Faculty of Education

Assignment Cover Sheet

Unit Co-ord./Lecturer Frances Fan

OFFICE USE ONLY

Assignment received:

Tutor:(if applicable) David Shorter

Student ID 165728
Student Name Silka Price
Unit Code ESH202
Unit Name Planning for Positive Behaviour
Assignment
Assessment Task 2
Title/Number
Word Count Section 1: equivalent to 1000. Section 2: 1092
I declare that all material in this assignment is my own work except where there is clear acknowledgement or reference to
the work of others and I have complied and agreed to the University statement on Plagiarism and Academic Integrity on the
University website at www.utas.edu.au/plagiarism *

Signed

Silka Price

Date 31/05/2013

*By submitting this assignment and cover sheet electronically, in whatever form, you are deemed to have made the declaration
set out above.

Assessors feedback:
Silka please take the time to read and learn from the comments and corrections Ive made throughout
your assignment.

Assessment: CR+
Assessors Signature (optional) : David Shorter

Dated: 21 June 2013

Section 1:
I will strive to effectively manage the classroom, to achieve a positive environment so that my students can stay engaged, feel safe in the
class, have a sense of belonging, and have the right to learn and to experience a friendly but firm teacher-student relationship. Managing the
behaviours in the class will help with keeping my students focused, feel secure whilst working and still learn with minimum disruptions caused
by me and misbehaving students. I believe that by applying appropriate strategies from least to most intrusive in situations that I will keep peace
within the classroom so that I do not disrupt the positive learning environment for my students. I intend to build a positive rapport with my
students by listening and taking an interest in their past times that they may do out of school which would also assist with discovering the source
behind any inappropriate behaviour.
Intended audience: Grade 3/4
1.
2.
3.
4.
1.
2.
3.
4.

Approach
Establish clear rules.
To create a positive
classroom environment.
Having a positive teacherstudent relationship.
Positive reinforcement

Changes in the Weather Behaviour Management Plan

PHASE 1:
Preventive

Strategies
Sit the class down and ask for their input into what rules that
they would like to have. Have these rules displayed so that
everyone can see them.
Create a classroom code of conduct and discuss the positive
behaviours that they would want to see from the students.
Welcome students as they enter the classroom. Get to know
what interests the students have to gain their trust and begin
to bond.
The use of encouragement rather than praise works better so
that the student realises that they are doing a task that is
important and that their effort is appreciative. A whole class
point tally system would be put in place so that students can
try to achieve a prize.

Links to school-wide plan

HPS (2013) highlights the
importance of creating a safe and
secure environment so that
everyone can feel valued and
respected which would tie in with
discussing with the class the
positive behaviours that should be
seen. They also use a point system
for reinforcing positive behaviours
that goes towards their overall
House score.

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Implementation
1. At the beginning of the year and
anytime there is an altercation
throughout the year.
2. At the beginning of the year.
3. Beginning of the day. First weeks of
the year.
4. Whenever it is appropriate or needed.
Presentation of prize can occur at the
end of the week when the required
point score is reached and the points
are to be given out when a desired
behaviour is seen being modelled.

Approach
1. Guide and facilitate
inappropriate behaviours to
appropriate outcomes.
2. Using an appropriate
strategy to refocus a student
who is being disruptive.

PHASE 2:
Corrective

Strategies
Approach 1: From least to most intrusive disruptions:
1. Tactical ignoring (Rogers, 2006).
2. Non-verbal cueing for individuals or groups (Rogers, 2006).
3. In proximity of the disrupting student
4. Use of I-statement to direct attention to their behaviour (Rogers,
2006).
5. Reminding them of the rules that are in place. Use the Rules, Ignore,
Praise strategy (Edwards & Watts, 2004).
6. Isolation from their peers in the classroom.
7. Gather whole class for a meeting to discuss about the behaviours that
have been observed and to ask for their personal opinion on the
agenda.
Approach 2: Using the 1, 2, 3 Magic (Phelan & Schonour, 2004) strategy to
refocus the student and to lead desirable behaviour in 3 interdependent steps
of effective discipline.

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Links to school-wide plan

HPS (2013) uses a number of
strategies to help with the
management of behaviours that
include tactical ignoring (Rogers,
2006), reminders, time out and
relocation. This policy also
identifies that these steps are put in
place from least to most intrusive
management style so that is does
not impede on learning for other
students.
Implementation
Approach 1: Should be done
whenever they are using disruptive
behaviour and to move onto the
next step when one step does not
make them stop.
Approach 2: This can be used to
refocus the student when they are
becoming distracted from work or
are a disruption.

Approach
1. Guide and facilitate
extreme behaviours to a cooperative manner.
2. When extreme behaviours
cannot be guided to a more
appropriate behaviour.
Strategies
These strategies are put in place to offer guidance for the student to have
ownership of their behaviour when behaviour becomes violent or
excessively disruptive.
Approach 1:
1. Follow the same steps in Corrective.
2. Relocation to buddy class if their behaviour does not cease.
3. Create a behaviour contract with the student.
4. Have a re-entry discussion
5. Get them to stay behind for a moment to explain why they were
acting the way that they were? Find out the reasoning behind the
misbehaviour and that this strategy would not disrupt the class from
learning.

PHASE 3:
Supportive

Implementation
Approach 1: Should be done when
behaviour is not desirable and that
the student is consistently causing
disruptions. Work through the steps
until the behaviour has ceased.
Approach 2: These steps are
implemented when their behaviour
becomes disruptive/violent and can
no longer be guided by just the
teacher.

Strategies
Approach 2:
1. Follow the same steps in Corrective and use these next steps
when they still do not behave and are using extreme behaviours.
2. Send for a senior staff member to relocate student.
3. Appropriate action will be taken depending on the severity of the
action.
4. Parents will be notified if an internal or external suspension will
occur.
5. Negotiate with the student and parents of the creation of a
behaviour contract to be able to re-enter the school and class.
6. Notify colleague teachers about the behaviour contract for the
student so they know of the requirements that were put in place.

Links to school-wide plan

HPS (2013) emphasises allowing
the student in having a choice in
how they should improve their
behaviour. This can be seen by
asking them questions about their
behaviour and creating a behaviour
contract if they want to re-enter the
class. They also outline that in the
most severe cases of misbehaviour,
parents should be notified about
internal/external suspension and to
work with colleague teachers about
the issue. HPS (2013) uses similar
strategies to those in Approach 1
and 2 and mentions that they
should be done in the least to most
intrusive style.

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