Classroom Management.

How do I create a safe, supportive and inclusive learning environment?
How do I effectively manage student behaviour?

Safe, Supportive & Inclusive Classroom.

My teaching practice is student centred and I am conscientious in conveying the message to my students that I care about them as young adults, not just their learning. 

When I begin teaching in a new class I establish a positive and inclusive environment through my 'class rules' with my students, the following rules operate in my classroom where I lead by example;

• No 'payout zone': No disrespecting or being rude to other students under any circumstances.
• Respect others right to learn, and my right to teach.
• Answer questions; I don't mind you being wrong. I do mind you not trying.
• Respect others opinions and points of view. 

"Good encouragement for students to have a go; even if they are not completely correct".


- Tamara Thatcher

VIT STANDARDS – PROFESSIONAL PRACTICE  - Standard 5.2 Model exemplary behaviour for cooperative learning and positive interactions with others.

Behaviour Management.

My approach to behaviour management is to follow the discipline policy of the school I am teaching in. I always consult with my supervisor prior to teaching about school policy and read the student handbooks on behavioural expectations.    

My role as the teacher is to model, manage and teach students about appropriate behaviour.

 The following are my strategies for establishing behaviour in my classroom;

• Establish my expectations for behaviour from the beginning.
• Explain consequences for misbehaviour, ensure all students have understood this.
• Follow through with consequences; be firm but always fair.
• Reinforce classroom rules / consequences as required. 
• Model appropriate behaviour. 

School policies that I have successfully implemented are;

• Seating plans
• Moving students after a warning
• 'Bumping' students to another class
• Removing student from class for 5 minutes

I have a flexible approach regarding behaviour management and prefer to discuss the matter with the student in order to understand the reason for misbehaviour, through experience I have found this is more successful in discontinuing the misbehaviour as opposed to solely using punitive discipline methods.

"She was able to manage the class in a relaxed and flexible manner, whilst remaining direct with regard to boundaries and expectations".


- Alex Jack



"Jeremy, handled well. Wow! You don't muck around!"


- Greg Lee 
(lesson review)




"Assertive without being too distracting (to other students) or aggressive - Excellent!".


- Greg Lee
(lesson review)

VIT STANDARDS – PROFESSIONAL PRACTICE  - Standard 5.1 Establish clear expectations of behaviour for a safe learning environment for all students, including learning environments utilised outside school environments. 

Professional Development: Behaviour Management.

Questions that I now ask myself in regards to behaviour management of my students are;

1. How can I PREVENT?
2. How can I CORRECT...when students don't behave?
3. How can I SUPPORT...when students can't behave?
4. How can I  FOLLOW THROUGH...when students won't behave?
5. How can I AFFIRM...then students can behave?

(Jenny Mackay, Behaviour Management in Education, 2012).


Jo Lange's Positive Discipline Professional Development:
PD Week, Deakin University, 2012.
I constructed this concept map of the positive discipline strategies that I thought would be useful and have found effective when implementing these strategies on my teaching rounds for correcting students' behaviour. 

VIT STANDARDS – PROFESSIONAL PRACTICE  - Standard 5.3 Be aware of and use a range of strategies to establish a positive and inclusive learning environment where all students can learn and are challenged.

Reflection on Practice.

However, over my teaching rounds, I have found the most effective way to get students behaving in class is if they are engaged, included, and have respect for their teacher.