Fair and appropriate consequences for inappropriate behaviour and actions will be developed as a whole class
Rationale
The final principle was based around students and teachers working together to develop fair and appropriate consequences that may follow inappropriate behaviour or actions. An important aspect of this principle was to reiterate the inclusion of both students and teachers in the decision making of these consequences. This would result in students being more prepared to accept the appropriate consequence should they display inappropriate behaviour (McGinnis, Frederick, & Edwards, 1995).
I felt this was an important principle when promoting best classroom practice, as all classrooms need to have an effective plan for unsuitable classroom behaviour. I also believe the most effective way to implement consequences in a classroom, is to involve the students in deciding what consequences are appropriate for their misbehaviour (Dreikurs, 1982). As a result this would lead to more effective learning and better classroom management, as students would be prepared to accept the consequences for their actions, and ultimately try and curb their behaviour to avoid these consequences.
The model that assisted me when forming this principle was the Model of Management (Lewis, 1991). I used aspects of this model to ensure my principle was centred on students and teachers working together for a similar outcome. I wanted to ensure my principle was encouraging teachers to work with students and allowing them to have a large say in the decision making process (Lewis, 1991).
I felt this was an important principle when promoting best classroom practice, as all classrooms need to have an effective plan for unsuitable classroom behaviour. I also believe the most effective way to implement consequences in a classroom, is to involve the students in deciding what consequences are appropriate for their misbehaviour (Dreikurs, 1982). As a result this would lead to more effective learning and better classroom management, as students would be prepared to accept the consequences for their actions, and ultimately try and curb their behaviour to avoid these consequences.
The model that assisted me when forming this principle was the Model of Management (Lewis, 1991). I used aspects of this model to ensure my principle was centred on students and teachers working together for a similar outcome. I wanted to ensure my principle was encouraging teachers to work with students and allowing them to have a large say in the decision making process (Lewis, 1991).
Implementation - how this principle determines routines/rituals, conduct expectations and consequences in the classroom...
This principle largely assists with determining classroom consequences, as well as some classroom rituals. It helps determine classroom rituals, by outlining consequences that will be developed collaboratively thus setting up a regular ritual to review consequences and adjust them as required. This can be done in a classroom setting through classroom discussion using different strategies to ensure all students get the opportunity to contribute their thoughts.
This principle clearly states that students should be involved in determining particular consequences for inappropriate behaviour and actions displayed by students. In turn, this leads on to developing effective consequences that students are less likely to oppose as they have assisted in developing them as well. This principle would be highly effective when working with later years students’ as it gives them the responsibility to determine and develop applicable consequences for their actions.
This principle clearly states that students should be involved in determining particular consequences for inappropriate behaviour and actions displayed by students. In turn, this leads on to developing effective consequences that students are less likely to oppose as they have assisted in developing them as well. This principle would be highly effective when working with later years students’ as it gives them the responsibility to determine and develop applicable consequences for their actions.
Relatedness to AITSL Standards
I believe this principle integrates the focus areas of Standard 1, Standard 3 and Standard 4 from the AITSL Professional Standards for Teachers (AITSL, 2014). More specifically it includes the following focus areas:
1.1 – Physical, social and intellectual development and characteristics of students
3.5 – Use of effective classroom communication
4.2 – Manage classroom activities
4.3 – Manage challenging behaviour
4.4 – Maintain student safety
This principle contains aspects of all these focus areas as it outlines ways to assist with developing consequences to manage classroom activities and challenging behaviour, which ultimately leads to maintaining student safety. It also shows an understanding of student development and characteristics of students, as it is allowing students to have a say in the development of consequences in their classroom.
1.1 – Physical, social and intellectual development and characteristics of students
3.5 – Use of effective classroom communication
4.2 – Manage classroom activities
4.3 – Manage challenging behaviour
4.4 – Maintain student safety
This principle contains aspects of all these focus areas as it outlines ways to assist with developing consequences to manage classroom activities and challenging behaviour, which ultimately leads to maintaining student safety. It also shows an understanding of student development and characteristics of students, as it is allowing students to have a say in the development of consequences in their classroom.