Developing your personal philosophy of classroom

management
John De Nobile
School of Education, Macquarie University
With adaptations by Roberto H Parada, School of Education, Western Sydney University

This resource consists of a series of linked activities chapter-by-chapter to the De Nobile et

al 2017 course text Positive learning environments: Creating and maintaining productive
classrooms. These activities enable you to progressively work on and develop your own
philosophy, plan and style of classroom management.

A classroom philosophy, simply put, is a statement of what you believe about how to best
manage a class and how you will go about achieving that vision. This resource will help you
build it bit by bit. Complete the activities linked to each chapter of the text and by the end
of chapter 10 you should be able to bring your work together to form your classroom
philosophy.

FINAL PERSONAL PHILOSOPHY FOR ASSESSMENT 2

Insert in the box below your final personal philosophy (max 1000 words).
A good teacher is one that cares about their students and the content they are teaching.
They take their time and care when planning learning activities, listen to and observe
students and their learning and any difficulties they face, assist students when needed, are
prepared for any situation and can modify tasks appropriately when needed, are positive
and provide a safe environment, and promote learning through the environment they
create. They need to make sure any situation that arises can be resolved and have the
resources to do so, they must make sure there is a balance between disciplining bad
behaviour and rewarding good behaviour, they need to know their students and rewards
and disciplines that are appropriate for them, and most importantly, they need to
implement rules and operating procedures from the beginning of the class or term to
achieve good behaviour from the students.

I believe a positive learning environment involves having a strong relationship with your
students and knowing how they learn, and encouraging them to continue to work hard and
learn to achieve their learning goals. A positive learning environment should be free from
negativity and should be a place students enjoy coming to. Respect is a big aspect of a
positive learning environment, if students respect each other, their teacher and themselves,
the classroom will be a place that promotes engagement and learning. I believe classrooms
should be places where learning and positivity are encouraged. They should be a place
where teachers are respected and have the right to teach the way that best suits them, as
long as they think about the class and the best way that they learn. The teacher and
students should work together to create individual and class goals, to promote learning and
to gain reward when the goals are achieved. I would promote this, using goal centred
theory. Students should be responsible for their work and actions, and should be involved in
class decisions with the teacher when appropriate. I believe that good communication
between teacher and student is vital to a positive classroom climate because without
communication, students will not learn. Teachers and students need to respect each other
to create a positive learning environment which is developed through communicating with
each other, not just about school and learning, but also on a personal level. By establishing a
positive relationship, teachers can learn about everyone’s learning style, and can then adapt
their teaching styles and the content to best suit each student’s learning needs.

Teacher personal beliefs affect the way we create Positive Learning Environments by
influencing the way in which we do things. For example, if one teacher strongly believes that
one specific teaching style is the best way to teach, they may hinder learning by not being
flexible to cater for all students if their style does not work for the class they are teaching. In
contrast, if their teaching style is appropriate for their class, there is a greater chance that
the students will learn and be successful as the teacher believes they are doing the best
thing. I think that there is no right or wrong when it comes to teacher beliefs, but I do
believe that all teachers need to have some flexibility to cater for all students and their
varied learning styles, to achieve the most positive learning environment possible. I believe
professional reflexivity is important to my teaching because it will allow me to develop and
grow into a stronger teacher. By taking the time to reflect on my teaching styles, the
curriculum, my students and the way I assess, I will be able to adjust myself where needed
to create the best learning environment possible for my students. Due to this belief, I will
reflect on my teaching style at the end of each day when starting out as a teacher and will
try various styles to develop as a stronger teacher and find out what best suits me. I will aim
to meet with a mentor or another teacher with more experience to share my views and
feelings with them and ask them for advice or help when needed, and I will ask my students
and their parents and my colleagues for feedback about different things I do to allow me to
understand their views on my teaching and will adjust accordingly.

When planning my teaching program, I will use the syllabus and the scope and sequence for
the subject as a guide to what I will teach each term, and will use the unit outlines as a
platform to work off when developing my lesson plans. I will also ask for guidance when
planning, from teachers with more experience. I believe that students best learn through
guided/ discovery learning, therefore I will use a range of teaching styles that cater for all
types of learners. I will focus on activities that allow students to develop a deep
understanding and knowledge of the content being taught, and activities that allow the
students to be engaged and involved. I would also add content that integrates students
emotional and social skills, such as group and paired work with varied groups each week, to
encourage communication and to further develop social skills.

One of the most valuable things for a teacher to have in the classroom is behaviour
management program. A program should be established in the first meetings of the teacher
and students and should include establishing rules and expectations and implementing
them which should focus on having respect for both the teacher and other students,
listening to and learning from one another, and emphasising that the classroom is place of
encouragement and for participating in all activities. I will demonstrate respect for and
listening to others by not talking over my students and listening to everything they say. If
someone doesn’t obey the rules, I will show the class that it is wrong by appropriately
disciplining the student so that others can see that it is wrong.

Word Count: 997

Acknowledgements

I would like to thank De Nobile, J., Lyons, G., & Arthur- Kelly, M. (2017). Positive Learning
Environments: Creating and Maintaining Productive Classrooms (1st ed.). South Melbourne,
Australia: Cengage Learning Australia, for providing me with a platform to develop ideas
from and for assisting me with creating effective classroom management plans.
I would like to acknowledge the report by the Organisation for Economic Co-operation and
Development. (2009). Creating Effective Teaching and Learning Environments. Retrieved
from https://www.oecd.org/edu/school/43023606.pdf, for providing me with an
understanding of ways to effectively create a positive learning environment for clearly
explaining the issue of teacher beliefs and how to approach this if needed.

I would like to thank Alter, P., Walker, J., & Landers, E. (2013). Teachers’ perceptions of
students’ challenging behaviour and the impact of teacher demographics. Education and
Treatment of Children, 36(4), 51-69. http://dx.doi.org/10.1353/etc.2013.0040, for
identifying reasons as to why students may misbehave, and how to deal with the
misbehaviour using an action plan.

(Week 1) Pedagogy for Positive Learning Environments: A problem based

approach
Reflection of the week’s Lecture, tutorials and readings.
The following activities are designed to get you thinking about your own model of teaching
and classroom management.

1.1 What is a ‘good teacher’? Think about the teachers from your days in primary and
secondary schooling. What qualities did they have that made them ‘good’? Make a list Commented [A1]:
What do you remember most about your ‘favourite teacher?
in the box below.
How did they make you feel?

A good teacher is one that cares about their students and the content they are teaching.
They:
 Take time and care when planning learning activities
 Listen to and observe students and their learning and any difficulties they face
 Assist students when needed
 Are prepared for any situation and can modify tasks appropriately when needed
 Are positive and provide a safe environment
 Promote learning through the environment they create

Commented [A2]:

1.2 Using the what you have learnt about ill structured vs structured problems in relation to
classroom behavior, what do you think are the key considerations when a teacher is
Most courses and textbooks on behaviour management work
planning their strategy for classroom management? list them below. on decades old assumptions that behaviour and emotional
difficulties are ‘well-defined’ types of problems. That is, they
have specific goals or expected solutions which match the
 They need to make sure every situation can be resolved and have the resources to problem.
do so
These challenges are in fact ‘ill-defined’ and they do not
 Make sure there is a balance between disciplining bad behaviour and rewarding have clear goals, solution paths, or expected solutions.
good behaviour Ill-structured problems are typically situated in and
 Ensure they know their students and rewards/ discipines that are appropriate for emergent from a specific context. In situated problems,
one or more aspects of the problem situation are not well
them specified, the problem descriptions are not clear or well
 Implement rules and operating procedures from the start of the class defined, or the information needed to solve them is not
contained in the problem statement.
1.3 With your responses to the last two activities as a source of ideas, complete the
sentence in the box below.

I believe a positive learning environment is about …

Having a strong relationship with your students and knowing how they learn. Knowing when
to reward students for their behaviour and how to critique them in a positive manner is key.
(Week 2) Review of classroom management theories
This week you have been introduced to some theories of behaviour/classroom
management. Your readings (Ch 8 & 9 of the text and De Jong in tutorials) introduced you to Commented [A3]: Chapter 8: Stories from the field.
Range of teachers: Lisa, Andrew and Wendy are secondaries.
different views on why young people misbehave and particularly what to do about it. Some Additional stories from Cenage Companion Website.
of these might have caused you to react in some way, either negatively or positively. Of the
Gives educational context followed by story and then commentary
ones you developed a positive feeling about, was there a particular theory that stood out? in terms of links with Lyford Model and various theoretical
Was there a theory or approach that you felt might fit your view of how children should be frameworks.
treated and how teaching happens? Think about this before responding to the activities.
Commented [A4]: Chapter 9:
Your theory into practice.

An effective CMP is a critical prerequisite to creating a positive

2.1 In the box below, list the theories that you think are ‘not for you’ under the heading learning environment.
‘Not me’, and the theories that you think are more favourable under the heading ‘More
Basically, reflects on the Lyford Model and key theories and
like me’. processes underpinning it.

Leads you through the steps of reviewing your philosophy and

Not me More like me drafting your first Class Management Plan.
Cognitive Behavioural Theory Goal Centred Theory Commented [A5]: De Jong:
Applied Behaviour Analysis Choice Theory
Assertive Discipline 7 Principles: Student behaviour management programs need to be
 Eco- systemic perspective/comprehensive approach
 Embrace a health-promoting approach
 Embrace inclusiveness
2.2 Now take a closer look at the theories you placed in the ‘More like me’ column. Read Student-centred philosophy/holistic
the suggested readings provided in this chapter and the online companion. Get to know Linked to the quality of the learning experience
 Embrace Positive relationships.
the theories more intimately. Use this new knowledge, specifically the key philosophies Enhanced through internally based school support systems.
behind the theories (or theory), to develop your own statement of belief about the sort
7 Characteristics of best practice:
of places classrooms should be. Complete the following sentence and perhaps add  Clearly articulated and comprehensive behaviour management
another to accompany it. policy.
Health- Promotive culture.
Relevant and engaging curriculum
I believe classrooms should be places where … Effective Pedagogy.
 Democratic and Empowering approach
 Teachers are respected and have the right to teach their way, which the students Well established internal and externs support structures
should respect. Alternative, flexible learning environment.
 Individual and class goals are set, worked towards and achieved Commented [A6]:
 Students should be responsible for their work and actions
Theories underpinning the Lyford Model:
Humanist
 Students should be involved in class decisions with the teacher when appropriate Knowledge Acquisition Theory
Ecological systems
 Learning is encouraged Sociocultural
 Positivity is encouraged Psychoeducational.

Additional Classroom management theories and models:

Positive Behaviour Leadership Model (Bill Rogers)

Developmental Management Approach (Ramon Lewis)
Balance model (Richmond)
Supportive School Classroom Environment Model ( Peter Miles)
Solution Focused Approach (Louise Porter)
10 further theories and models around classroom management
which have found application in schools in Australia.
(Week 3) Relationships, communication & professional reflexivity
Effective communication is a key component of effective classroom management, and
quality teaching depends on it. The lecture, tutorial readings as well as Ch 2 & 3 of the
textbook describe some very useful skills for dealing with inappropriate student behaviour
in a non-confrontational and positive way. Being aware of non-verbal cues will lead a Commented [A7]: Non verbal cues:

teacher to be more sensitive to how their messages are being received as well as how to Facial expression/ eye contact.
send messages and provide feedback more effectively. Active listening allows teachers and Gesture ,posture and positive positioning.
Proximity, touch and physical setting.
students to interact with minimal interference from underlying emotional factors. I-
messages provide the teacher with a tool to convey to students how their behaviour is Important because:
It is less consciously controlled;
affecting the class in a non-submissive, informative and positive manner. More effective in communicating emotions

Need to interpret accurately.

Teaching philosophies often describe the way a teacher will interact with their students and
this, in turn, provides a window into the classroom climate that a teacher is trying to
establish. The following activities should help you to identify your preferred way of Commented [A8]:
communicating with the class generally as well as in dealing with inappropriate behaviour. Active Listening:
After completing them you should have a better idea of how your classroom philosophy will Response as specific as possible;
Paraphrase
describe your communication style in the classroom. Both verbal and non- verbal cues.

Open Questioning:
How, what, when or where.
3.1 Using your readings of the chapters, in particular the Relationships and communication,
Asserting:
Interference, Communication process and Non-verbal communication sections, Recognises the rights of the speaker without infringing on the rights
complete the sentence in the box below. You might need to add a second or even a of the listener.
third sentence. I-Messaging:
Describes the problem, how you feel about it ,and why you feel that
way.
I believe that good communication between teacher and student is vital to a positive When…I feel…because …
classroom climate because … Calm, matter of fact.
Without communication, students will not learn. Teachers and students need to respect
Commented [A9]:
each other to create a positive learning environment which is developed through
communicating with each other, not just about school and learning, but also on a personal Negotiating:
level. Identify the problem
Identify possible Options
Identify the outcomes of each option
Delete unacceptable options
This week you also looked at how personal beliefs can help or hinder in your relationships Apply the agreed solution
Identify a time for review.
and communication with students.

3.2 Briefly outline your understanding of how beliefs can help or hinder your ability to Commented [A10]:
create positive learning environments: Reflection on classroom management
Reflexivity: Acting on Reflection.

Teacher personal beliefs affect the way we create Positive Learning Environments by … Peer mentoring
Limiting the way in which we do things. For example, if we believe strongly about one Action research – Develop a plan, Activate plans,
Observe and record, Reflect on the findings.
teaching style, we may be hindering learning by not being flexible for all students. At the
same time, if we believe that something is correct, when teaching it we will be a better
teacher as it is something we are passionate about.
Your teaching philosophy should describe how and for what purpose you might engage in a
cycle of professional reflexivity, be it through critical analysis using various perspectives or
an action research model, or both.

3.3 Why should teachers engage in professional reflexivity?. Once you have given this some
thought and done some further reading, complete the following sentence.

I believe professional reflexivity is important to my teaching because …

It will allow me to develop and grow into a stronger teacher. By taking the time to reflect on
my teaching styles, the curriculum, my students and the way I assess, I will be able to adjust
myself where needed in order to create the best learning environment possible.

3.4 Having thought up a justification for it, how will you go about engaging in reflection
about your practice in your teaching career? Once you have thought this out, think of
some practical and achievable ways you can engage in professional reflexivity and
complete the next sentence.

As a consequence of this belief, I will …

 Reflect on my teaching style at the end of each day when starting out, and adjust to
every week or term once I am settled in.
 Meet with a mentor or another teacher with more experience to share my views and
feelings with them and learn from them.
 Ask my students their parents and my colleagues for feedback about different things
to allow me to understand their views on my teaching.

(Week 4) Classroom organisation and curriculum, assessment and pedagogy

Classroom management is not just about managing behaviour. At the heart of teaching and Commented [A11]:
learning are the curriculum taught, the pedagogy used and the assessment designed to LYFORD MODEL:
measure how well that curriculum was taught and how well the pedagogy worked. This Four Positive Practices:
Relationships and Communications
chapter takes you through these three areas one at a time.  Curriculum. Assessment and pedagogy
Classroom Organisation
Professional Reflexivity.
The next part of your teaching philosophy will be about how you will deliver curriculum and
assess student achievement/growth. After reading this chapter, please reflect on the
following:
 What will you take into consideration when planning your teaching program?
 How will you know what to teach and where to start?
 What are the many ways in which your students could demonstrate achievement other Commented [A12]:

than tests and quizzes? Pre or baseline: What do they already know: Mind maps
 What teaching approaches will you use and what philosophical views will your Formative: reasonable progress towards outcomes?
Summative? At the completion
pedagogies reflect? Types of assessment? Multi modal
4.1 Using the PIR Cycle (see Ch 5 p118) as a stimulus, explain how you will go about Commented [A13]:
planning your teaching program in the box below. PLAN IMPLEMENT and REVIEW
There are many variations on the theme.
Element in Professional Practice Standards.
When planning my teaching program, I will use the syllabus and the scope and sequence for
the subject as a guide to what I will teach each term, and will use the unit outlines as a
platform to work off when developing my lesson plans. I will also ask for guidance when
planning, from teachers with more experience.

4.2 Pedagogy refers to how you will teach the curriculum. Usually, the type of pedagogy Commented [A14]:
you implement is influenced by a basic belief about how students best learn. After Art and science of teaching
considering your pedagogical approach and strategies, complete the sentences below.
#Accommodating different levels of learning
#Task relevance
I believe that students best learn through … #achievability
#success
Guided/ discovery learning. #Feedback, values and expectations
#Self-efficacy
#Motivation
Therefore I will use …
A range of teaching styles that cater for all types of learners. I will focus on activities that
allow students to develop a deep understanding and knowledge of the content being
taught, and activities that allow the students to be engaged and involved.

As explained in Chs 3 & 4, there are several dimensions to classroom organisation. Each of Commented [A15]:
these put together become the manifestation of your classroom culture. Your classroom Rows, groups,U shapes, workstations, access and movement
culture is, simply put, the way your class operates and incorporates:
 rules and procedures
 organisation of the physical space.

It is now time to think about how your teaching philosophy will describe these two aspects
and explain them in terms of an overarching set of beliefs or approaches. After reading
these chapters, complete the next two activities.

4.3 What values do you hold as important to establishing an orderly, productive and Commented [A16]: Classroom should facilitate:
Security, social contact, student/teacher interaction/group
positive classroom? Answer this question below, then list the key rules/expectations identification/task instrumentality, pleasure and growth.
you think flow naturally from those values and which you want to stress in your class.
Complete the section by explaining how rules and consequences will be established in Commented [A17]:
Reasoned, purposeful, logical, achievable
your classroom. explicitly and positively stated and measureable
taught at least initially,
referred to regularly
 Establishing rules and expectations and implementing them age appropriate.
 Respect for both the teacher and other students
Rights and Responsibilities
 Listening to and learning from one another Code of conduct /values statement/ set of behaviours.
 Participating in all activities

Rules:
 No talking when someone else is talking
  Participate in all activities regardless of what they are
 Respect each other, don’t be negative towards one another

1900’s
1970’s
2000’s
(Week 5 ) Principles of behaviour modification Commented [A18]:

This week we looked at fundamental aspects of behaviourism and learning (see Ch 6 & 7 of CHAPTER 6:
your text) But also Zirpoli from your references in the Learning Guide and Killu your tutorial Behavioural approaches to classroom and behaviour
reading which provide examples of the application of such theory and research to classroom management.
management and behaviour change. Important concepts such as reinforcement, functional De Nobile et.al describes each approach in its ‘pure form’ and
purpose of behaviour and behaviour shaping are discussed important to think about how each one may complement one
another.

The steps/ processes are outlined for each one.

5.1 After reading Zirpoli and Killu and reflecting on the lecture content what would you add
 APPLIED BEHAVIOURAL ANALYSIS (ABA)
about aspects of your classroom management that have not been mentioned so far in FUNCTIONAL BEHAVIOUR ASSESSMENT (FBA).
your philosophy? Add these in the box below in rough draft form. You can refine them ASSERTIVE DISCIPLINE
POSITIVE BEHAVIOUR SUPPORT (PBS)
later.

 Behaviour management
 Reinforcement- when to punish and when to reinforce Conducting a behavioural intervention:

 How to deal with bullying Establish a need for behavioural intervention

 Dealing with specific conditions such as disability or ADHD etc. Identify the inappropriate (target) behaviour
Identify an appropriate (replacement ) behaviour.
Implement an intervention to change behaviour.
Review the intervention. ...
Commented [A19]:

CHAPTER 7

Cognitive Behavioural Approaches:

Typified by:
Individuals make choices about behaviour
Individuals are self- directed
Behavioural choices are influenced by consequences and social
contexts, values, motivation …feedback from others
Develops self - discipline as internalised compliance.

MODELS:

RATIONAL EMOTIVE BEHAVIOUR THERAPY (REBT)

THE ‘TALK SENSE TO YOURSELF’ PROGRAM

THE ‘STOP, THINK, DO ‘PROCESS.

...
Commented [A20]:

ZIrpoli : Positive Behavioural Supports: Reinforcement Strategies.

Identifies high-preferenced reinforcers;
Steps in establishing an effective reinforcement program;
Schedules of reinforcement;
Shaping behaviours.

Killu: Developing Effective Behaviour Intervention Plans:

Suggestions for School Personnel.
“Effective interventions are not developed in isolation but rather
are the product of individual and cumulative efforts and global
and specific assessment strategies.”
(Week 6) Applying behaviour modification in schools PBIS
Positive Behaviour Intervention and Support also known as Positive Behaviour Support (see Commented [A21]:
Text Ch 6 p168) has become an accepted and often implemented part of schooling in NSW. Four key features:
A key aspect of PBIS is to teach students behavioural expectations.
Informed by behavioural science
Applies practical intervention
Committed to lifestyle outcomes
6.1 Previously (see week 4) you reflected on what your classroom could be like. In the Adopts a lifestyle perspective.

section below pick 1 expectation (e.g., respect self and others) and list how you will
teach what this expectation looks like, is exemplified by and demonstrated in your A three tiered approach : primary, secondary and tertiary.

classroom. Give as many examples as you can. Commented [A22]:

What will look like in YOUR classroom??

Respect for the teacher, yourself and other students
Role modelling?
Hypothetical scenarios?
Rules will be implemented which include: What is happening when you don’t see it ????
 Listening to anyone who is speaking and not talking over them
 Positive comments will be encouraged, negative ones discouraged
I will demonstrate this by not talking over others and listening to everything they have to
say. If someone doesn’t obey the rules, I will show the class that it is wrong by appropriately
disciplining the student so that others can see that it is wrong.

(Week 7) Social Emotional Learning in Schools SEL

Readings: Cohen, J. (2006) & Zins, et al (2007).
Social and Emotional Learning brings your attention to focus efforts on promoting students’
social and emotional competencies. Many leaders in the field underscore the importance of
skills-based teaching and learning to properly address this important facet of teaching the
whole child.
7.1 After reading Cohen and Zin and reflecting on the lecture content what would you add Commented [A23]:
about aspects of your classroom management that have not been mentioned so far in Cohen: Social, Emotional, Ethical and Ethical Education: Creating a
your philosophy? Add these in the box below in rough draft form. You can refine them Climate for Learning, Participation in Democracy, and Well-Being.
later. “Goals of education need to be reframed to prioritise not only
academic learning, but also social, emotional and ethical
competencies. “
I would add content that integrates students emotional and social skills, such as group and
paired work with varied groups each week, to encourage communication with each other. I Argues neglecting to do so, “amounts to a social injustice. “

would also get to know my students, to develop an understanding of their social skills and
on a more personal level to understand their emotional capabilities.
Commented [A24]:

Zins et al. The Scientific Base Linking Social and Emotional Learning
to School Success.

Makes a “compelling conceptual and empirical case for linking SEL

to improved school attitudes, behaviour and performance.”
(Weeks 8 & 9) Drafting your personal reflection/philosophy
In the space below cut and paste each of the sections you have completed above and create
a (very) draft version of your personal philosophy

My personal reflection/teaching philosophy (Draft 1)

This is a draft ; NOT your final submission.

A good teacher is one that cares about their students and the content they are teaching.
They:
 Take time and care when planning learning activities
 Listen to and observe students and their learning and any difficulties they face
 Assist students when needed
 Are prepared for any situation and can modify tasks appropriately when needed
 Are positive and provide a safe environment
 Promote learning through the environment they create

Key considerations for planning

 They need to make sure every situation can be resolved and have the resources to
do so
 Make sure there is a balance between disciplining bad behaviour and rewarding
good behaviour
 Ensure they know their students and rewards/ discipines that are appropriate for
them
 Implement rules and operating procedures from the start of the class

I believe a positive learning environment is about …

Having a strong relationship with your students and knowing how they learn. Knowing when
to reward students for their behaviour and how to critique them in a positive manner is key.

I believe classrooms should be places where …

 Teachers are respected and have the right to teach their way, which the students
should respect.
 Individual and class goals are set, worked towards and achieved
 Students should be responsible for their work and actions
 Students should be involved in class decisions with the teacher when appropriate
 Learning is encouraged
 Positivity is encouraged

I believe that good communication between teacher and student is vital to a positive
classroom climate because …
Without communication, students will not learn. Teachers and students need to respect
each other to create a positive learning environment which is developed through
communicating with each other, not just about school and learning, but also on a personal
level.
Teacher personal beliefs affect the way we create Positive Learning Environments by …
Limiting the way in which we do things. For example, if we believe strongly about one
teaching style, we may be hindering learning by not being flexible for all students. At the
same time, if we believe that something is correct, when teaching it we will be a better
teacher as it is something we are passionate about.

I believe professional reflexivity is important to my teaching because …

It will allow me to develop and grow into a stronger teacher. By taking the time to reflect on
my teaching styles, the curriculum, my students and the way I assess, I will be able to adjust
myself where needed in order to create the best learning environment possible.

As a consequence of this belief, I will …

 Reflect on my teaching style at the end of each day when starting out, and adjust to
every week or term once I am settled in.
 Meet with a mentor or another teacher with more experience to share my views and
feelings with them and learn from them.
 Ask my students their parents and my colleagues for feedback about different things
to allow me to understand their views on my teaching.

When planning my teaching program, I will use the syllabus and the scope and sequence for
the subject as a guide to what I will teach each term, and will use the unit outlines as a
platform to work off when developing my lesson plans. I will also ask for guidance when
planning, from teachers with more experience.

I believe that students best learn through …

Guided/ discovery learning.

Therefore I will use …

A range of teaching styles that cater for all types of learners. I will focus on activities that
allow students to develop a deep understanding and knowledge of the content being
taught, and activities that allow the students to be engaged and involved.

Values:
 Establishing rules and expectations and implementing them
 Respect for both the teacher and other students
 Listening to and learning from one another
 Participating in all activities

Rules:
 No talking when someone else is talking
 Participate in all activities regardless of what they are
 Respect each other, don’t be negative towards one another

Respect for the teacher, yourself and other students

Rules will be implemented which include:
 Listening to anyone who is speaking and not talking over them
 Positive comments will be encouraged, negative ones discouraged
I will demonstrate this by not talking over others and listening to everything they have to
say. If someone doesn’t obey the rules, I will show the class that it is wrong by appropriately
disciplining the student so that others can see that it is wrong.

Additions:
 Behaviour management
 Reinforcement- when to punish and when to reinforce
 How to deal with bullying
 Dealing with specific conditions such as disability or ADHD etc.
I would add content that integrates students emotional and social skills, such as group and
paired work with varied groups each week, to encourage communication with each other. I
would also get to know my students, to develop an understanding of their social skills and
on a more personal level to understand their emotional capabilities.

Ready to roll …
Now, read it to yourself, and start editing to a maximum of 1000 words, it’s time to prepare Commented [A25]: Does it need an opening/introduction?
Cohesive devices and transitional signals throughout?
your final submission. Look at the Unit Learning Guide rubric and instructions and now write Is it cohesive?
your own personal reflection and philosophy You have to reflect on what you have learnt Fluent and coherent?
Is there something missing for you?
and what you are still to learn. This reflection is an opportunity to provide your own
behaviour management philosophy/model. DOES IT REFLECT YOUR PERSONAL JOURNEY AND GROWTH?

WHAT DO YOU STILL NEED TO LEARN??????

Your personal model can be based on your personal experience and any of the theories and
AND HOW MIIGHT THAT HAPPEN?????
research explored in PPLE or other Units which form part of your course. You need to
appropriately identify and credit these theories which influenced your thinking in relation to
the development of your personal approach within your text. You must provide at the end
(not counted to word limit) an ‘acknowledgement’ section where you may list the Commented [A26]: Think about what you have read; perhaps
your professional experience in school or your learnings with your
theories/policies/ people that may have influence your model to date. peers and others.

Into the future!

However, please be aware that your philosophy may well change as you gain experience in
teaching and are exposed to other ideas from your ongoing professional development, your
interactions with peers and other sources of inspiration. It will be an interesting task for you
to go back to this philosophy you have just completed in 10 years’ time and compare it to
the one you have then. Will it have changed much? How have your approaches evolved?
What kind of teacher have you become?

NOW WRITE YOUR FINAL DRAFT OF YOUR PERSONAL PHILOSOPHY (1000 Commented [A27]: SO IMPORTANT:

words Max) IN THE SPACE PROVIDED AT THE START OF THIS DOCUMENT! Now go back and submit your final submission in the space at the
beginning of your log.