Behaviour Management System
Throughout my CPP2, CPP3 and CPP4 practicum I have used a variety of verbal and non-verbal communication strategies, to support student behaviour and engagement. For example, I use teacher-student verbal response (1,2 eyes on me – 1,2 eyes on you & listening too), count down from 10 and positive reinforcement such as ‘I like the way that … is sitting showing me they are ready to learn’. Some non-verbal strategies I have used are clapping patterns, follow-the-leader actions, signaling my finger to lip and ‘shhing’ patterns.
I believe that it is important to recognize and acknowledge positive student behaviour, one way I have done this is through writing assembly awards for students (on CPP3 & CPP4 practicums) who have been engaged, had a go and put effort into their work.
A behaviour management system I implemented during my CPP4 practicum was a step system. It clearly showed students the expectations I had for their behaviour. Students received two warnings, then were asked to go time out. If they had been asked to go to time out, I would discuss their behaviour one-to-one before they rejoined the class, then if the behaviour continued they were sent to a buddy class (Standard 4.3).
The footprints are a visual reminder for students, helping them to self regulate and monitor their behaviour. The students move their names across the steps when given a warning for their behaviour.
I believe that it is important to recognize and acknowledge positive student behaviour, one way I have done this is through writing assembly awards for students (on CPP3 & CPP4 practicums) who have been engaged, had a go and put effort into their work.
A behaviour management system I implemented during my CPP4 practicum was a step system. It clearly showed students the expectations I had for their behaviour. Students received two warnings, then were asked to go time out. If they had been asked to go to time out, I would discuss their behaviour one-to-one before they rejoined the class, then if the behaviour continued they were sent to a buddy class (Standard 4.3).
The footprints are a visual reminder for students, helping them to self regulate and monitor their behaviour. The students move their names across the steps when given a warning for their behaviour.
This behavioural step system that I implemented supports the Torren’s Student Management Policy (obtained from school website - click here). Two warnings, time out in class and buddy class procedure is applied throughout the school, therefore my behaviour management system meets the school's policy requirements (Standard 4.4).
Creating a positive, safe & nurturing classroom environment
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I believe that through creating a positive and nurturing classroom environment where students feel safe and comfortable to have a go and take risks, that student participation will be supported (Standard 4.1).
Some ideas I have observed on my practicums and will implement during my teaching career that communicate clearly with the students the classroom expectations (Standard 3.5) are the following two examples:
1) ‘Our class is happy when...’
Collaboratively creating class rules that everyone agrees with, creating a happy class and a safe, fun learning environment. Students draw and write their ideas of ways to contribute to a happy class.
2) ‘Don’t say no, have a go!’
Creating a classroom environment that has a go at everything, informing students that some activities will be hard and others will be easy, but to have their best go!
Some ideas I have observed on my practicums and will implement during my teaching career that communicate clearly with the students the classroom expectations (Standard 3.5) are the following two examples:
1) ‘Our class is happy when...’
Collaboratively creating class rules that everyone agrees with, creating a happy class and a safe, fun learning environment. Students draw and write their ideas of ways to contribute to a happy class.
2) ‘Don’t say no, have a go!’
Creating a classroom environment that has a go at everything, informing students that some activities will be hard and others will be easy, but to have their best go!