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Behaviour Management Plan

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This behaviour management plan has been developed to foster a safe, secure and supportive learning environment. I have utilised a range of preventative measures to motivate students in a positive manner (Rogers, 2011). Tasks provided to students will be meaningful and authentic in order to maintain engagement (Wood et al, 1995). The behaviour management techniques used not only provide a nurturing learning environment, but also help to develop the ‘whole’ child. In order to create an optimum-learning environment, it is essential for students to feel safe and supported. To do so, a positive attitude must be maintained towards pupils and the subject being taught (Rogers, 2011). Giving students directed choices has a cause and effect relationship …show more content…

115). Therefore verbal and non-verbal targeted direction has a large influence on my behaviour management plan. If problem behaviour does arise, I will utilise democratic discipline by assisting the student in establishing productive goals, which align with classroom rules and responsibilities (Balson, 1982; Rogers, 2011). The students will decide upon classroom rules, the process being directed by myself. Maximising student involvement in this way will ensure fewer problem behaviours occur (Kohn, 1996). This will also make students feel valued in the classroom as they will be encouraged to explore possibilities, answer open-ended questions and reflect as a group (Kohn, …show more content…

This way I will assist the students to listen, calm themselves, reflect and develop self-monitoring skills (Kohn, 1996). These skills are important as they assist in developing “knowledgeable and confident self-identities” and individuals who “interact in relation to others with care, empathy and respect” (Early Years Learning Framework, 2009, p. 23-24). In instances where warning or choice is given, it is important that there is always follow-up and follow-through (Rogers, 2011). This will contribute to students’ awareness of fairness and their “understanding of the reciprocal rights and responsibilities necessary for active community participation” (EYLF, 2009, p.

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