Classroom Management Strategies
This a description of a specific behaviour management technique that my mentor teacher provided me with while on professional placement in a preschool. I will first describe the context of the technique, including what it actually involves. I will then rationalise how this is relevant as a professional portfolio item, demonstrating how I have developed as a professional, as well as an overview of student learning.
Context
My teacher and her students worked together to create an agreed list of class rules at the beginning of the year. She then made five different cards for each of the rules that relate to mat time that had the rule and a relevant picture on it. The rules for mat time include:
- listen with your ears
- be quiet while someone is speaking
- sit with your legs crossed
- look at the person speaking
- put your hand up when you wish to ask a question or contribute to discussion
When children become disruptive or distracted, my teacher refers to this list of rules. Creating an agreed list of class rules has been proven to be beneficial as children are more likely to follow them when they are not just based on behaving in ways that the teacher sees necessary, but also based on how children think themselves and their peers should be behaving (Eddy & Hay, 2001 ; Roberts, 2010). This was a useful resource to have, as when children became distracted or disruptive I was able to refer them to the pictures on the whiteboard and remind them of how they should be behaving.
Rationale
How the item demonstrates my development as a beginning teacher:
Through observing my mentor teacher I have been exposed to a behaviour management technique that works well for my teaching style.
I have used this strategy in my practice as an OSHC Cooordinator. At the beginning of this year my students and I brainstormed the rules that they wished to have in their classroom, in order for everyone to be safe and happy. We also discussed what consequences they would like to have in place, when students do not follow the rules. At the start of each term we review our rules and consequences, as well when students or I feel that the program isn't running in a way where everyone feels happy and safe.
Overview of student learning:
Through implementing this behaviour management technique the children have been provided with a number of learning experiences. These include:
Rationale
How the item demonstrates my development as a beginning teacher:
Through observing my mentor teacher I have been exposed to a behaviour management technique that works well for my teaching style.
I have used this strategy in my practice as an OSHC Cooordinator. At the beginning of this year my students and I brainstormed the rules that they wished to have in their classroom, in order for everyone to be safe and happy. We also discussed what consequences they would like to have in place, when students do not follow the rules. At the start of each term we review our rules and consequences, as well when students or I feel that the program isn't running in a way where everyone feels happy and safe.
Overview of student learning:
Through implementing this behaviour management technique the children have been provided with a number of learning experiences. These include:
- Skills for participating in mat time: When my supervising teacher refers to the rules, she points to the picture and asks children to explain the rule, to show that they understand it. The children can take the skills they have learnt from preschool mat times with them when they enter primary school.
- Negotiation skills: Creating the list of rules allowed children to voice their opinions and suggestions for how they would like their classroom to operate, and negotiate on an agreed list.