Artefact 2: Work Samples Pre and Post Seating Plan |
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How can I effectively implement Classroom and Behaviour Management (CBM) strategies within a Positive Behaviour for Learning (PBL) framework to create safe and supportive classroom environments which engage all students as empowered learners?
Classroom and Behaviour Management (CBM) is vital in the establishment of safe and supportive classroom environments which are conducive to optimal academic achievement. During my teaching practicum, I observed and evaluated an extensive range of CBM strategies employed by my mentor teachers in KV. Through this process, I developed and implemented additional CBM practices which aligned with St Marys South Public School’s (SMSPS) existing Positive Behaviour for Learning (PBL) framework. These strategies aimed to aid in lesson transitions and the acknowledgement of student achievement. This case study report will respond to the research question: How can I effectively implement CBM strategies within a PBL framework to create safe and supportive classroom environments which engage all students as empowered learners?
Due to the efficacy of existing PBL structures, students in KV rarely displayed undesirable behaviours. Consequently, through collaborative, collegial discussions, my mentor teachers and I concurred that KV would benefit from the introduction of a classroom management strategy during guided reading rotations. In particular, we identified that independent transitions between activities were often time-consuming and contributed to an increase in noise level. To respond to this issue, I developed a range of call and response cues by utilising quotes from the SMSPS school song (e.g. We learn all day… at the best school ever). Through modelled peer behaviour, students quickly learnt the behavioural expectations following a call and response cue (Korpershoek et al., 2016). As a result, the average time used to transition between stations was reduced by 34% (179 seconds to 118 seconds), allowing for an extra activity to be added. To maintain the success of this CBM, I recognised and rewarded appropriate behaviours with verbal positive reinforcement and Step Up awards.
Classroom management strategies support the creation of safe and supportive learning environments which engage all students as empowered learners. Hart (2010) identifies the “seating of students in assigned places and distribution of resources as contributors to optimal learning” (p. 356). In KV, students are allowed to choose a new seat each lesson which is useful for group tasks and inquiry based investigative learning. However, this seating arrangement is not ideal for independent work during literacy or numeracy lessons. Due to undesirable student groupings, mixed ability learning needs and inconvenient furniture arrangements, I implemented a seating plan strategy. Prior to the lesson, I pre-placed writing booklets in an appropriate seating plan; emergent students were seated at the front of the room at whiteboard tables and advanced students worked independently at the rear jellybean table. In my evaluation of this strategy, I found that emergent students benefited greatly from the increased provision of materials and support in this seating arrangement. Most students were able to write an additional sentence when working in a seating plan.
CBM is effective when consistent, school-wide PBL systems are incorporated into the classroom environment (Fallon, McCarthy & Sanetti, 2014). Within a PBL framework, educational communities “identify and successfully implement evidenced-based whole-school practices that enhance learning outcomes” (NSW Department of Education, 2019, p. 6). Consequently, to maintain the significance of this structure, I endeavoured to align my teaching philosophy and pedagogy with the existing PBL system. Following the classroom routine, I placed the names of students under the smiling green face or frowning red face dependent on their behaviour. Moreover, I followed through with the appropriate actions according to the Step Up and Step Out system. Students displaying positive behaviours earnt a Step Up award whilst those demonstrating undesirable were asked to Step Out and visit the stage leader. Students found comfort in the consistency and normalcy of this routine. To ensure the effective implementation of this PBL, CBM strategy, I accompanied rewards with verbal positive reinforcement. I found that this explicit identification of positive behaviour was a key motivator which prompted students to imitate peer modelled actions.
Due to the efficacy of existing PBL structures, students in KV rarely displayed undesirable behaviours. Consequently, through collaborative, collegial discussions, my mentor teachers and I concurred that KV would benefit from the introduction of a classroom management strategy during guided reading rotations. In particular, we identified that independent transitions between activities were often time-consuming and contributed to an increase in noise level. To respond to this issue, I developed a range of call and response cues by utilising quotes from the SMSPS school song (e.g. We learn all day… at the best school ever). Through modelled peer behaviour, students quickly learnt the behavioural expectations following a call and response cue (Korpershoek et al., 2016). As a result, the average time used to transition between stations was reduced by 34% (179 seconds to 118 seconds), allowing for an extra activity to be added. To maintain the success of this CBM, I recognised and rewarded appropriate behaviours with verbal positive reinforcement and Step Up awards.
Classroom management strategies support the creation of safe and supportive learning environments which engage all students as empowered learners. Hart (2010) identifies the “seating of students in assigned places and distribution of resources as contributors to optimal learning” (p. 356). In KV, students are allowed to choose a new seat each lesson which is useful for group tasks and inquiry based investigative learning. However, this seating arrangement is not ideal for independent work during literacy or numeracy lessons. Due to undesirable student groupings, mixed ability learning needs and inconvenient furniture arrangements, I implemented a seating plan strategy. Prior to the lesson, I pre-placed writing booklets in an appropriate seating plan; emergent students were seated at the front of the room at whiteboard tables and advanced students worked independently at the rear jellybean table. In my evaluation of this strategy, I found that emergent students benefited greatly from the increased provision of materials and support in this seating arrangement. Most students were able to write an additional sentence when working in a seating plan.
CBM is effective when consistent, school-wide PBL systems are incorporated into the classroom environment (Fallon, McCarthy & Sanetti, 2014). Within a PBL framework, educational communities “identify and successfully implement evidenced-based whole-school practices that enhance learning outcomes” (NSW Department of Education, 2019, p. 6). Consequently, to maintain the significance of this structure, I endeavoured to align my teaching philosophy and pedagogy with the existing PBL system. Following the classroom routine, I placed the names of students under the smiling green face or frowning red face dependent on their behaviour. Moreover, I followed through with the appropriate actions according to the Step Up and Step Out system. Students displaying positive behaviours earnt a Step Up award whilst those demonstrating undesirable were asked to Step Out and visit the stage leader. Students found comfort in the consistency and normalcy of this routine. To ensure the effective implementation of this PBL, CBM strategy, I accompanied rewards with verbal positive reinforcement. I found that this explicit identification of positive behaviour was a key motivator which prompted students to imitate peer modelled actions.