Classroom Management Distance Course - Classroom Behaviour Profile
Part 1: Classroom Behaviour Profile
Teacher: Rima Class: SS 1 No. of students: 4
Class behaviour profile
When the students enter the class, I play line up song to motivate them to que and they usually trace their names
afterwards. Then they are seated in a u-shaped and in pairs and I will ask them ‘How are you?’, ‘Have you eaten?’, ‘Do
you like …?’. Next, I will give them stickers for answering those questions. It is continued with doing our routines like
hello song or goodbye song. After that, I deliver the materials then give them rewards and punishments during the
My usual behaviour
class. Finally, we sing goodbye.
management
system
Expectations: Speak in English whenever they need help, whenever they want some snacks, whenever they want to
(expectations,
pee, and understand simple instructions like ‘listen’, ‘look’, ‘ask’, ‘sit down’, ‘stand up’, etc.’
rewards and
punishments)
Rewards and Punishments
Rewards (Being nice, speaking in English based on expectations): Yellow star
Punishment (not being nice and do not listen to the teacher): Red Star
What challenges do The challenge is that the boys cannot sit still and are being disruptive. Once, they have been given stickers they usually
I face relating to love to run around, and they love to pretend that they are in a fight. Normally, I punish them with red star, and it
student behaviour? turns out that it is quite effective. Then, if they are being nice, I replace the red star with the yellow one. I do this quite
consistently. However, lately I saw that one of them, Dean, grew a feeling of boredom whenever I punish him with
red star since I quite punished him a lot with red star since he thought that pushing, kicking, and pretending to have a
fight are something fun and funny. I have ever talked to him one time to remind him that it is not funny. He changed a
little bit as he sometimes automatically says sorry to his friends. Nevertheless, he still repeats those sometimes. On
the other hand, Ghanim, still can understand the red star meaning and he usually stops being disruptive for a
moment. But, he will do that again since he is the youngest in the class and he has the interest to play a lot rather
than studying or may be playing is his defence mechanism since EF is his first school and he does not understand
English at all.
Another challenge is the girls. Actually, they are quite nice. One of them is smart and can listen to the teacher well.
She is being so angelic most of the time. However, she loves to walk on the U-shaped-set chairs and has the interest of
snacking during the lesson. Usually, I ask her to go out the class to eat her snacks. Meanwhile the other one cannot sit
still and she loves to seek attention by laying on the floor, scream first whenever she needs help, and run around with
the boys whenever the teacher does not call her name or check the students attendance on laptop. Once, I turn to her
saying ‘what do you say when you need help?’, she will stop screaming and say ‘help!’. However, this other girl is
smart, and she helps me to remind the misbehave boys with red star sometimes.
I think this is because the reinforcement of red star is too much than the yellow star and I also praise the wrong way. I
What might cause should have praised their behaviours rather than them themselves. Also, they are as young as 3 years old. Other
these challenges? factors may also contribute since they may have different education of behaviour at home.
Part 2: Classroom Behaviour Plan
Choose 3-5 students in your chosen class whose behaviour you have the most trouble with. Using ideas from the podcast and book extracts, fill
in their behaviour type (ABCD - Angelic, Boring, Caution & Dangerous/Disruptive) and the type of negative behaviour they often demonstrate
(Attention seeking, Power seeking, Revenge seeking & Avoidance of Failure). Include some examples.
After that, in the right-hand column discuss how you used to respond to these students’ behaviour and how you might like to change that
based on the advice from this week’s input materials.
N B Typ Example 1. How did you use to respond to this?
a e e of 2. How would you now like to respond to this behaviour/attention
m h neg based on ideas from this week’s input materials.
e a ativ
o vi e
f o beh
s
t
ur avio
u
ty ur/a
d
p tten
e
e tion
n
t
1. Before: red star
D Dean loves to disturb his friends first during 2. Plan: Consistently shows examples of good and bad behaviour in the
D Reve
isr the class. He will pretend to have a fight class before the class begins with visuals. Build communication to let
e nge
up kicking his friends’ legs or pushing his him understand which one is good and which one is bad and show the
a seek
tiv friends. If he gets bored, then he will kick consequences. Consistently reinforce positive rewards whenever I
n ing
e the wall or hit the bin. catch him being good. Change my reward system into something fun
that can be accumulated into stickers or something cute.
Ghanim does not often respond to some
1. Before: Let him wander and catch him. Look him in the eye and ask
G Avoi simple questions like ‘How are you?’.
Ca him questions to answer or if he does not answer I just let him go.
h danc However, if he understands he will mostly
u 2. Plan: Ghanim loves watching animated video. Shows animated video
a e of respond to Yes/No questions with body
ti of answering simple questions. Praise his answer and behaviour. Also,
ni Failu language. To avoid being questioned, then
on Change my reward system into something fun that can be
m re he will walk around or play with Dean and
accumulated into stickers or something cute.
Kimi.
Atte
S A Sasa loves to show off anything, which is 1. Before: Let her have her snacks for sometimes.
ntio
a ng new, she brings to the class. She also shows 2. Plan: Set a timer and show it to her that she only have 2 minutes to
n
s eli it off to her friends sometimes. If she is have her snacks or remind her family for not bringing any snack and
Seek
a c hungry, she will ask me to have snacks. to make sure that she is full already.
er
Ki Di Atte Kimi loves to whine whenever she asks for 1. Before: Approach her and ask her ‘what do you say when you need
m sr ntio help. If she does not have enough attention help?’. Say ‘stop’ or catch her, ask her to stand up or remind her that
i up n she will lay on the floor and play with the she will have a bumpy head if she lays on the floor while everybody is
tiv seek boys while screaming too. walking around. Then grant her red star for not listening.
2. Plan: Consistently shows examples of good and bad behaviour in the
class before the class begins with visuals. Build communication to let
her understand which one is good and which one is bad and show the
e er
consequences. Consistently reinforce positive rewards whenever I
catch him being good. Change my reward system into something fun
that can be accumulated into stickers or something cute.