It
is my opinion that behaviour management is one of the most significant skills that
I have learnt during my studies of the BLM program. I also believe that the
success of any behaviour management program is directly related to the learning
environment in which the classroom is situated. The systems and strategies that
I incorporate are based on Marzano and Pickering’s Dimensions of Learning. It is the goal of a teacher to help
students develop positive attitudes and perceptions about classroom climate by
allowing them to feel accepted by teachers and peers and experience a sense of
comfort and order (Marzano & Pickering, 1997). Providing and maintaining a
positive classroom environment is a core component of my teaching philosophy.
It also is the backbone of my behaviour management program.
The first strategy I utilise in the classroom is to discuss and negotiate classroom rules with the students.
This discussion allows students to take control of how they want their
classroom to ‘feel’ and decide what behaviours are appropriate inside the
classroom. I use the terminology from DOL and discuss the idea of a 'positive
classroom environment' based around the rules that the students have created.
The students then choose one of the rules and then draw a picture of what it
would look like, and display it in the classroom. Standard seven of the
Professional Standards for Queensland Teachers focuses on; understanding
individual and group motivation and behaviour, create safe, supportive and
stimulating learning environments that promote positive social interaction and
active engagement in learning (Queensland College of Teachers, 2006).
Display that 3C created to support behaviour management
I
received a written reference from Linda Stolberg, my previous mentor teacher
which stated “Nick developed and fostered a caring environment in which the
students flourished. He worked hard at building relationships of trust and many
students came to achieve milestones under his instructions and tutelage”. By
establishing a positive classroom environment where students feel safe to work
and express themselves, I found that I did not have to spend a great deal of
time on behavioural problems.
In
my internship I devised the “Give me 5” behaviour management strategy. The picture
below was displayed around the classroom.
Give me Five! Behaviour management strategy
To
get students attention I would say “Give me Five” or later when students became more
familiar with the strategy I would simply raise me hand. This strategy was very
helpful in the classroom because one statement or action settled the class
immediately. I received a written reference from Dominic Carter, my mentor teacher
which stated “Nick’s Give me Five behaviour
management strategy is highly effective in the classroom and it has been
adopted by other teachers throughout the school. The 3C’s Positive Classroom
Environment display has also been very successful and I will continue to use it
for the reminder of the year”.
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