1. 1
Guiding Principles Statement
I believe the purpose of classroom management is to create a respectful and safe
environment where students feel comfortable, confident and excited to learn.
I have referent authority in my classroom because I genuinely care about my students and make a
concentrated effort to make a connection with each of them. It is my job to make sure each
student feels important in my classroom, thus I address everyone by name and make time to
really get to know who they are, what their hobbies are and how they learn best.
I run a collaborative management classroom because students will take more ownership of their
learning if they feel that their voices and ideas are heard and valued. This means that although I
have the primary responsibility of behaviour management, I allow my students to have choices
and input concerning classroom decisions and assignments.
Kim Williment A01 February 22, 2016

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Defining a Behavioural Problem
One of the most difficult aspects of classroom management is perhaps knowing what
defines a behavioural problem and if teacher intervention is required to address it.
A behavioural problem can be defined as any behaviour that interferes with teaching, interferes
with the other students’ learning, is psychologically or physically unsafe or destroys property.
(Levin, Nolan, Kerr, Elliot, Bajovic. 2015). Using this definition, a teacher can confidently and
quickly identify if the behaviour in question is indeed a problem that requires intervention or a
behaviour that could be addressed using less attention drawing methods so as to avoid classroom
disruptions.
Some student behaviours may not fall within the above stated definition of a behaviour problem,
yet will still require teacher attention. These behaviours may include not completing
assignments or day dreaming in class. As these behaviours do not disrupt anyone else, they are
labelled as motivational problems and can occur because of self-esteem issues, a disinterest in
school or a number of personal issues.
Understanding what a behavioural problem is will allow me to decide if immediate
intervention is required or not. It will also allow me to minimize disruptions to the learning
process and keep my students task as I will not have to stop instruction to handle every
behavioural issue that arises.
In my classroom I will use the CALM method to determine what level, if any, of
intervention is required for the demonstrated behaviour. I will use a variety of strategies to
minimize classroom disruptions while maintaining the students’ integrity and rights to learn.
Kim Williment A01 February 22, 2016

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Problem behaviours will be documented along with strategies that were used to intervene. By
keeping accurate records, behavioural patterns may become evident and more effective
behaviour plans can be developed and implemented for the students to help improve their
educational experience and put them on the path to success.
I will teach classroom rules and consequences to my students at the start of the school year and
ensure they understand my behavioural expectations. All rules and consequences will also be
posted in my classroom so we can refer back to them as necessary. Students will know what
appropriate behaviour looks like in my classroom as we will spend time practising procedures so
we are all on the same page. I know I cannot expect a new class to understand my expectations
unless I teach them. I will also ensure that administration is on board with my behaviour plan and
the parents are very knowledgeable of the high expectations I have for my students.
Being knowledgeable on the definition of a behaviour problem will ensure that more classroom
time is spent on learning than discipline and will help to create a positive environment for all to
succeed in.
Kim Williment A01 February 22, 2016

4. 4
Recognizing the Importance of Instructional Competence
In discussing classroom management, it is easy to focus only on student behaviours,
when in actuality, they are only part of the issue. To minimize problems in the classroom, it is
the teacher’s responsibility to acquire a sense of social authority and respect from students. This
can be achieved if the teacher can effectively instruct her students, give clear explanations of the
material and keep them fully engaged in their learning.
The teacher must be seen as “the expert” and provide students with opportunities to succeed in
the classroom. If students feel that the teacher is not living up to their expectations and is not
confident in the delivery of course material, they will not respect her or consider her to have any
authority in the classroom, resulting in behaviour problems that are not conducive to a successful
learning environment.
Instructional competence is very important to my overall plan because I want my students
to feel confident with my teaching abilities and be motivated to work hard and strive to do their
best. By ensuring my lesson delivery is effective and I am able to explain and clarify the lesson
material to my students, classroom management problems will be minimized and we will be able
to spend more time on learning.
In my classroom, I will ensure my explanations are clear and check for understanding by
asking questions and having students complete relevant performance tasks before we move on to
new material. I feel that it is very important to connect classroom material to real world
situations too keep my students engaged in learning. By making these connections, I will further
establish my expert power and allow the students to see the relevance in learning the material.
Kim Williment A01 February 22, 2016

5. 5
I understand that not all students will work or learn at the same pace, thus I will establish a
classroom culture where students feel comfortable to ask for assistance if needed. I will use
different methods to ensure each student masters the concepts. This will include utilizing
strategies to incorporate the eight multiple intelligences.
I will also be sure to include all students when I ask questions as I want to make sure everyone
understands the material. I also want to hear my students’ opinions and ideas so I can continue
to form connections with them. By ensuring each student is given attention and asked for
responses, they will be more engaged in the lesson and eager to listen and learn.
I will regularly check in with my students to receive feedback on how they feel about the
delivery of the lessons. Age appropriate surveys can be developed so I can learn which teaching
strategies the students enjoy and are responding to and which are simply not a good fit for that
particular class. Teaching is a very fluid career and I must be able to adapt to my students needs
and unique learning styles.
To maintain my expert authority, I will continue to attend professional development workshops
and collaborate with my colleagues to learn new teaching methods and ensure I am well
educated on all curriculum materials.
My job is to provide students with the best possible learning opportunities and to do so, I must be
confident in my abilities and be able to relate the material back to them. The key is to keep them
engaged in their learning and I believe my plan and techniques will assist me in doing this.
Kim Williment A01 February 22, 2016

6. 6
PREVENTION
TEACHING FOR MULTIPLE INTELLIGENCES
It is common knowledge that students learn in different ways. To deny this fact in the
classroom would result in student frustration and many students simply not meeting their full
potential. The Gardner theory of multiple intelligences suggests several different learning
strengths including: linguistic, logical, spatial, kinesthetic, musical, interpersonal, intrapersonal
and naturalistic. To effectively teach students, provide opportunities for success and help
prevent behaviour problems due to frustration, we must tap into each students’ strengths and
offer them different ways to acquire information based on the intelligences they gravitate
towards.
Teaching for multiple intelligences is very important to my overall plan because I want
my students to reach their full potential and experience success in their academics. By catering
to different learning styles, the students will know I understand them and their learning needs
and will be less likely to misbehave. Teaching for multiple intelligences will benefit all students
as they will be able to learn material in a way that makes sense to them and perhaps discover
hidden strengths they didn’t realize they had. Utilizing different teaching techniques will keep
the students engaged and wanting to learn, thus reducing classroom frustrations and boredom
that lead to behavioural problems.
In my classroom, I will make a concentrated effort to learn which intelligences each
student is strongest in. I feel this is very important as I will then be able to plan appropriate
lessons and modifications for my students to maximize their learning potential. I will implement
a “write, say, do” requirement into assessment pieces so students are able to tap into their
Kim Williment A01 February 22, 2016

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strengths and successfully complete assignments. The “write, say, do” model will also be used
when I am giving instructions so all learners will understand what they are expected to do. The
use of clever rhymes and songs will be staples in my classroom to assist the auditory and musical
learners in comprehension and retention of material. Movement breaks will also be routinely
implemented in the day to day operation of my classroom to help students stay focussed on their
work and get rid of excess energy that may cause behaviour problems. Hands on learning
projects will be offered to keep students engaged and group work will also be a regular
occurrence. To monitor and maintain teaching for multiple intelligences, I will include a space
on my lesson plans to outline methods of instruction that target each intelligence to promote
student success. I will also keep records and anecdotal notes on each student and how they learn
best so I can tailor my instruction to the needs of the class. Personally, I will continue to learn
about the multiple intelligences and engaging teaching methods to bring to my classroom by
collaborating with my colleagues and participating in professional development sessions.
Ensuring that each student understands and is able to master the material will lead to less
problem behaviours in the class, thus, investing time to create varying instruction techniques is a
prevention technique that all teachers should consider.
Kim Williment A01 February 22, 2016

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DESIGNING THE PHYSICAL ENVIRONMENT
Procedures and rules tend to take center stage in discussions about classroom
management. Although they are important factors to consider, a well-designed physical space
for students to learn in can be used to prevent problem behaviour from happening in the first
place. A successful classroom has been strategically arranged to minimize misbehaviour and
maximize learning. If students are physically comfortable, they will be better able to focus on
instruction. Attention should be paid to seating arrangements, locations of centers, storage areas
and obstruction free walking space. Ensuring that there are no ‘dead zones’ in the classroom
where the teacher cannot see behaviour problems is also very important. The classroom should
be established as a safe space for learning and celebrating student successes, both of which
should be carefully considered when setting it up.
Designing the physical environment of my classroom is important to my overall plan
because I want my students to be comfortable and ready to learn when they walk through the
door. The space should be bright and inviting to show the students that I want them to be there
and that I care about them. Establishing a caring relationship with the students will prevent
misbehaviour as they will genuinely want to be in my classroom. I want to minimize any
distractions that can take time away from learning and set the classroom up in an organized
fashion so students can easily navigate around without any problems. I want my students to
think of my classroom as their classroom. By doing this, they will respect their surroundings and
be less likely to misbehave. By investing time in the careful planning of my classroom layout, I
can create a physical space that promotes learning and minimizes disruptive behaviour allowing
for more time to be spent engaged in the learning process.
Kim Williment A01 February 22, 2016

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In my classroom, careful consideration will be given to the flow of the room. Students
should be able to walk into the room and get to their desks without any obstacles. As I believe in
group work, desks will be arranged in pods of four. Students known to be disruptive or have
hearing or vision issues will be seated towards the front of the class. There will be room to
circulate around and in between the pods of desks to ensure that I can reach each student.
Supplies will be easily accessible by students to ensure less time is spent searching for items, and
more time is spent on task. A carpet area will be set up for class discussions in close proximity
to the Smart board so we can easily access its’ resources. The room will be neat and tidy with
items organized and strategically placed. This is to model appropriate organizational strategies
to students to help them develop their own organizational skills and minimize disruptions. A
tidy classroom is also more conducive to learning. I will ensure that there are no areas in the
room that I cannot easily monitor, thus preventing possible misbehaviour. In my classroom, I
will ensure that here are colourful bulletin boards ready to showcase student work and
decorations that they suggest. This will help them create ownership of the space and a respectful
classroom culture.
To monitor and maintain the physical environment, I will keep records of who the
students sit with and how work habits were affected, thus influencing future seating
arrangements. I will observe students in all areas of the room and ensure students are aware if
the importance of keeping a tidy classroom. Bulletin boards will be changed regularly to keep
students interested and engaged. The initial classroom setup will be a work in progress and
adapted to student needs.
Kim Williment A01 February 22, 2016

10. 10
Intervention For Common Behaviour Problems
Proximity Control
Many behavioural problems can be successfully addressed by using non-verbal
interventions. Proximity control is one of these interventions that requires the teacher to move
towards and stay close to the misbehaving student. This technique uses physical proximity as a
deterrent to misbehaviour as the student is less likely to be disruptive if the teacher is close by.
Using proximity control as a non-verbal intervention is important to my overall
plan because I feel it is crucial to manage behaviours in the least intrusive way possible. I need
to have intervention techniques that will discourage and stop misbehaviour without disrupting
the rest of the class and take time away from their learning. Maintaining a close proximity to
disruptive students shows that I am aware of the misbehaviour and would like it to stop, without
having to verbally call out the student and draw more attention to the situation. Using proximity
control as a behaviour intervention also fits in with my ideal of having a collaboratively managed
classroom because I want to ensure that the group as a whole is engaged in learning and my
teaching does not stop because I have to manage the behaviour of one student.
In my classroom, I plan to circulate around the class as I teach to help keep my students
focussed and on task. I will change my walking path so students will not be able to predict
where I will go next, thus discouraging misbehaviour. I will use proximity control in various
levels depending on the misbehavior. I will start out by simply walking towards the student so
he knows that I am aware of his misbehaviour and he should stop it. If the behaviour continues,
I will stand beside the student while teaching the lesson to encourage him to pay attention. If the
student still continues with the pattern of misbehaviour, I will move his desk right close to mine
Kim Williment A01 February 22, 2016

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or have him sit next to me on the carpet to diminish the disruptions he is causing. When needed,
I will combine proximity control with signal interference techniques such as making eye contact
with the student or shaking my head “no” while walking towards him.
To monitor and maintain the use of proximity control as an intervention for common behaviour
problems, I will keep notes on how often I have to use the technique and its apparent
effectiveness on each student. If I notice a marked behaviour pattern and that proximity control
is not working for behaviour management with some students, I will be required to change my
intervention plan and use verbal techniques with them instead. I will be consistent with my use
of this intervention to ensure students know that misbehaviour and classroom disruptions are not
acceptable.
Kim Williment A01 February 22, 2016

12. 12
Applying Logical Consequences
Non-verbal interventions are the first step in behaviour management, but sometimes, the
behaviour will escalate and require more intrusive interventions. Applying logical consequences
is one preplanned verbal intervention that offers the student a choice between changing their
behaviour or facing the accompanying negative consequences. This intervention not only
manages student behaviour, but also teaches the students that they are responsible for their own
actions and resulting consequences.
Using logical consequences as a preplanned verbal intervention is important to my
overall plan because it fits with my ideal of having a referent authority teaching base. I want my
students to feel cared about and respected in my classroom, so by offering them a choice
regarding their behaviour and potential consequences, it shows that I trust them to make the right
decision. This intervention takes the punitive aspect of the behaviour management away from
me and makes the student responsible for any negative consequences that may occur if they
decide not to comply.
In my classroom, I will use logical consequences as both a behaviour management
intervention and as a way to teach students that they are, in fact, responsible for their behavioural
choices and the resulting outcomes. This will help them become more independent people and
better able to self-regulate. Should I be required to use logical consequences as an intervention, I
would frame the situation by using the “you have a choice” method. I would approach the
misbehaving student and say, for example. “Johnny, you have a choice. You can stop disrupting
your neighbour and get back to work or you will move your desk away from the group and next
to mine.” If Johnny chooses to cease the disruptive behaviour, he would be able to continue on
Kim Williment A01 February 22, 2016

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with his work in his group seating arrangement. If, however, he chooses to continue to be
disruptive, I would say “Johnny, you chose to keep being disruptive, please move your desk next
to mine”. Using this intervention, the student is required to consider his behaviour and
conscientiously make a choice about how to proceed. To monitor and maintain this intervention
strategy in my classroom, I will keep notes on misbehaving students and the consequences given
for continued misbehaviour. By doing this, I will learn what motivated them to behave and what
consequences seem to have no impact on the behaviour. It may also become apparent that
certain students need extra help with learning about making appropriate decisions and how these
decisions can create either positive or negative outcomes. I will also ensure that once a logical
consequence for behaviour is given, that I follow through on it if the student does not comply.
The consequences will only have meaning to the students if they know that I consistently follow
through with them.
Kim Williment A01 February 22, 2016