Personal Reflection Log
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Western Sydney University *
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102082
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Philosophy
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Apr 3, 2024
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docx
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Developing your personal philosophy of classroom
management
This resource consists of a series of linked activities chapter-by-chapter to the De Nobile et al 2021 course text P
ositive 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 for Assessment 2. 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 by the end 10 you should be able to bring your work together to form your classroom philosophy. FINAL PERSONAL PHILOSOPHY FOR ASSESSMENT 2
After you complete your Log, insert in the box below your final personal philosophy (max
1000 words).
My personal philosophy agreed with the fact that maintaining a positive learning
environment in the school tend to minimise disrupting and unproductive behaviours. In
explaining that, we need to understand what causes inappropriate behaviour, and what
are the behavioural approaches that can be implemented to influence student behaviour.
Before deciding on which approach I need to use to address a certain behaviour, I have to
firstly observe the behaviour in its context to be able to identify its antecedents (the
circumstance that precedes behaviour) and consequences (what are the outcomes of that
certain behaviour). Understanding few behavioural approaches will give me the
opportunity of selecting which approach could work in my classroom. There are five
behavioural approaches, which are antecedent control, Positive reinforcement, negative
reinforcement, punishment and extinction.
Antecedent control approach is appropriate to be used with students who can get easily
distracted by their surrounding environment which will lead to them being off-task and
engage in inappropriate behaviour. The method I will be using to solve this inappropriate
Personal Log and Reflection Unit 102082 Pedagogy for Positive Learning Environments
behaviour according to the antecedent control approach is removing the student from
the source of distraction, and I will get them to sit next to a focused student to encourage
appropriate behaviour for the easily distracted student. Positive reinforcement approach
is used to motivate student to behave well in the classroom, an example to that is; verbal
reinforcement (e.g., good job, that was a wonderful paragraph…etc.). Nonverbal
reinforcement (e.g., smile, thumbs up), and rewards (e.g., stickers, certificates, prizes).
Introducing “Merit Award” in my classroom will have the impact of implementing a
positive interaction with students in classroom activities and appropriate attitude. By
rewarding students for positive behaviour and diligence, I will be able to minimise
behavioural issues and promote an engaging classroom environment. The purpose of
negative reinforcement approach is to decrease the frequency of inappropriate behaviour
through the avoidance of unpleasant consequences, when choosing this approach, I
believe I should be careful because it can be easily confused with punishment approach,
while negative reinforcement is the opposite of punishment in an effective way.
Moreover, applying social and emotional learning (SEL) in my pedagogical approaches will
assist young people in developing healthy identities, ability to manage emotions,
supportive relationships, capable of making a responsible decision, and accomplish
personal goals. This can happen through applying the SEL framework which consists of
self-awareness (ability to identify one’s own emotions, thoughts, values, limitations, and
strengths and the effect of these aspects on the behaviour), self-management (the ability
to regulate emotions to handle stress, controlling impulses, and motivating oneself),
social awareness (take the perspective of and empathise with others, including those
from diverse backgrounds and cultures), relationship skills (build and maintain a healthy
and rewarding relationships with diverse individuals and groups) , and responsible
decision-making (this include the ability to make constructive choices about personal
behaviour and social interactions based on ethical standards, safety concerns, and social
norms). The importance of including SEL at school have positive outcomes on student’s
future, achievement, and setting goals. Teachers should practice SEL in their daily activity
at school, as a teacher I must always be aware of the words I select, the tone of voice, and
face gestures I use as they all have a massive impact on the atmosphere and it can change
it into positive or negative, by doing this I will be practicing self-awareness.
Personal Log and Reflection Unit 102082 Pedagogy for Positive Learning Environments
Additionally, after studying this unit I had understand that in order for me to be an
effective teacher I should hold diverse professional philosophies, and I have to find what
approaches and theories works for me to create a safe and supportive environment were
students are able to learn, engage, and interact. Personal Log and Reflection Unit 102082 Pedagogy for Positive Learning Environments
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PPLE Log Reflection Questions Autumn 2021
Week 1: Introduction
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’?
Using the what you have learnt about ill structured vs structured problems in relation to classroom behaviour, what do you think are the key considerations when a teacher is
planning their strategy for classroom management?
A good teacher is capable of keeping students engaged in the classroom and achieve maximum learning outcomes. Also, being able to inspire, influence and direct the students when they think of options about their further education, work, and life. An effective teacher has a key element, which is building and maintaining a positive learning environment.
There are four strategies teachers should consider designing classroom management plan, which are:
1.
Behavioural strategy: this approach focuses on the noticeable, learned behaviours of individual. They usually include characteristics of actions and their measurement, this approach assume that a behaviour is influenced by individual’s backgrounds and consequences.
2.
Cognitive behavioural strategy: This approach advocates that cognitive development strategy will empower the students to change their own behaviour.
3.
Psychoeducational strategy: Indicates that manifested behaviours are driven from an individual needs and goals. In order to manage this behaviour, teachers are required to understand what cannot be seen, which may include, desires for belonging and the need for independence.
4.
Social justice strategy: This approach focuses on antecedents and consequences, as the behaviourists do, and have an approach to guidance that is akin to that of psychoeducationalists. However, their main focus is on reparation, justice for all and social responsibility as the ultimate behavioural outcomes.
Week 2: Relationships, communication & professional reflexivity Briefly outline your understanding of how beliefs can help or hinder your ability to create positive learning environments.
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. Describe what you hope students will say about learning from you and being in your classroom.
Beliefs can be separated into two sections, rational and irrational.
Rational (functional) beliefs tend to stimulate proper adaptive behaviours where student have more acceptance by others and are willing to follow direction and achieve good results, these positive attitudes will have the ability to create a PLE. On the other hand, irrational (dysfunctional)
beliefs hinder the creation of PLE, as they cause the individual to hold unhealthy emotions and Personal Log and Reflection Unit 102082 Pedagogy for Positive Learning Environments
negative thoughts which will lead to inappropriate behaviours.
There are strategies can be used to replace irrational thoughts/beliefs to rational through the process of following the rational emotive behaviour therapy (REBT) which can be done through identifying student strengths and accomplishments, self-beliefs, self-control. This approach is capable of replacing irrational beliefs with rational. By following REBT techniques in my classroom,
student will be willing to be in my classroom, and a positive teacher-student relationship will be built.
Week 3: 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) introduced you to different views on why young people misbehave and particularly what to do about it. Some of these might have caused you to react in some way, either negatively or positively. Of the ones you developed a positive feeling about, was there a particular theory that stood out? Was there a theory or approach that you felt might fit your view of how children should be treated and how teaching happens?
Goal theory was one of the theory that got my attention due to its proposal of the concept that behaviour was always purposeful and geared towards the achievement of a set of goals. These goals are usually oriented towards addressing personal needs for social acceptance and self-
determination, and when students are unsuccessful at this, they engage in inappropriate behaviour based on mistaken goals related to recognition and status.
Week 4: Principles of behaviour modification This week we looked at fundamental aspects of behaviourism and learning (see Ch. 6 & 7 of your text) which provide examples of the application of such theory and research to classroom management and behaviour change. Important concepts such as reinforcement, functional purpose of behaviour and behaviour shaping are discussed. Provide an example of how you may use some of these techniques to assist a student with their behaviour in your class. What are your thoughts about using behavioural techniques in the classroom?
Student should be aware of the rules and expectations in the classroom, and this is can be
done through a discipline plan.
Pedagogical methods used effectively to keep students engage and eliminate inappropriate behaviour
Positive reinforcement such as stickers, rewards, and praises. Week 6: Applying behaviour modification in schools PBIS
Positive Behaviour Intervention and Support also known as Positive Behaviour Support (see Text Ch. 6 p168) has become an accepted and often implemented part of schooling in NSW. A key aspect of PBIS is to teach students behavioural expectations. Previously, you reflected on what your classroom
could be like. In the 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 classroom. Give as many examples as you can.
Personal Log and Reflection Unit 102082 Pedagogy for Positive Learning Environments
Week 7: Classroom organisation and curriculum, assessment and pedagogy
Classroom management is not just about managing behaviour. At the heart of teaching and learning are the curriculum taught, the pedagogy used and the assessment designed to measure how well that curriculum was taught and how well the pedagogy worked. As explained in Chs. 3 & 4, there are
several dimensions to classroom organisation. Each of these put together become the manifestation of your classroom culture. Your classroom 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 classroom management philosophy will describe these two aspects and explain them in terms of an overarching set of beliefs or approaches. What values do you hold as important to establishing an orderly, productive and positive classroom? Answer this question in your entry, then list the key rules/expectations you think flow naturally from those values and which you want to stress in your class. Complete the entry by explaining how rules and consequences will be established in your classroom.
Some of the values I will include when establishing a positive classroom are; Care for people and property, courtesy towards people, cooperation in all activities so that they run smoothly, consideration of other people’s feelings, and common sense when making decisions. Rules/expectations:
Gaining student attention for instruction, this is can be done through establishing a simple
and easy to follow lesson plan.
Gaining student attention for behavioural prompting and cueing by setting up a procedure
to gain students’ attention for the purposes of maintaining appropriate behaviour and a Positive Learning Environment.
Students gaining teacher attention by either rising their hands or by approaching the teacher politely. Self-Directed Learning Week: Mental Health & Schools
Reflect briefly on the role of schools, and particularly you as a teacher, in assisting young people who
may be experiencing a mental health issue.
The first thing I will start with is resilience which is defined as the individual’s ability to adapt and manage changes. Teaching resilience can be promoted through positive education, it can be applied through:
Performing small acts of kindness
Keeping a gratitude diary, or writing a letter of gratitude
Learning to forgive
Making changes in your life to match your priorities Personal Log and Reflection Unit 102082 Pedagogy for Positive Learning Environments
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Self-Directed Learning Week: Social Emotional Learning in Schools SEL
Social and Emotional Learning (SEL) 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. How will you go about creating a classroom which teaches and values Social and Emotional Competencies?
That will happen through promoting the importance of a positive teacher-student and student-
student relationships, using a range of supportive learning strategies such as problem solving, stress management, decision making, help seeking, and arrange students in small groups to allow problem solving discussions. All these strategies can help in developing social skills. Drafting your Personal Philosophy of Classroom Management.
Take the time to read your log and write your 1000-word personal reflection at the start of this document in the box provided. Your personal model can be based on your personal experience and any of the theories and research explored in PPLE or other Units which form part of your course. Look at the Unit Learning Guide rubric and instructions and now write your own personal reflection and philosophy. You must submit this whole document (log and personal reflection) as part of your second assessment submitted via Turnitin.
REMEMBER: WRITE YOUR FINAL DRAFT OF YOUR PERSONAL PHILOSOPHY
(1000 words Max) IN THE SPACE PROVIDED AT THE START OF THIS
DOCUMENT
!
Behavioural approaches to classroom and behaviour management (described in Chapter 6) focus on the observable, learned behaviours of individuals. They nom1ally involve the description of actions and the measurement of them. In this approach there is an assumption that behaviour is influenced by antecedents and consequences.
Acknowledgement: the knowledge and pedagogical approaches I gathered studying this unit Studying this unit give me the knowledge of how to construct a classroom management plan using some theories and approaches. One of the critical theory used for this aspect is the Lyford model Behavioural strategy: this approach focuses on the noticeable, learned behaviours of individual. They
usually include characteristics of actions and their measurement, this approach assume that a behaviour is influenced by individual’s backgrounds and consequences.
Cognitive behavioural approaches (described in Chapter 7) focus on empowering students to change
their own behaviour through the development of cognitive and rnetacognitive strategies. Cognitive behavioural strategy: This approach advocates that cognitive development strategy will empower the students to change their own behaviour.
Personal Log and Reflection Unit 102082 Pedagogy for Positive Learning Environments
Psychoeducational approaches (described in Chapter 8) focus on the needs and goals of individuals and the behaviours that manifest them. They normally require teachers to try to understand what cannot be seen, such as desires for belonging and the need for independence, in order to explain what is seen: behaviour. Theorists who support this approach propose that students can be guided to meet their goals and needs in appropriate ways. Psychoeducational strategy: Indicates that manifested behaviours are driven from an individual needs and goals. In order to manage this behaviour, teachers are required to understand what cannot be seen, which may include, desires for belonging and the need for independence.
Social justice approaches (described in Chapter 9) are a new and emerging category. They focus on antecedents and consequences, as the behaviourists do, and have an approach to guidance that is akin to that of psychoeducationalists. :However, their main focus is on reparation, justice for all and social responsibility as the ultimate behavioural outcomes.
Personal Log and Reflection Unit 102082 Pedagogy for Positive Learning Environments