EDFD260 ASSESSMENT A: BEHAVIOUR MANAGEMENT PLAN

Student name / number: Natalie

Gangi S00113519
Introduction
This behaviour management plan will be based on the theoretical models of William Glassers Choice Theory, Joseph Kaplans Cognitive Behavioural Theory and Rudolf
Dreikurs Goal Centred Theory. Within Dreikurs Goal centred theory, educators pursue to find out the stimulus behind the misbehaviour of their students. In this theory it
is believed that misbehaviour is based on a desire to belong to social groups and occurs when students incorrectly believe that misbehaviours such as, trying to gain control
and/or seeking revenge, leads them to belong to their social group. Misbehaviour will only progress when students recognise their motives and learn other appropriate
methods to meet their desires (Harris & Moran, 2012). Choice Theory is similar to Goal Centred Theory as it also looks at the motivations behind a students misbehaviour,
but believes that all behaviours are an individuals best attempts to satisfy present and future needs such as, survival needs, the need to belong, power, freedom and fun.
Choice theory emphasises that teachers must guide students toward satisfaction through suitable behavioural choices rather than forcing them to submit to the rules (Harris
& Moran, 2012). Cognitive Behavioural Theory aims to promote the behavioural independence of students. It believes that individuals are self-directed and not just passive
responders to external influences (Harris & Moran, 2012, p. 80).
The following behaviour management plan will employ a range of strategies that will help students in recognising the motives behind their misbehaviours and rather than
using strict punitive measures, will guide them to make positive choices. This will be done through adopting strategies based around building positive teacher-student
relationships and working towards a positive learning environment.

Links to theoretical model / approach

Teacher actions / strategies

Preparatory and Establishment phases

Cognitive Behavioural Theory states that individuals have the

capacity for both good and bad and are able to make choices
about their behaviour (Harris & Moran, 2012, p. 80).
Goal centred theory states that a teacher who uses GCT will
foster a democratic classroom environment (Harris & Moran,
2012, p. 77). This strategy gives students the opportunity to
feel a part of the class as they are given all the same rights and
responsibilities. They have the choice to follow them.

Rather than creating a list of rules, prepare a list of rights and responsibilities that each
student has while in the classroom. These can be things such as I have the right to feel
safe and supported in the classroom I have the responsibility to not disrupt others from
learning.

According to Cognitive Behavioural Theory, a positive

Have a class discussion whereby their rights and responsibilities are explained.
1

practice is to build a facilitative learning environment (as

oppose to controlling students) where students are guided and
encouraged to learn to manage themselves (Harris & Moran,
2012, p. 80).

Positive practices / Preventative measures

Within GCT positive behaviour results when students are

noticed (Harris & Carroll, 2014) and when there is generous
encouragement (Harris & Moran, 2012).

Rewarding positive behaviour through a token system.

As it states in GCT, misbehaviour is a result of the desire to

feel socially accepted, teachers should aim to build positive
and mutually respectful relationships with students (Harris &
Moran, 2012). In regards to Choice Theory, a teacher must
acknowledge that the misbehaviour lies in the environment
and the relationship between teacher and students (Harris &
Moran, 2012, p. 79).

Greeting students each morning as they walk into the class.

In accordance with Choice Theory, adopt a leader approach

rather than a boss approach through sharing the decision
making in relation to pedagogy and learning content (Harris &
Moran, 2012).

Allow students to have some input in the lessons that will be taught to them e.g. through
a class vote or basing lessons off student interests.

Low level / unobtrusive / non-punitive interventions

Goal centred theory states that a positive approach is to be

Use the stop, pause and look approach for students who are showing low level
2

accommodative and flexible when responding to

misbehaviours (Harris & Moran, 2012, p. 77). As
misbehaviour is driven by social needs in accordance with
GCT (Harris & Moran, 2012) the student will realise they are
holding up the class through a quick stop, pause and look
approach.

Goal Centred Theory focuses on the students need to fit in

with their social groups (Harris & Moran, 2012). As a result,
through the teacher consistently focusing on the positive
behaviours of the whole class it will display to students that
you can fit in through displaying desired behaviours.

misbehaviours such as talking while others are talking. This is unobtrusive but allows the
student to see that the class is quietly waiting for them. This is flexible as the student is
not forced into listening but rather redirected through the consequence of the class
waiting for them. The teacher-student relationship is not tarnished as the teacher isnt
yelling or demanding attention, but rather quietly waiting for the student to make their
decision about whether they would like to join the rest of the class.

Voicing praise to students that are showing positive behaviours such as I like how you
have sat quietly on the floor, great listening, Amy. If a student is displaying low level
misbehaviour such as, taking too long to pack up while the rest of the class is waiting on
the floor, rather than directly point out that the student is taking too long to pack up the
teacher can mention the desired behaviours. This can be done through commending the
students who displayed the desired behaviours for e.g. Well done Jimmy for packing up
and sitting on the floor quickly Kelly you are great at following instructions as you sat
down on the floor quickly.

Maintain a cool off area in the classroom where students can sit for a minute or two to
reflect.

Second tier responses / interventions

One of the steps in Glassers behaviour management plan is to

isolate the student within the classroom (Harris & Carroll,
2014). In accordance with Cognitive Behavioural Theory,
discipline should lead to a student developing self-discipline
internally (Harris & Moran, 2012, p. 80). Through allowing
students to reflect quietly on their behaviour it is promoting
realisations about the behaviour and reinforcing selfdiscipline.

As it states in GCT, classroom misbehaviour occurs when

students mistakenly believe that misbehaviours lead them to
group belonging (Harris & Moran, 2012, p. 80). Through
encouragement and praise when the student is displaying
desired behaviours they will establish a sense of belonging
without having to misbehave. This strategy focuses on an
individual student who displays consistent misbehaviours such
as talking or not following instructions. Rather than the
teacher always pointing out the students faults it will create a
positive relationship between the student and teacher if their
positive behaviour is acknowledged.

Look out for times when the specific student is showing desired behaviours and
commend them for this.

When student is showing undesired behaviour rather than yelling at them, engage in
purposeful conversation asking questions such as Is what you are doing helpful to you in
anyway? and What should you be doing?.

Within choice theory students must be aware of their

behaviour and whether it meets their needs (Harris & Carroll,
2014). Through questioning the student directly it will get
them to consider if their behavior is beneficial to them and
seek to redirect them back to their work without forcing them.

More significant interventions / moving beyond the classroom

An intervention strategy in Goal Centred Theory includes

assisting students to understand and acknowledge their
misbehaviours and motives (Harris & Moran, 2012, p. 78).
Through this one on one conversation it allows the teacher to
discover the motive behind the students constant misbehaviour

Having a private discussion with the student. This can be done for misbehaviours such as,
consistently not doing the work in class, or aggressive and challenging behaviours
towards authority.

and allows for the student to establish what their motives are.

A positive practice within Cognitive Behavioural Theory is to

actively collaborate with students in the selection of
behavioural goals and due process (Harris & Moran, 2012).

Allowing the student to create a list of goals that they would like to achieve while at
school for the remainder of the term.

As a teacher is there any way I can change what I am doing?

Choice theory: A restructuring of teaching/learning practices

can mend declining relationships and student behaviours
(Harris & Moran, 2012). Part of Glassers 10 step
management plan is for teachers to reflect on their own
teaching and see if there is anything they can change (Harris &
Carroll, 2014). If misbehaviour is continuous then as Goal
Centred Theory states, it can be due to environmental or social
factors (Harris & Moran, 2012). The teacher must see if it is
anything they can change in order to stop the misbehaviour.

Conclusion
To conclude, the above behaviour management plan is based off the theoretical models of Cognitive Behavioural Theory, Choice Theory and Goal Centred Theory. This is
reflected through strategies that focus on changing environmental and social factors along with working on increasing positive student-teacher relationships and allowing
students to be guided rather than forced to manage their behaviour.

References
-

Harris, J. & Moran, M. (2012) (Compiled by). EDFD220 / EDFD260: Teaching and Managing Learning Environments. Australia:
Cengage Custom Solutions.
Harris, J. & Carroll, K. (2014). EDFD260: Managing Disruptive Behaviour, week 5 notes [PowerPoint slides]. Retrieved from
http://leo.acu.edu.au/course/view.php?id=12925