Behaviour Managment Plan

Personal Philosophy

Children have a natural curiosity and a strong desire to ‘know’. From birth an understanding of the world begins to be discovered. The essence of many learning areas is developed at a young age and simply needs a directed and guided approach from the teacher for these seeds of understanding to grow and develop into a deeper learning of the world.

Learning will be an enjoyable and rewarding journey to students if the format in which they are learning is nurturing. I do believe, it is important for children to be aware of consequences and gain an understanding for challenging situations particularly on a social level, as this is vital for their interaction with society within the current social structure in which we exist. I belive it is natural for children to feel ‘emtionally’ uncomfortable when learning the difference between ‘right and wrong’, but feel if learning these concepts is delivered in a nurturing way then the student can travel from an ‘uncomfortable’ point to a point of understanding and growth.

Every child is born with a genetic makeup which can determine their emotions and behavior. Though these predetermined characteristics are forever altered and accentuated, They can be embraced and channeled to levels which are socially appropriate depending on the guidance they have received from people around them. If children have not received the nurturing that is required to give them the passion for life, they will not have the passion to learn about life. This will be reflected in the classroom by disruptive behavior or disengagement . Students need to have all their physiological needs met both at home and in the classroom, (please see Maslows Hierarchy of Needs Diagram below) before they can progress to the ‘learning’ stage in a smooth transition.

The Plan Adopting the Bumping Model

Classroom Management: A Thinking and Caring Approach

Peter Smilanich and Barrie Bennett

Tips

1. Include your students in developing the behaviour management plan. This way they have ownership over the plan and ramifications of their disruptive behaviour is understood. Ideally the plan should be developed during the first class.

Ensure each student has a copy of the plan and that a large version is displayed in the classroom.

2. Carry your Classroom Management Plan with you to all classes. Include a 'check box' on each stage of the plan and you can tick it off as you implement each stage.This is helpful if youy are flustered and helps assist you in following through with each stage of your plan.