The teacher has successfully implemented B. F. Skinners Behaviour Modification Theory into the classroom. B.F. Skinner proposed that the best way to modify behaviour was to modify the environment. He did not approve of the use of punishments in school, and instead encouraged the reward system as a form of positive reinforcement for every good behaviour practised. For instance, the teacher managed to highlight the effort of pupils who answered questions correctly through verbal appraisals such as Good, Very Good and non-verbal language like thumbs-up. The act of reinforcing good behaviours would produce expected and intended outcomes of a particular activity. Indeed, we can see almost full participation of pupils when the teacher posed questions regarding the topic.On the other hand, we also have Alfie Kohns Classroom Management Theory (1957) which states that grades and praise would kill intrinsic motivation and the desire to learn, and this concept is, of course, in opposition to what B. F Skinner has proposed. Despite the positive feedback from pupils through praising, there were a number of pupils who were uninterested with what the teacher was delivering. Kohns theory believes that rewards could destroy a students inherent motivation and reduces their natural interest in a subject. As a matter of fact, I must agree that the frequency of praises being given to pupils would be taken lightly once it becomes a routine. Thinking deeply and critically should be the first goal of education; the second goal is the desire for more education and a lifelong affair with learning.Moving on, in order to highlight certain impressions of behaviours, the teacher has successfully adopted Jacob Kounins ripple-effect into her lesson. For instance, pupils gain the idea of the ripple-effect when they see others receiving compliments or praises from the teacher and would immediately want to receive the same treatment from the teacher, thus encouraging active participation during the lesson. Besides obtaining ripple effect on good behaviours, the teacher also managed to create a ripple effect on the outcomes of an undesired action. As a result of the rejection of the pupils request to go outside of the classroom because of the rule supposedly stating that only one pupil is allowed at one particular moment, pupils would indirectly get the message that the teacher would not allow for more than one to leave the classroom. In this context, we could see that the ripple effect could be an agent to encourage the development of a conducive classroom and also to instil discipline among pupils.

Faint disposition of congruent communication was evident throughout the course of the lesson in the classroom. First and foremost, the basis of congruent communication is to introduce a harmonious situation with feelings. From the video, there were a few moments whereby congruent communication is absent. For example, in my opinion, the decision made by the teacher to refuse the request of a student who wanted to go to the washroom with the friend was indeed not in favour of the essence of congruent communication. In Ginotts Theory, teacher is seen as an influential figure which uses congruent communication to foster effective communication, behaviours and relationships. Therefore, it would be logical to perceive that the teachers decision during that particular moment was to instil discipline among the pupils by not allowing more than one pupil to go out at one time. The teacher could certainly be praised for incorporating Fredrick Jones Positive Discipline model which helped pupils learn to develop self-control through employing appropriate body language such as the shaking of head as a negative response towards the pupils. On the contrary, this form of rejection may turn out to be a double-edge sword. Even though, this response may seem to be a responsible behaviour of a caring teacher on the surface, however, pupils might misinterpret the notion of the teacher which might imply that the teacher is uninterested in hearing what they think, believe or feel. In this scenario, empathetic listening is absent. Henceforth, the feeling of being disconnected would lead to forms of misbehaviours in classroom.

The teacher could have managed the classroom even better through Rudolf Dreikurss Social Discipline Model. Dreikurs believed that discipline is derived from mutual respect, which encourages students to behave constructively because of their high sense of social interest and belonging to be able to contribute to the classroom. The noisy situation in the classroom is strongly believed to be driven from the fact that pupils have a series of mistaken goals. In this video, I believe that the pupils started to misbehave as a result of lacking of attention and the feeling of inadequacy. Precisely, the teacher focused solely on those who paid attention to her lesson and neglected the fact that there might be individuals who are actually struggling to understand. The lacking of mutual respect could be overcome through Dreikurs Social Discipline Model which aims to foster healthy relationships between the teacher and pupils.The classroom could have been managed more efficiently through the inclusion of Jacob Kounins Instructional Management Theory which stresses on the importance of with-it-ness, which carries the notion that the teacher is an omniscient figure of the classroom at all times. As demonstrated in the video, the teacher did not manage to fully capitalise the space of the classroom and remained at the front. By being mobile, the teacher could keep a close eye on students. Thus, whenever misbehaviours arise, teachers would then be able to rectify the problematic behaviours before they cause major distress to the classroom. In a community of learners, it is the duty of the teacher to make sure everything runs smoothly for students. By being able to spot problem behaviors before they get out of line, I will be keeping my community of learners on tasks and helping keep a safe learning environment. Many problem behaviours occur during transitions. By having set procedures and routines, I will be able to eliminate behaviour problems before they arise. I hope that through experiences, I will develop the strong with-it-ness skills to manage my classroom.Gordon Thomas (1974): Teacher Effectiveness Training (TET). What makes the difference between teaching that works and teaching that fails? The factor that contributes the most is the quality of the teacher-student relationship. Its more important than what the teacher is teaching or who the teacher is trying to teach. T.E.T., offers teachers the essential communication and conflict resolution skills they need to have high quality relationships with their students so there will be less conflict and more teaching-learning time. This model has worked for hundreds of thousands of teachers around the world.

William Glasser (1997): His Reality and Choice theories state that students need to have an awareness of their responsibility and to make their own decisions about their learning and behaviour in the classroom, students must have a choice and that if they help choose their curriculum and decide on the rules in the classroom, they will then have ownership of their learning, have pride in their participation, will have higher self-esteem and will exhibit greater levels of self-confidence and higher levels of cognition. This approach to classroom management creates a safe space to learn, as mainly it is their space. lassroom Management Plan 17CorrectiveIf a student does not follow the ripple-effect or if behaviors are too severe, I will call aclass meeting to discuss the behavior problem and how we can fix the problem. By doing so, thestudent who is exhibiting the problem behavior will be aware that he or she has upset thecommunity of learners and that a change needs to take place. I believe strongly that eachteachable moment should be used to benefit each student. Following the class discussion, I willchose an appropriate time to sit down with the student one on one and discuss the behavior if itdoes not improve. We will work out a plan together to help the behavior change, and if that doesnot work, I will call the parent or guardian to explain the students behavior. By working withthe students in positive ways and in ways that are not controlling, students will be open to theidea of change and positive relationships. Many times there are hidden reasons behind thebehaviors that go unknown if communication is absent. Communication can help determine whatis bothering the student and what I can do as a teacher to help the behavior change.

In this document, I have outlined my teaching philosophy, top ten beliefs, and proceduresand routines that I will be implementing into my classroom. This portion will explain how I willimplement these ideas and beliefs into a classroom of students to manage behavior on a dailybases. Again agreeing with William Glasser, I believe that all students must take responsibilityfor their actions and behaviors. To help my students manage their behavior and actions, I willdemonstrate, model, and perform think alouds to help them throughout the year. During the first day of school, the students and I will come up with expectations and a listof five rules that we will follow throughout the year. Once we determine the rules andexpectations together, each student will sign a contract, and it will be posted on the wall to showthat they agree with our mission to be good classroom citizens. A copy will also be sent home forparents so that they are aware of what our classroom rules and expectations are. If for somereason students do not reach the expectations, or break one of the five classroom rules, I will sitdown with the student individually to discuss the issue and ways we can work together to resolvethe problem. If our discussions to do not work, I have put into place a plan for handling problembehaviors.

During community or sharing circles, the students will sit in their assigned order in thecircle. The students will be given a seating order for sharing circle at the beginning of the year sothat they each know where to sit during each sharing time. By having an assigned seating circle,students will not argue over seats and behavior issues will be eliminated. The students who aredisruptive will be placed next to the teacher to prevent interruptions for other students. If thereare behavior problems of any kind, the seating chart can reflect the best placements for each Classroom Management Plan 12student. When it is time for the sharing circle, the first student in the circle will push in his or herchair and go to the correct spot in the circle and then the rest will following when it is their turn.The sharing circle-seating chart will be posted so that all students can use the chart to clarifytheir position if there are any problems remembering. The students will raise their hands whenthey have something to share, and will be unable to share if they shout out or interrupt others.When sharing circle is over, the students will return to their seats quietly. These routines areimportant so that there are no interruptions, and so that the students can quickly get to their spotsin the circle without confusion and conflicts over where to sit. The lesson will then be able tobegin on time and the students will be ready to go.

During group work, partner activities, and other daily tasks, the noise level can oftentimes get too high. When the teacher wants to lower the noise volume, or simply get the attentionof the class, there needs to be signal so that all the students know they are expected to be quietand listen for directions. If all students know the signal, there will be a controlled classroom oflearners, and easy implementation of lowering noise levels. The signal I have chosen to use isfor the teacher to say, If you can hear me, clap one time if not all students clap the teacherwould say, If you can hear me, clap two times. This signal provides not only a visual but also anoise for the students to hear when they need to be quiet. Once all the students clap when theteacher says, the class will listen as the teacher gives further directions. This signal is a goodway to get the students attention, and get them transitioned into listening. By clapping, thestudents will be required to set their pencils down and stop working on their activities to listen. Ifthe class is so loud, they do not hear the claps of the teacher, the teacher will then shut off thelights and the students will know they were too loud and they need to cover their mouths withtheir hands.

The Canters believed that teachers should teach and model classroom behaviors. Bydoing so, students are able to visually see what is expected and what is not allowed in theclassroom. This is important so that students fully understand what it looks like toparticipate in positive behavior management. I will model these behaviors to students andhave them practice them so they know what each feels like and looks like in ourclassroom. The classroom is to be a community of learners where everyone is safe andresponsible. Students will learn to be responsible managers of their behavior by seeingothers do what is expected. If students see the behaviors being modeled, they will knowwhat is expected, and will then be able to participate in the wanted behaviors throughoutthe school year. It may take time to get all students on the same page, but it will be wellworth the wait when the students finally grasp what is expected.

. Jacob Kounin created the idea of the ripple effect. The idea is that if one studentsustains positive or negative consequences, the rest of the class will see what is taking lassroom Management Plan 8place and a ripple effect will occur. From experience, when one student misbehavesothers will join in as well. On the other hand, a student receiving a reward for sittingquietly at her seat will cause other students to then join her in sitting quietly. I chose thisas one of my top beliefs because managing students behavior in positive ways is the keyto success. In a community of learners, everyone works together. By being aware of theripple effect, I will provide positive and negative consequences for my students actions.I believe that the ripple effect does occur and that each moment can be used as ateaching moment for students, even if it means giving a reward. Students learn fromothers around them, and by believing in the ripple effect, I will be able to managebehaviors by addressing behaviors one or two times for students to learn what isexpected.

. Jacob Kounin also believed that if students were engaged in their lessons, they would beless likely to misbehave. Other theorists who believed this as well were Glasser, Curwin,and Medler. If lessons are precise and completed at a steady continuous pace, studentswill have little down time to misbehave or to get into conflicts. When students areengaged, they are concentrating on the lesson and activities. This helps students focus lassroom Management Plan 6their behaviors on curiosity and learning, and it prevents problem behaviors fromoccurring. I will create lessons that are engaging to students and fun. Students will havea say in what is interesting and important to them, and these will be stressed upon in theclassroom. It is important for the students to be part of the decision-making processes sothat they know they are valuable members of the community of learners. If students arehaving fun, they will be engaged. When they are engaged in a lesson, they will not thinkabout misbehaving, and will be focused on the task. By making lessons engaging and funfor students, I will have fewer behavior problems come up during lessons and thestudents will have fun instead of having conflicts with one another.