Portfolio of Professional Practice

By commiting to and engaging in a range of courses at university, I have developed an insight into theories and classroom management approaches that explain why students behave in problematic ways and justify how to respond to challenging behaviours. As an emerging teacher, it is crucial to 'establish strong, collaborative classroom expectations which are inclusive of respect for others' (Devitt, 2014). During my practical experience in a year one classroom, I made sure that I effectively and regularly reminded the students of the classroom expectations. For example, at the beginning of a lesson, I would ask students to remind me and/or show me through body language, what the rules are. 

 

Through the representation of The Kounin Model (1977), it is essential to develop interesting lessons to prevent students from becoming "satiated" (Lyons, Ford & Kelly, 2011). The generation of engaging lessons should be drawn from teaching programs that meet the needs of all students (Devitt, 2014). For example, in a year one classroom, I developed an English lesson based on adjectives that had a focus on cars in order to gain a student's attention that usually has the tendency to become frustrated and uninvolved. As the student had a strong interest in cars, his performance was extraordinarily improved. 

 

Other practices that I have used to prevent and manage challenging behaviour which reflect Dreikur's Goal Centred Theory (GCT) include, but is not limited to: modelling expected behaviour, understanding why the student is behaving in a particular way, re-organising problem environments, including motivational reminders, removing instigators that cause challenges, minimising confrontation and embarrassment, offering choices, and setting clear and appropriate consequences (Advantage Press, 2013). In a year one classroom, I was challenged with a student who would at times, not listen to instructions. By moving the student to sit closer to the teachers desk, offering choices, and praising the student when he made good decisions, the problematic behaviour was minimised. Linking practical experiences with theoretical frameworks essentially enables me to prevent and manage problematic behaviour in a quality-learning environment. 

Standard 4

 

4.3.1- Demonstrate knowledge of practical approaches to manage challenging behaviour.