Every student is responsible for his or her own behaviour and actions
Rationale
This principle was developed to promote student responsibility, especially with regards to students accepting responsibility for their own behaviour and actions. I developed this principle as I felt a positive classroom environment also involves students being accountable for their actions. I believe this makes students feel as though they are being treated like an adult and will create better relationships amongst students and particularly between students and teachers (Lewis, 1991). Subsequently this should lead to more productive classrooms and learning outcomes (Kounin, 1970). This principle would also be effective in monitoring and managing challenging behaviour, as it clearly states that students need to be responsible for their own behaviour. It would be hoped that this would in turn curb students’ challenging behaviour and result in more desired and appropriate behaviour.
This principle was developed in conjunction with the Model of Influence (Lewis, 1991), as it relies on the good will of students to determine what behaviour is appropriate or not appropriate. It further reiterates the idea that students can take responsibility for their actions and how to change their actions, which is the unpinning idea of this principle. It also outlines that students need to want to change their behaviour if any substantial changes are to be made. This is incorporated in this principle as it gives students responsibility for their actions and any changes they want to make.
This principle was developed in conjunction with the Model of Influence (Lewis, 1991), as it relies on the good will of students to determine what behaviour is appropriate or not appropriate. It further reiterates the idea that students can take responsibility for their actions and how to change their actions, which is the unpinning idea of this principle. It also outlines that students need to want to change their behaviour if any substantial changes are to be made. This is incorporated in this principle as it gives students responsibility for their actions and any changes they want to make.
Implementation - how this principle determines routines/rituals, conduct expectations and consequences in the classroom...
This principle determines and promotes classroom routines and conduct expectations. The way students conduct themselves in the classroom can be seen through them having to take responsibility for their own actions and behaviour, as outlined in the principle. This can be used directly in classrooms, as the students should be expected to take responsibility for their own actions. This is particularly relevant at the age of later years students as these students should be aware of what behaviour is appropriate and expected at that level. This principle also promotes classroom routines as it can be used to form regular behaviour expectations in the class that should over time become part of the class routine.
Relatedness to AITSL Principles
This principle incorporates multiple focus areas of Standard 1 and Standard 4 from the AITSL Professional Standards for Teachers (AITSL, 2014). Specifically it relates to the following focus areas:
1.1 – Physical, social and intellectual development and characteristics of students
4.3 – Manage challenging behaviour
4.4 – Maintain student safety
This principle includes these focus areas as part of its development and underlying values. This principle demonstrates how physical, social and intellectual development and characteristics of students can affect their behaviour and how important it is that they learn to take responsibility for their actions. It also covers effective ways to manage challenging behaviour through encouraging students to take responsibility for their own actions. This also allows for students’ safety to be maintained in the school environment.
1.1 – Physical, social and intellectual development and characteristics of students
4.3 – Manage challenging behaviour
4.4 – Maintain student safety
This principle includes these focus areas as part of its development and underlying values. This principle demonstrates how physical, social and intellectual development and characteristics of students can affect their behaviour and how important it is that they learn to take responsibility for their actions. It also covers effective ways to manage challenging behaviour through encouraging students to take responsibility for their own actions. This also allows for students’ safety to be maintained in the school environment.