Justification Of Two Chosen Behaviour Management Approaches That Suit My Teaching Style I believe that all students are

individual, each with their own strengths, weaknesses and individual traits. In my classroom every student will have endless amounts of opportunities to strive to achieve to the best of their abilities. When selecting two approaches to use within my own discipline method in the primary school context I have chosen: Ed Fords RTP questioning process and Bill Rodgers decisive discipline technique. I have carefully selected these two approaches as I believe they each have effective components to maintaining class control and ultimately having success with behaviour management. I feel the questioning technique used in Ed Fords theory is valuable as it teaches respect for others by responsible thinking (Education Queensland, 2010). I believe that by effectively using the following questions I would be able to successfully teach and guide my students in developing a sense of responsibility for their own actions: What are you doing? What are the rules? What are you going to do now?

By managing disruptive behaviours with Fords questions I will be maintaining classroom discipline by teaching three main concepts (the three Rs): Respect, Responsibility and Reconcile. I believe this technique would be highly effective and suits my own personal teaching style. It will assist me in teaching my students mutual respect by guiding them to think through what they are doing in relation to the rules and expectations (Education Queensland, 2010). This gives students personal accountability for their own actions. Bill Rodgers decisive discipline approach consists of four steps to deal with students misbehaviour. I feel that the four steps of Rodgers approach would work parallel with the questioning technique discussed above. The four steps are: 1. Tactical ignoring 2. Simple direction or rule restatement

3. Secondary behaviour 4. Imposing time-out I believe these four steps work in meeting the three ultimate aims of decisive discipline: students owning their own behaviours, respect for others right to learn and building workable relationships with students. To me, these aims are highly important therefore I would incorporate them in my own classroom. Bill Rodgers also provides great practical strategies as a part of his frame work as well as eight useful protocols that aims to create a learning environment that is strong, safe and secure. I feel that Rodgers eight protocols are something I will strive to achieve within my own classroom because they mirror my own values and beliefs, thus complementing my teaching style. Behavioural Management Philosophy I believe that children are capable and competent individuals that have been learning since birth. As a teacher I will recognise these experiences and aim to build upon them, by providing a supportive environment that helps each child reach their full potential. I believe that children learn their best when actively engaged in their learning. My classroom program and behaviour management plan will enable children to reach their full potential and achieve their goals. I believe that every classroom is made up of a diverse combination of individual and capable learners. Students are unique, each with varying strengths and weaknesses which contribute to the need for effective management of the classroom. I believe that all students have the right to a safe and supportive learning environment as do I, as a teacher, have the right to teach in a safe and effective learning environment. Children have both rights and responsibilities in regards to their learning. They have the right to feel safe, be treated with respect and to learn. Coinciding with this they also have the responsibility to act in a safe manner, treat others with respect. In my classroom all students will feel safe, supported and valued therefore; my own personal behaviour management program will incorporate this. I feel that effective learning requires collaboration between the teacher, student and parents, a partnership that is grounded in mutual trust and respect. My classroom will uphold an open door policy and parents support within the classroom will be welcomed and encouraged.

I believe that engaging students is the first step to successful classroom management. As a teacher I will provide my students with interactive, rich learning experiences to cater for their varied learning styles. I feel that behavioural issues will be minimised by engaging students in meaningful tasks and activities. I will support and encourage all students to strive to reach their potential. In order to maintain the management of my classroom and to minimise behavioural issues I will put into place my own discipline plan. This plan is made of up five components based on the information gathered from lectures: rules of behaviour, prevention of misbehaviour, support of proper behaviour, intervention when misbehaviour occurs and communication with students. By having a clear idea of how my discipline plan works and through patience and consistency I will achieve effective classroom management. To have success with my discipline plan I have come up strategies for each component. Rules of Behaviour Prevention of Misbehaviour Support of Proper Behaviour Clear and specific rules/expectations set from day one. Simple and observable rules. Clear discipline plan in place students know what is expected and what consequences occur if they choose to misbehave. As mentioned above, I feel behavioural issues are minimised when students are actively engaged in meaningful tasks. Provide engaging, varying, exciting, hands on activities to cater for each learning style. Appropriate seating plan. Through experiences on prac I have come to know that primary school age children LOVE positive feedback and praise. Through acknowledging positive behaviours and efforts I will be further encouraging this behaviour. Use of Jones Preferred Activity Time (PAT). This method rewards the whole class rather than individuals, teaches students to take responsibility for their own behaviour. PAT activities can be chosen by a class vote.

Intervention when Misbehaviour Occurs

To deal with misbehaviours I decided I would be most likely to use a combination of Fords questions and Rodgers four steps. Strategies for these include: o What are you doing? o What are the rules? o What are you going to do now?

o o o o Communication with Students

Tactical ignoring Simple direction or rule restatement Secondary behaviour Imposing time-out

The strategies for communication with students following misbehaviour have come from Rogers Supportive Action phase. o Follow up, re-establish working relationship o Contracting with students o Mediation

Reference List Education Queensland. (2010). Theories and Programs Ed Fords Responsible Thinking Process. Retrieved from http://www.learningplace.com.au/deliver/content.asp?pid=32062