I will develop positive teacher-student relationships as Grossman (2004, p. 25) states that these are essential aspects of effective classroom management. Respect for others and themselves is the cornerstone of my classroom atmosphere. Learning can only occur in an environment where each member feels safe, appreciated and respected (Coag.gov.au, 2015).
I will encourage and support my students in order to uphold a positive learning environment. I will incorporate elements from the Assertive Discipline Theory by combining the school’s academic and behavioural principles with my own goals to form my individual teaching style and an effective classroom management plan. I will also show consideration for my students by addressing them respectfully and by name.
My classroom management plan will involve an individualised approach encompassing elements from different theories that support my pedagogical philosophies. To this end, I will apply the hybrid theoretical approach as cited in Lyons et al (2014). I will develop a thorough understanding of many theoretical and practical approaches. I will maintain an inter-theoretical congruency between the different principles underpinning each of the ideas that shape my management plan.
Theories of children 's growth and development
My classroom management plan is based on Albert Bandura’s social learning theory (1977), which states that students will learn and model behaviour based on the quality of the environment to which they are subjected. Children will seek out approval from adults or pe...
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...hers and/ or parents. These positive cooperative skills can be adapted to many relationships throughout their school career and lifespan.
Gordon (1974) advocated proactive behaviour management including the use of “I” statements. He suggested that these I-messages should start with the word ‘when’ as this conditioning adverb allows the student to understand that their misbehaviour is a temporary problem. Gordon (1974) also purported that teachers who model their values will earn the respect of their students.
I-messages are also beneficial as merely state a problem without harshly accusing any particular student for it. They are simple, assertive statements for teachers to use to when students display non-compliant behaviours. The strategy of I-messages aligns with the communications and relationships aspect of the Lyford model of classroom management.
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