1. EDUC399 Professional Capability: Policy, Theory, Pedagogy Professional Standards Presentation by Joshua Armstrong and Nicholas Bodnar

2. Element 5 Teachers create and maintain safe and challenging learning environments through the use of classroom management skills

3. Classroom Management Existing Models of Behaviour Management: The Behaviourist Model The Behaviourist Model The ability to identify behaviours, collect behavioural data, and the ability reinforce effectively. The Cognitive Behavioural Model The Cognitive Behavioural Model Increasing self-reliance and independent decision- making, students monitor own behaviour, using positive self-talk

4. Theoretical perspective Adler. Some people choose negative behaviours in many situations since these also make them feel significant, despite often bringing negative consequences. For such people, a great deal of encouragement is necessary to change the way they behave. However, social groups generally respond in disapproving ways to people who behave badly, and in so doing inadvertently confirm the individual’s discouragement. (Adler cited in Arthur-Kelly, Lyons, Butterfield, Gordon 2003:150-151))

5. Artefacts Summer Heights High. A mockumentary series created and written by Chris Lilley. Summer Heights High. A mockumentary series created and written by Chris Lilley. Two short Clips: Two short Clips: Clip 1. Jonah in English class with Miss Wheatley Clip 2. Jonah in Remedial English class with Miss Palmer

6. Aspect 5.1.1: Demonstrate a variety of strategies to develop a rapport with all students. Miss Wheatley She used a negative stereotype by greeting Jonah and his friends as the ‘Islander Boys’ She used a negative stereotype by greeting Jonah and his friends as the ‘Islander Boys’ She reacted negatively to his behaviour She reacted negatively to his behaviour Miss Palmer Showed interest in Jonah’s break- dancing She was patient with his learning She didn’t negatively react to his erratic behaviour

7. Aspect 5.1.3: Demonstrate strategies to create a positive environment supporting student effort and learning Miss Wheatley Created negative environment through stereotyping Jonah and his friends. Created negative environment through stereotyping Jonah and his friends. Negative attitude towards Jonah before he had done anything wrong. Negative attitude towards Jonah before he had done anything wrong. Doesn’t acknowledge Jonah if he’s working or attempting to read. Doesn’t acknowledge Jonah if he’s working or attempting to read. No positive feedback No positive feedback Miss Palmer She allowed Jonah to express himself whilst keeping him on task. Miss Palmer wouldn’t ignore Jonah if he wanted to participate in answering questions. Subject content suited to Jonah’s level of ability. Praised and encouraged Jonah when he was on-task and attempting work.

8. Aspect 5.1.5: Demonstrate knowledge of practical approaches to managing student behaviour and their applications in the classroom Time-out area Time-out area Draw up a contract (like Jonah) Draw up a contract (like Jonah) Highlighting acceptable and unacceptable behaviour Highlighting acceptable and unacceptable behaviour Offering misbehaving students important tasks to promote trust (eg. Collecting materials, cleaning the whiteboard) Offering misbehaving students important tasks to promote trust (eg. Collecting materials, cleaning the whiteboard) Conduct a private talk Conduct a private talk Positive reinforcement and attention towards well-behaved students Positive reinforcement and attention towards well-behaved students Desk arrangement Desk arrangement

9. Classroom perspective Louise Porter Behavioural Goals: 1. Striving for undue attention. When children believe that they have to be the focus of attention they require increasing amounts of attention, and if dissatisfied they display inappropriate behaviour to get more (Harrison 2004 cited in Porter 2007:111). 2. Seeking revenge. Seeking revenge results when an extreme power struggle between adults and children (Porter 2007:111) 3. Withdrawal. Students who are too ambitious, competitive or sensitive to pressure are vulnerable to becoming deeply discouraged about their chances of securing their goals and therefore withdraw in an effort to avoid humiliation (Edwards & Watts 2004 cited in Porter 2007:113) Teachers interpret such students displays of inadequacy as either a need for help or as a signal to give up teaching them, as they are not making any effort to succeed (Porter 2007:113)

10. Classroom Management Managing Your Own Responses as a Teacher Reducing stress Reducing stress Reactions to stress Reactions to stress Positive self-talk Positive self-talk Keeping a challenges diary Keeping a challenges diary Remain calm and composed when dealing with difficult students Remain calm and composed when dealing with difficult students

11. References Article – Summer Heights High (2007), created by Chris Lilley, ABC Article – Summer Heights High (2007), created by Chris Lilley, ABC Arthur-Kelly, Lyons, Butterfield, Gordon, (2003) Classroom Management: Creating positive learning environments, 2 nd Ed. Thomson, VIC Arthur-Kelly, Lyons, Butterfield, Gordon, (2003) Classroom Management: Creating positive learning environments, 2 nd Ed. Thomson, VIC Konza, D; Grainger, J; Bradshaw, K. (2003) Classroom Management: A Survival Guide, Thomson, VIC Konza, D; Grainger, J; Bradshaw, K. (2003) Classroom Management: A Survival Guide, Thomson, VIC Porter, L. (2007) Student Behaviour: Theory and practice for teachers, 3 rd Ed. Allen and Unwin, NSW Porter, L. (2007) Student Behaviour: Theory and practice for teachers, 3 rd Ed. Allen and Unwin, NSW