Frameworks to View Student Behaviour

Looking at Porter’s continuum, where would you position yourself? Can you support where you are in your assumptions? (100 words)

Porter’s continuum has five variables in disciplinary theories as listed in Classroom Management (2013, p. 99): • Autocratic, where the teacher maintains all control. • Authoritarian practice involving assertive non-negotiable discipline. • A mixed approach following the Neo-Adlerian theory and cognitive behaviourism, where students are rewarded for positive interactions and punished for undesirable behaviour (McDevitt, Ormrod, Cupit Chandler & Aloa, 2010, p. 546). • Egalitarian • And a Laissez-faire approach where the teacher has no control or care for the students. My personal preference is for the egalitarian approach and this is where I aim to position myself on the continuum. This involves a sharing of power and is solution focused. The reason this appeals to me is because it promotes opportunities for student responsibility and autonomy, encourages involvement and engagement in the curriculum and also in the implementation of classroom rules and procedures aligning with the guidelines on creating a PLF (McDonald, 2013, p. 3-5.). The egalitarian approach promotes mutual respect and a supportive environment which Hamre & Pianta (2005) portray links between academic achievement and engagement based on their study of 906 5-6 year olds (Hamre & Pianta, 2005). Further, Piaget (1995) reflects that peer relationships, parent/caregiver relationships, culture and teacher relationships with students underpin the development of mutual respect. As teachers we should promote shared experiences, which will not only promote involvement in the classroom learning experiences, but will also promote mutual understanding, compassion and respect.

Which theorists outlined in Table 3.5 (page 93 of your text) support your assumptions? Identify three (3) parts or elements of their theory that support your approach? (200 words)

Alfie Kohn’s ‘beyond discipline’ model supports my guiding assumptions (McDonald, 2013, p. 153-154). as: • Alfred Kohn (2006) states that children deserve the right to have a say in what occurs in their life. How much control however is a contestable issue. Students should actively participate in activities and discussions that pertain to them, not just because it is their life, but also because it helps to build ‘autonomous ethics.’ This is a significant factor in my personal beliefs, as I believe that a classroom is about effective negotiation, compromise, and engagement. • Kohn (2006) believes in creating classroom environments that are a co-operative community. This underpins my beliefs that students learn in environments that promote mutual respect. To create a sense of community Kohn opposes the segregation of special needs students/ gifted students. There is a focus on students of varying abilities and ages interacting and engaging with each other to foster belonging. This also aligns with Piaget’s belief that students learn from each other (Piaget, 1995). • If students are given the opportunities to discuss and take part in classroom and school based activities that interest them, they are more likely to develop competence. This aligns with Alfred Kohn’s perspective that all students want to learn and to be successful at something (McDonald, 2013, p.153). These elements; autonomy, belonging and mastery, are also within the ‘Circle of Courage’ (McDonald, 2013, p. 7).

Coloroso believes ‘kids are worth it’, In your management plan, what are some teacher behaviours that you would show so that students would experience this belief? (100 words)

To show students that they are ‘worth it,’ (McDonald, 2013, p.104-105) and in-line with the Australian Institute for Teaching and School Leadership [AITSL] (2014) the teacher behaviours I can demonstrate are: 1. Know students and how they learn (AITSL, 2014) • Get to know students and treat them with respect. • Be caring and compassionate. 2. Plan for and implement effective teaching and learning (AITSL, 2014). • Engage students in discussion. • Promote autonomy. • Show support to students. • Use positive body language. 3. Create and maintain supportive and safe learning environments (AITSL, 2014). • Encourage the development of self-control/inner discipline. • Create opportunities for students to show mastery. • Offer opportunities for Restitution, resolution and reconciliation.

References

Australian Institute for Teaching and School Leadership. [AITSL] (2014). Australian Professional Standards for Teachers: Professional knowledge. Retrieved from http://www.aitsl.edu.au/australian-professional-standards-for-teachers/standards/list Hamre, B. K., & Pianta, R. C. (2005). Can Instructional and Emotional Support in the First-Grade Classroom Make a Difference for Children at Risk of School Failure? Child Development, 76(5), 949-967.

Kohn, A. (2006). Beyond Discipline From Compliance to Community, 10th Anniversary Edition

McDevitt, T. M., & Ormrod, J. E. (2010). Child development and education (4th ed. ed.). Upper Saddle River, N.J.: Pearson Education. McDonald, T.,(2014). Classroom management: Engaging students in learning (2nd ed.). South Melbourne, VIC: Oxford University Press. (Original work published 2010)

Piaget, J. (1995). Sociological studies. London, UK: Routledge.