Case Study: Keep It Simple?

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Recommended: Importance of classroom discipline

Case Study 16- Keep it Simple!
This case study aims to provide insight into the principles of establishing disciple and creating an effective learning environment as a day-to-day casual primary school teacher. This response will outline the problems of practiced conveyed in the case study and display the applied solutions to assist the learning environment. Theoretical perspectives will be identified and links will be made between theory and practice. Alternative, evidence based solutions to the problems stated in the case study will also be identified.

Problem of Practice
Michele Cassebohm is an experienced primary school teacher who has returned to casual teaching after a lengthy break from permanent teaching. Through Michele’s transition …show more content…

Some teachers may not leave set work for the students to complete, which means the casual teacher will need to provide the students with highly engaging and interesting learning activities to minimise disruptions in the classroom and to help obtain appropriate behaviours.

Turning Point
Michele put in place a number is principles and practices to ensure an effective learning environment was established whilst causal teaching. Firstly, Michele took time to get to know the students, which helped to build positive relationships. Michele did this by talking to the students about what they already know and what their interests are. This discussion usually would lead to brainstorming activities and attentive discussions. By building this rapport with the students they become motivated learners as they are engaged and interested. Secondly, Michele ensured she was organised, and that the classroom was organised. She did this by ensuring she was in the classroom before the students had arrived and by writing the day’s work clearly on the board for the students to see. These practices establish the authority of Michele, and provided a clear, daily routine for the …show more content…

Michele created behaviour modifications by “combing conditioning and modelling to eliminate undesirable behaviours and increase desirable responses (Berk, 2012, Pg 17). This was done by praising cooperative students with small rewards and providing students with a reward at the completion of a task, such as a game of celebrity heads or a guessing game. If the class was being overly disruptive, Michele would pinpoint the ringleader(s) and send them straight to the executive teacher. This was done quickly and without emotion to show the class she was not deterred by the event. Michele also refrained from raising her voice, as she found this causes further disruptions, instead she would wait for the students to re-gain attention, and would take time from their ‘playtime’ if required. Michele ensured all of her expectations, rewards and consequences where specific and made clear at the start of the day, and at the beginning of each

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