Topic: Education behaviour management

Order Description

I require 1925 word masters level assignment which is designayed as a take-home exam.
The assignment does not require essay style writing and consist of 3 school setting behaviour management case studies.
Therefore, each case study response should be approx 640 words in lenghth followed by one reference list.
The paper should be written in the first-person on the basis of a pre-existing behaviour management plan of the writer.
differing behaviour management theories and models may be utilised (e.g Rogers’ PBL, Dreikers Democratic Disciple, Canter and Canter,Connor’s Pain Model, etc.)
My preferred model is Rogers’PBL in conjugtion with other models according to the exact circumstances.
THe required texts used in the unit are:
Edwards, C. H., & Watts, V. (2008). Classroom discipline and management (2nd ed.). Milton, QLD: John Wiley.

Rogers, B. (2011). Classroom behaviour: A practical guide to effective teaching, behaviour management and colleague support (3rd ed.). London: Sage.

Other suggested readings are:
Bloom, L.A. (2009). Classroom management: Creating positive outcomes for all students. Upper Saddle River, NJ: Pearson Merrill.
Brady, J. & Scully, A. (2005). Engagement in inclusive classroom management. Frenchs Forest, NSW: Pearson.
Charles, C. M. (2011). Building classroom discipline (10th ed.). Boston, MA: Pearson.
Cope, B. (2007). How to plan for behaviour development and classroom management (2nd ed.). Frenchs Forest, NSW: Pearson.
Duchesne, S., McMaugh, A., Bochner, S., & Krause, K. (2013). Educational psychology for learning and teaching (4th ed.). Sth Melb, VIC: Cengage.
Groundwater-Smith, S., Ewing, R., & Le Cornu, R. (2011). Teaching: Challenges and dilemmas (4th ed.). Sth Melb., Vic.: Cengage.
Hardin, C. J. (2012). Effective classroom management: Models and strategies for today’s classroom (3rd ed.). Boston, MA: Pearson.
Jones, V. (2011). Practical classroom management. Boston, MA: Pearson.
Jones, V., & Jones, L. (2013). Comprehensive classroom management: Creating communities of support and solving problems (10th ed.). Boston, MA: Pearson.
Lyons, G., Ford, M., & Arthur-Kelly, M. (2011). Classroom management: Creating positive learning environments (3rd ed.). Sth Melb, VIC: Cengage.
Marzano, R. J. (2011). The highly engaged classroom. Bloomington, IN: Solution Tree.
Olsen, J., Nielsen, T. W., Trost, S., & Olsen, P. (2006). Holistic discipline: A total approach to classroom management. Frenchs Forest, NSW: Pearson.
Roffey, S. (2010). Changing behaviour in schools: Promoting positive relationships and wellbeing. Thousand Oaks, CA: Sage.
Rogers, B. (Ed.). (2009). How to manage children’s challenging behaviour (2nd ed.). London: Sage.

The actual take-home exam instructions marking criteria are as follows:

Planning for Positive Behaviour
Assessment Task 2 – “Take home exam” – Word limit 2000 words
Please note that your answers are to be succinct and that they may comprise any or all of the following examples: paragraphs, dot points, tables, or diagrams. Any of these examples used must be constructed by you and not taken directly from the literature. You should aim to present information as effectively and clearly as possible. Essay-style presentation is not expected for AT2.
Please note: The criteria are available at the end of these three questions.

Case Study Questions:
Question 1
In your class (provide your nominated context and practice) you notice that one child, Henry, no longer completes his work. You are not too concerned to begin with because you know that the work is getting harder and that Henry has always struggled a bit. To be fair, you have been wondering if the level of work in your class is a bit too difficult for everyone at the moment. After a while, however, you notice that Henry has become more disruptive in class and seems to be the ringleader among a group of easily distracted boys. As a group they seem to make sport out of making the girls in your class uncomfortable through their inappropriate comments and actions. One girl in particular, Josie, has taken offence to the boys’ behaviour and threatened to “bash ‘em” if they continue their behaviour.
One day, Henry turns up late to class looking dishevelled. You don’t mention his lateness or his appearance but when the same thing happens the following day, then again the day after that, you become concerned. Josie takes the opportunity to get her own back and starts laughing at Henry in front of the class, saying that he smells.
Drawing on relevant BM theories (one or more) and your own BM plan and personal philosophy, present your plan for positive behaviour for Henry. Within your answer consider:
? possible underlying reasons for his behaviour
? additional information you would require and how you would go about obtaining it
? your immediate actions
? your ongoing actions
? ethical and practical implications you would need to consider and redress in order to implement your plan
Question 2
It is two days before you start your new job as a teacher at Shipvale District School. You are lucky in that you have been allocated a class in your context and practice (identify context and practice in your answer). The Principal, Mrs Doolittle, gives you a guided tour around the school and shows you to your classroom. She apologises that due to a recent increase in numbers, you have been placed in a temporary ‘demountable’, which may be a little cold and noisy. She assures you that the kids won’t mind as they got “the best room” last year. As Mrs Doolittle leaves you to your blank-walled room, she hands you a class list. You notice that seven of your twenty-six students have asterisks next to their names, which according to the key means “additional needs”.
You have been told that Shipvale District School has a good teacher mentorship program but you don’t know who your mentor is and you assume that all the teachers are very busy preparing for the start of the year. In the staffroom, one of your new colleagues, Mr Poobah, asks which class you have been allocated. When you reply he chuckles under his breath, “Lamb to the slaughter,” and then in a louder voice, “Have they told you about that group yet? My advice to you is don’t let them get away with anything, give them enough rope and they will hang you with it (he chuckles again). Seriously though, after what that Jones kid did to your predecessor, I would be very careful.” He shakes his head and wanders away muttering, “I wonder how long this one will last.” Overhearing this, Miss Heart, the Drama specialist says “Don’t worry love, they are all really beautiful kids, just love them and everything will be all right.”
Present your response to the following:
1. With reference to relevant BM theories, what practical steps will you take over the next two days before the students arrive to create a positive learning environment?
2. Using the template provided (which you may modify if you wish) write a behaviour management focused lesson plan for the first lesson of your first day.
3. With reference to theory, justify the approach you have presented in your lesson plan.

___________________________________________________________________________

Question 3
You have been working for the past term in an urban, Kinder – Year 10 school, Tranburn College. Since you started you have noticed that the students rarely show respect for their physical environment. Consequently the school grounds are always filled with rubbish, the walls are tagged and the trees that the school garden group have tried to grow always end up being broken. You feel that the disrespect for the physical environment is a symptom of deeper problems within the school culture.

You take your concerns to the Principal, who tells you that she doesn’t have time to deal with how “pretty looking” the school is but she agrees to support a plan if you were willing to come up with one.

Drawing on relevant BM theories (one or more) as well as your own BM plan and personal philosophy, come up with a school-wide plan to transform the culture of ‘trashy Tranburn’ into a thriving, positive learning environment.

In your plan, ensure that you:
? make clear links to theory
? consider the appropriateness of your plan for the entire school (Kinder – Year 10)
? clearly and specifically describe the strategies you hope to introduce
? include a timeframe for your implementation
? define how you would recognise and measure that your plan has been successful

AT2: Criteria
Demonstrated grasp of theoretical principles drawn from a wide range of scholarly sources.
Practical and ethical application in a well-developed plan for a specified context and practice.
Demonstrate the ability to apply a range of strategies used to support positive behaviour management.
APA referencing

The context and practice for these case studies is Australian Maths and Information Technology teacher in secondary public high school (yrs 7 – 10).

For case study 2, the lesson template to be used is thev following:
For one of the questions you will be asked to use this to plan a behaviour management focused lesson plan (with any modifications to the template that you wish).
Basic Lesson Plan Template

Lesson title: xx
Context and Practice: xx Duration: xx
Outcomes:
XX
(What do you want your students to know, understand, experience, develop, experiment with or interpret, by the end of the lesson? Dot points are appropriate here.)

Lesson Content:
XX
(Brief summary of the key facts, concepts or procedures – for example, multiplication of fractions, overview of the life and times of Jane Austen, construction of endangered species diorama, achieving a classroom agreement…)

Introduction:
XX
(How will you introduce your lesson? Where will students be seated? Will you talk first or begin by passing around an object or by playing a song…? You can include here what you would say at the beginning of your lesson.)

Teacher activities:
XX
(Dot points are appropriate here. What will the teacher do at each stage of the lesson? Facilitate a discussion, circulate and provide feedback, observe and identify students who are struggling with the content, assist with cutting, play the guitar to accompany the singers, explain using examples on the board…) Learner activities:
XX
(Dot points are appropriate here. What will the students be doing at each stage of the lesson? Listening to others, guessing possible solutions, calculating quietly and independently, sharing ideas with the group, mixing colours, working as a team…)

Teacher activities:
XX Learner activities:
XX

Teacher activities:
XX
Learner activities:
XX
Closure:
XX
(How will your lesson conclude? Will you bring the group together to summarise, will students present to the group, will you set goals for the next lesson, will you have a story or perform a dance? You can include what you would say.)

Taken from Killen, R. (2010) Effective teaching strategies: Lessons from research and practice (5th ed.). Melbourne: Cengage Learning Australia, Table 3.4, p. 94.

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