CLASSROOM MANAGEMENT TOOL.

Theoretical underpinnings.

According to Baulo and Nabua, (2019) learning takes place as a result of responses to environmental stimuli that are reinforced by adults and others, as well as feedback from actions on things. This statement links to the behaviourist theory of behaviourism and positive reinforcement. I have selected this as the theoretical underpinning of my classroom management tool because behaviourist theory focuses on measuring observable behaviour (Cacioppo, and Freberg, 2019). According to Cacioppo and Freberg, (2019) the law of effect suggests that behaviours that are followed by a positive reinforcement are likely to occur again, whereas behaviour followed by a negative reinforcement would be less likely to occur. Therefore, positive reinforcement is selected for the use of the classroom management tool.

By using these underlying principles, I can have a theoretical framework for the implementation of my classroom management tool. My classroom management tool follows the principles of behaviourism in the following way. The learners will be provided with a list of behaviours which are expected and a list of which are not acceptable. They will be rewarded for the positive behaviours and rewards will be taken away for the negative behaviour.

I further believe that making use of this approach aligns with my social action project, as I wish to create an awareness of positive self-regulation and mindfulness. By creating the mindful chart, I feel I am able to create a positive classroom environment where learners cannot only respect their own emotions but be aware of how their actions can affect their peers. As noted in the theoretical framework, positive behaviour should reap awards, I find that in the foundation phase when the teacher models positive behaviour learners are able to look up to their educator as a role model. Therefore, providing learners with behaviours that follow positive actions allows the educator to reward the learners with affirmations and feedback (Baulo and Nabua, 2019). Furthermore, the learner will learn to understand that the skills they are being exposed to will benefit their attitude, and morals, especially in the classroom environment (Baulo and Nabua, 2019).

Through following this approach, the objective is for learners to recognize that positive behaviour is rewarded, furthermore the behaviourist theory suggests that learners will adopt positive behaviour as a daily habit rather than a task that needs to be completed (Cacioppo, and Freberg, 2019). This why I believe this classroom management tool should be implemented at the start of my teaching experience to ensure that the mindful behaviour is explored for a longer period of time, therefore having a more successful and effective on the classes’ behaviour.

Description of the classroom management tool and images.

This classroom management tool has been implemented into a grade 3 classroom to harness mindful and positive behaviour. The tool has two sets of lists of positive/mindful behaviour and negative behaviour. This allows the learners the opportunity to guide their behaviour. When a learner shows positive behaviour as listed on the list, they receive a sticker and a happy point. When the learner shows negative behaviour, a sticker is removed from their name. The objective is to harness mindful behaviour and reward with kind words and a reward and 10 points. When 10 points are achieved the learner will then receive a reward of their choice

Successes and weaknesses of the classroom management tool.

I believe the following successes are noted with regard to the classroom management tool: Firstly learners were at the forefront of their own emotions. They were provided with an opportunity to truly reflect on their behaviour and realise that words and actions have meaning.

Learners were able to look beyond their own feelings and their classmates too. This was a successful note objective that I had made. I wanted learners to not only be aware of their own behaviour but of their classmates. I believe this allows for selfless acts to take place, and for learners to be aware of the way others act towards one another.

Learners were actively motivated to be mindful learners, this was noted with regard to learners going beyond the actions placed on the mindful chart.

I feel as if this tool-assisted with classroom behaviour issues at the time. This was observed as my mentor teacher was faced with a behavioural challenge with two learners. By implementing the mindful chart I was able to zoom into those two learners to try and create positive behaviour.

I feel this tool was successful, due to the learner’s commitment to ensuring that they modelled the positive behaviour requested of them.

When the classroom management tool was implemented, learners were distracted by the tool. I further believe that the classroom management tool should have been implemented from day one of my teaching practice. This would have allowed the learners to deeply reflect on positive behaviour.

Overall, the classroom management tool served as effective, and the weaknesses are factors which I will consider in my future teaching.