was  also  a  diverse  range  of  academic  abilities  to  cater  for.  It  is  essential  that  teachers  create  
an  environment  that  promotes  learning  (NDT,  2014).  If  students  do  not  feel  a  sense  of  
safety  or  belonging  they  are  unlikely  to  continue  to  meet  other  needs  within  the  classroom,  
this  is  an  aspect  of  Maslow’s  Hierarchy  of  Needs  (Maslow,  1943).  So  once  again,  it  is  
essential  to  differentiate  learning  and  behaviours  for  each  individual  to  meet  their  specific  
needs.  
 
The  classroom  was  divided  into  two  section;  whole  group  on  the  floor  space  and  table  
groups  of  2-­‐6  students.  At  the  tables  each  student  had  a  designated  seat  that  the  teacher  
had  planned.  Having  clear  and  well  developed  seating  areas  can  be  key  to  creating  a  
learning  environment  that  is  safe  and  one  the  promotes  learning,  when  seating  plans  have  
been  well  thought  out  all  students  are  able  to  see  and  hear  teaching  content  effectively  
(Pedota,  2007).  In  the  3/4  classroom  that  was  observed,  the  teacher  had  seated  the  
students  in  table  groups  that  were  believed  to  work  efficiently  together.  
 
Individual  student  needs  /  considerations  for  behaviour  management:  
 
One  student  that  I  am  focusing  on  was  a  male  student  diagnosed  with  Attention  Deficit  
Hyperactivity  Disorder  (ADHD),  the  student  was  medicated  however  would  regularly  forget  
to  take  the  medication  before  school.  The  student  was  regularly  late  for  school  and  came  to  
school  with  no  lunch  or  presented  processed  and  energy  dense  foods.  This  was  due  to  
disrupted  and  inconsistent  family  dynamics.  Individuals  with  ADHD  have  difficulties  
maintaining  attention,  they  can  seem  restless  and  are  easily  triggered  by  frustration  (ADHD  
Australia,  2017).  
 
On  days  that  this  student  was  not  medicated  they  would  be  disruptive,  lack  focus  and  
concentration  and  was  extremely  unorganized.  This  student  would  excessively  talk  to  other  
students  in  a  loud  manner  whilst  learning  was  happening  consequently  disrupting  the  
students  around  him.  He  often  lacked  energy  and  appeared  to  disengaged  and  distracted.  
 
When  on  task,  this  student  worked  efficiently  and  proved  to  have  appropriate  academic  
abilities  for  his  age  and  year  level.  Although  this  student  was  academically  able,  his  motor  
skills  were  lacking  which  was  demonstrated  in  his  poor  handwriting  and  clumsiness,  both  
aspects  of  ADHD  (ADHD  Australia,  2017).  This  student  responded  well  to  positive  
reinforcements  when  on  task,  however  it  was  more  difficult  to  get  a  positive  response  when  
the  student  was  disengaged.  On  days  the  student  was  at  school  on  time,  he  would  receive  
positive  reinforcement  in  form  of  praise  from  the  teacher  and  was  encouraged  to  discuss  
that  he  likes  being  at  school  early  with  his  parents.  
 
My  focus  was  also  drawn  to  a  female  student  that  had  recently  joined  the  class  from  
another  school.  This  student  was  extremely  friendly  and  intelligent  and  appeared  to  be  
particularly  comfortable  in  her  new  classroom  environment.    
 
This  student  would  often  finish  her  set  tasks  quickly  then  continue  to  distract  other  students  
from  their  tasks  by  initiating  conversation.  When  confronted  about  her  behaviour  she  would  
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respond  with  statements  like  ‘I  wasn’t  talking’  or  ‘they  were  talking  to  me  first’.    
This  student  responded  well  to  positive  praise  when  she  was  on  task  and  took  pride  in  
sharing  her  work  with  the  class.  She  would  benefit  from  differentiation  of  lessons  and  
extending  her  work  to  be  more  challenging  so  that  she  stays  engaged  on  her  task  
throughout  the  lesson.      
 
Behaviour  management  issue:  
 
The  behavioural  issue  being  addressed  is  the  classroom’s  increased  noise  level  at  
inappropriate  times.  During  activities  that  required  students  to  work  individually  or  in  small  
groups  the  class  would  often  become  loud  and  disruptive.  
 
A  particular  component  of  the  increased  noise  level  is  a  small  group  of  students  within  the  
classroom  leading  others  to  initiate  this  problematic  behaviour.  Selected  students  would  
initiate  conversations  with  other  students  consequently  moving  their  focus  from  their  task  
to  the  conversation.  The  process  would  then  repeat  until  majority  of  the  students  were  
engaged  in  conversations  rather  than  their  tasks,  subsequently  discouraging  learning.  This  
happened  quickly.  
 
The  initial  disruptive  behaviour  from  the  small  group  of  students  may  be  due  to  factors  such  
as  being  unengaged  from  the  beginning  of  the  lesson.  This  may  be  due  to  their  lack  of  
understanding  of  the  content  or  that  they  are  uninterested  or  bored  of  the  content  because  
they  are  in  need  of  extension.  Differentiation  of  the  curriculum  is  a  key  aspect  of  keeping  
students  engaged  with  their  learning.  
 
Preventative  strategies:  Rules,  procedures  and  consequences  
 
Due  to  diversity  of  students  every  classroom  is  going  to  have  an  individual  set  of  rules  and  
procedures  they  follow.  The  set  of  rules  and  procedures  will  be  based  upon  the  group  of  
student’s  needs,  the  teacher’s  disposition  and  the  broader  values  and  beliefs  of  the  school  
(Marzano,  Marzano  &  Pickering,  2003).  Rules  work  alongside  procedures  to  manage  
classroom  behaviours.  Rules  are  in  place  to  control  student  behaviour,  address  unfavorable  
behaviours  and  require  consequences.  Where  as  procedures  outline  a  process  of  completing  
a  task  and  do  not  have  consequences  (Dustova  &  Cotton,  2015).  
   
To  successfully  implement  rules  as  a  preventative  strategy  it  is  important  that  they  are  
presented  as  a  positive  statement,  they  are  clear  and  concise  and  there  are  few,  not  an  
extensive  list  (Teaching  for  Leadership,  2009).  Once  the  rules  have  been  stated  it  is  essential  
to  establish  the  consequences  for  breaking  a  rule.  The  consequence  is  said  to  be  the  aspect  
that  makes  rules  effective.  Therefore  it  is  important  to  assist  students  to  recognize  the  
cause  and  effect  and  that  they  can  be  empowered  by  developing  self  discipline  and  self  
regulation  that  will  enable  them  to  recognize  the  consequences  (Teaching  for  Leadership,  
2009).    
 
When  tackling  the  student  led  disruption  and  exceeded  noise  level  behaviours  before  they  
fully  arise  it  can  be  beneficial  to  not  only  enforce  negative  consequences,  but  also  
incorporate  positive  consequences  for  students  that  are  following  the  rules.  This  can  be  
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done  inform  of  positive  reinforcements  and  token  economies.  For  example  if  the  teacher  
noticed  that  one  student  at  a  table  was  being  disruptive  but  another  student  was  on  task  
and  quietly  working,  the  teacher  may  enforce  the  positive  behaviour  on  the  table  by  using  
tokens.  By  ignoring  the  disruptive  student  the  teacher  aims  to  weaken  and  decrease  the  
unpleasant  behaviours  eventually  leading  to  extinction  of  the  behaviour  (Queensland  
Health,  2017).  
 
Ferster  and  Skinner  (1957)  discuss  that  the  function  of  reinforcements  is  to  assist  individuals  
to  ‘maintain  an  active  repertoire  of  behaviour  (pp.  xiii)’.    Using  positive  reinforcements  as  a  
consequence  for  following  class  rules  and  behaviours  is  beneficial  at  preventing  or  
weakening  whole  group  participation  in  undesired  behaviours.  When  implementing  
reinforces  for  individual  students  the  teacher  should  be  aware  and  praise  the  individual  
student  when  on  task  in  hopes  that  student  will  recognize  the  appropriate  behaviour  and  
begin  to  develop  self-­‐discipline.  
 
Intervention  strategies:  Tangibles  recognition  and  negative  punishments  
 
Tangible  recognitions  refers  to  the  use  of  concrete  materials  to  indicate  appropriate  
behaviours,  this  approach  is  also  referred  to  as  a  token  economy  (Marnzano,  Marzano  &  
Pickering,  2003).  As  referred  to  above,  tokens  can  be  used  as  a  positive  reinforcement  when  
attempting  to  prevent  behavioural  issues.  Tokens  can  also  be  used  as  conditioned  punishers  
(Hackenburg,  2009).  As  an  intervention  strategy  for  inappropriate  behaviours  students  lose  
a  valued  token  that  had  previously  been  earned  as  a  punishment.  
 
Using  tangible  recognitions  as  an  intervention  strategy  may  more  beneficial  as  a  whole  
group  intervention  than  an  individual  intervention.  A  token  economy  that  benefits  the  
whole  class  will  encourage  students  to  decrease  negative  behaviours  when  tokens  are  taken  
away  as  the  consequence.    
 
When  problematic  behaviour  arises,  such  as  disruptive  noise  levels  at  inappropriate  times  
there  are  strategies  teachers  can  take  to  intervene.  In  this  circumstance  negative  
punishments  may  be  a  useful  strategy  to  implement.  This  strategy  involves  removing  a  
stimulus  to  decrease  the  unwanted  behaviour  (Cooper,  Heron  &  Heward,  2007).  
 
If  there  is  a  particular  individual  that  is  the  core  of  the  issue  it  may  be  beneficial  to  remove  
them  from  the  situation.  By  using  a  negative  punishment  the  teacher  is  aiming  for  the  whole  
group  behaviour  to  become  more  appropriate.  The  teacher  may  bring  them  to  sit  with  them  
or  for  extreme  behaviour  remove  them  from  the  classroom.  
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Critical  Reflection:      
 
The  behaviour  management  plan  aims  to  cater  for  the  group  of  grade  3/4  students  that  
were  observed.  By  identifying  the  individual’s  attributes  such  as  gender,  diversity  and  
learning  needs  it  assists  with  the  implementation  of  strategies  that  will  be  successful  in  this  
environment.  Within  the  group  there  was  a  small  amount  of  students  that  would  often  lead  
others  to  disruptive  behaviours  such  as  increased  noise  levels.  Through  a  range  of  different  
prevention  and  intervention  strategies,  implemented  correctly,  I  feel  that  the  issue  being  
addressed  will  be  discouraged.  

Using  positive  reinforcements  as  prevention  strategy  will  have  it’s  strengths,  particularly  for  
altering  an  individual’s  behaviours.  As  the  class  observed  was  generally  a  compliant  group  of  
students  that  worked  well  together,  there  was  a  strong  focus  on  the  individual’s  that  led  
others  to  disengaging  behaviours.  When  giving  these  particular  students  positive  praises  
and  reinforcements  for  staying  on  task  and  working,  other  students  that  work  efficiently  
majority  of  the  time,  may  begin  to  feel  unacknowledged  for  their  ongoing  positive  
behaviours.  Consequently  these  students  may  feel  unappreciated  and  not  feel  included  
within  the  classroom  potentially  leading  to  disengagement.  It  is  important  when  
implementing  this  strategy  to  be  considerate  of  all  behaviours  within  the  room  and  give  
positive  responses  to  all  the  students  that  are  deserving.  
 
Majority  of  classrooms  that  I  have  observed  have  had  a  type  token  economy.  From  
observations  I  believe  they  work  well  and  encourage  students  to  work  for  a  reward.  
Although  the  token  economies  are  seen  to  work  well  it  is  important  that  the  teacher  does  
not  start  using  tokens  as  bribes  for  good  behaviours.  There  should  be  a  clear  discussion  with  
students  about  the  system  and  how  it  works  (Marzano,  Marzano  &  Pickering,  2003)  so  that  
students  do  not  take  advantage.    
 
When  implementing  rules  and  strategies  into  the  classroom  it  is  important  to  consider  and  
build  upon  your  personal  philosophies  and  theoretical  knowledge  as  well  as  understanding  
the  diversity  of  your  students  needs.    
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
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References:    
 
ADHD  Australia,  2017,  What  Is  ADHD,  ADHD  Australia,  retrieved  23  May  2018,  URL:  
<https://www.adhdaustralia.org.au/>  
 
Alber,  R,  2017,  ‘Gender  Equity  in  the  Classroom’,  Edutopia,  Retrieved  23  May  2018,  URL:  
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Cooper  J,  Heron  T  &  Heward  W,  2007,  Applied  Behaviour  Analysis  Second  Addition,  Pearson  
Merrill  Prentice  Hall  (pub.),  New  Jersey,  retrieved  24  May  2018,  URL:  
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Dustover,  G  &  Cotton,  S,  2015,  ‘Classroom  Management  Strategies’,  The  CTE  Journal,  Vol.  3,  
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f.deakin.edu.au/ehost/pdfviewer/pdfviewer?vid=1&sid=b25e53fb-­‐e451-­‐4851-­‐81ea-­‐
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Ferster,  CB  &  Skinner,  BF,  1957,  Schedules  of  Reinforcement,  Prentice  Hall,  Retrieved  24  May  
2018,  URL:  
<https://books.google.com.au/books?hl=en&lr=&id=xctyCQAAQBAJ&oi=fnd&pg=PR13&dq=
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8vuLp7iJDhxQz7LVemTK_c#v=onepage&q&f=false>  
 
Hackenburg,  T,  2009,  ‘Token  Reinforcement:  A  Review  and  Analysis’,  Journal  of  the  
Experimental  Analysis  of  Behaviour,  Vol.  91,  No.  2,  Pp.  257-­‐286,  retrieved  24  May  2018,  DOI:  
10.1901/jeab.2009.91-­‐257  
 
Hyde,  M,  2013,  ‘Setting  The  Scene’,  Understanding  Diversity,  Inclusion  and  Engagement,  
pp.3-­‐13,  retrieved  23  May  2018,  URL:  
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