This paper presents a classroom behaviour management plan grounded in two complementary theoretical frameworks: William Glasser's Choice Theory and Bill Rogers' discipline model. The author argues that behaviour cannot be controlled but only guided, and builds a tiered set of strategies around this philosophy. Beginning with preparatory and preventative measures, the plan progresses through low-level unobtrusive interventions, second-tier rule reminders, and finally more significant responses such as time-out. Each strategy is linked explicitly to its theoretical rationale, emphasising directional choices, clear expectations, and relationship-centred teaching as the foundations of effective classroom management.
On the whole, behaviour cannot be controlled — it can only be guided. This overall philosophy of behaviour management in the classroom is built in part on Glasser's Choice Theory and draws strongly from Bill Rogers' theory of discipline, especially the concept of directional choices (Andrius, 2012). Both theories assert that only individuals themselves can control their behaviour, and thus, instead of attempting to assert control, the most effective way for an educator to manage classroom behaviour is to suggest actions and behaviours that are desirable and conducive to 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 behavioural control remains 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.
The first step is to resolve to remain calmly committed to the behavioural plan developed for the class. This involves developing a firm idea of the Quality World desired and practising the re-evaluation of the worlds and behaviours of others in order to respond effectively to student behaviours and needs (Furr & Furr, 2012). Various values associated with classroom management — such as learning and autonomy — must be prioritised, and the educator should commit to the hierarchy developed.
According to Glasser's Choice Theory, all behaviour is geared towards creating one's Quality World, or stems from perceptions of how reality fits or fails to fit that Quality World (Furr & Furr, 2012). Ensuring that all behavioural goals recognise this fact and work towards the fulfilment of Quality Worlds will maintain a clear focus for educator actions throughout all phases of instruction.
The next step is to clearly articulate class values and behavioural guidelines, including expected behaviours for each lesson plan, as appropriate to the students' age. Potential problems should be anticipated based on lesson plans, time of day, and individual students. Pro-active steps should be taken to pre-empt disturbances through the provision of directional choices within initial instructions and expectation guidelines (Andrius, 2012). Student input should be invited, and clarification of guidelines and expectations provided as needed to ensure all students understand the choices available to them.
A clear understanding of behavioural expectations will necessarily include — and be built upon — expectations regarding relationships, which are at the root of behaviour (Furr & Furr, 2012). Providing directional choices and ensuring the clarity of behavioural expectations means that choices are made from informed perspectives and that decisive teaching methods are consistently presented (Furr & Furr, 2012; Andrius, 2012).
The initial response to most low-level disturbances will be to practise tactical ignoring — not engaging the student directly, but attempting to redirect behaviour through adherence to initial lesson plans and instructional methods (Andrius, 2012). Clearly demonstrating the relationship that is expected, rather than deviating from the desired relationship to engage in disciplinary action, is the preferred initial reaction to minor disturbances (Furr & Furr, 2012).
"Tactical ignoring and relationship modelling"
"Rule reminders, isolation, and time-out procedures"
Directional choices presented in a decisive manner are the hallmark of Bill Rogers' theory of classroom management and behaviour, while establishing clear relationships that enable everyone to knowingly pursue their Quality Worlds — again, with the element of choice — is seen as most effective in Glasser's Choice Theory. The strategies presented above attempt to meld these two theoretical approaches by recognising that behavioural choices are ultimately up to each individual student, and that the instructor's actions should demonstrate appropriate behaviour as consistently as possible. The plan as a whole reflects the core conviction that effective classroom management is relational, not coercive, and that guiding behaviour through clear expectations and genuine choice is both more ethical and more effective than attempting to assert direct control.
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