Behavior Management EDFD260 ASSESSMENT A: BEHAVIOUR Management PLAN

Discuss your overall philosophy of behaviour management. Refer to theoretical models / approaches which have influenced you.

On the whole, behavior cannot be controlled, but can only be guided. This overall philosophy of behavior management in the classroom, built in part on Glasser's Choice Theory and stemming strongly from Bill Roger's Theory of discipline, especially the concept of directional choices (Andrius, 2012). These theories both assert that only individuals themselves can control their behavior, and thus instead of attempting to assert control the most effective way for an educator to manage classroom behavior is to suggest actions and behaviors that are desirable and conducive to creating an effective learning environment, rather than trying to command or control individuals to achieve this end (Andrius, 2012; Furr & Furr, 2012). Knowing that expectations must be clearly set and calmly adhered to while behavioral control is impossible is actually an empowering perspective for an educator, and one that lends itself quite well to forming and adhering to a specific plan for discipline and classroom management.

Teacher actions / strategies

Theoretical approach

Preparatory and Establishment phases

Resolve to remain calmly committed to the behavioral plan developed for the class. Develop a firm idea of the Quality World desired and practice revaluating the worlds and behaviors of others in order to respond effectively to student behaviors and needs (Furr & Furr, 2012). Prioritize various values associated with classroom management (learning, autonomy, etc.) and commit to the prioritization or hierarchy developed.

All...

Ensuring that all behavioral goals and prioritize recognize this fact and work towards the fulfillment of Quality Worlds will maintain a clear focus for educator actions throughout all phases of instruction.
Preventative measures

Clearly articulate class values and behavioral guidelines, including expected behaviors for each lesson plan (as age appropriate). Anticipate potential problems based on lessons plan, time of day, and individual students, and take pro-active steps to pre-empt disturbances through the affording of directional choices in initial instructions and expectation guidelines (Andrius, 2012). Ask for input and provide clarification of guidelines and expectations as needed to ensure all students are clear regarding the choices they have.

A clear understanding of the behavioral expectations will necessarily include (and be a part of/built on) expectations regarding relationships, which are at the root of behavior (Furr & Furr, 2012). Providing directional choices and ensuring the clarity of behavioral expectations ensures that choices are being made from informed perspectives and that decisive teaching methods are presented (Furr & Furr, 2012; Andrius, 2012).

Low level / unobtrusive / non-punitive interventions

Initial response to most low-end disturbances will be to practice tactical ignoring, not engaging the student directly but attempting to redirect behavior through adherence to initial lesson plans and instructional methods (Andrius, 2012). Clearly demonstrating the relationship that is expected…