Reflection with Ms. Masters

Behaviour Management

Create by Pamela Douglas & Jacqueline Wilhelm



CaseStudy Story by JacquelineWilhelm

Background on Ms. Masters

Big image

Group Discussion

What are your initial thoughts on Ms. Master's grade nine french class situation?

How should Ms. Masters' begin reflecting?

What are strategies Ms. Masters should already have implemented?

Is a mandatory grade nine french class as important as a mandatory grade nine math class?

How can Ms. Masters' ensure she is being professional and fair?

Reflection from Teacher [Ms. Masters] Standpoint

  • FOCUS of reflection is behaviour management

  • Questions her choice of lesson delivery - "Does the lesson engage ALL my students?" "Is the lesson interesting and student-focused?"

  • Questions structure of classroom - "What is the seating plan?" // "Is there a designated spot in the classroom where students can go if they are stressed, feeling confused and/or need a break from their academics?"

  • Questions rules and responsibilities of the classroom - "Are the classroom rules and responsibilities of students and teacher established? Are they posted in the classroom as a visual and reminder somewhere? Were the rules and responsibilities established from the beginning of the semester? Who was involved in creating the rules and responsibilities?"

  • Questions frequency of behaviour issues - "Is it always the same students disrupting?" // "Is it always the same behaviours happening?"

  • Questions her own teaching experience - "Am I interested in the learning material? Am I demonstrating FUN learning? Am I connected with the students? Do I truly want them to be successful?"
Big image

ABC Reflection Question - “What can I do as an educator, to ensure my students are engaged during test review?”

Let's take time to create another A-B-C scenario for Ms. Masters and her grade nine students.

Reflection Tools


  • Reflection is the organic experience of what has or is happening in order to comprehend why a situation is how it is (Boud, 2001). Journaling can help capture this.

Ms. Masters could:

- Locate common patterns in daily situations of her students through journaling.

- Decide which behaviour management strategies are and are not working with this particular group of students.

  • Systematic-self reflection through journal reflection (Larrivee, 2000).

Ms. Masters could:

- Begin writing down notes about her own practices and routines before, during and after lessons. If she did this for a certain time period, she could possibly uncover more to the why or when particular behaviours are happening.

- Connect her own thoughts, feelings and experiences to the positive and negative issues happening.

- Recognize and connect her emotions, body language, and tone.

  • Reflective blogs are a technology tool used for online journaling.

  • "Weblog or blog originally defined as an asynchronous (non-simultaneous) online journal is now thought of as an electronic bulletin board for reflection" (Gwozdek et al., 2009, p.14).

The example below illustrates a teacher’s reflective blog entry after shadowing 2 students for a day.

Click * Grant Wiggins - Reflective Blog Entry

Have you ever had a time where you reflected in an opposing position (i.e. Student for a day, teacher for a day, nurse for a day, patient for a day)? How did you feel? What did it look like from that position? Was it surprising?

Sketching and Mind-Mapping

  • Sketching maps of consciousness; reflection-in action. Ideas emerge through sketching (Boud, 2001).

  • “Images, sketches, poems, and the use of color and form are among devices that can be used as vehicles to express ways of experiencing” (Boud, 2001, p.7).

Big image

Connection to Literature

  • A case study done by Mastrilli and Sardo-Brown (2002) indicated that teachers within the first 3-5 years of their career will experience a wide range of dilemmas and problems.

  • “Guided reflection is more than encouraging teachers to bring something to mind. Spoken discourse between teachers offers tools needed for reflection” ( Husu, et. al, 2008, p. 40).

  • “..create power with students vs. power over students.” (Larrivee, 2000, p. 293)

  • “To be critically reflective is to act with integrity, openness and commitment rather than compromise, defensiveness or fear.” (Larrivee, 2000, p. 295)

  • To act as a perpetual problem solver – the process of problem solving allows the teacher to see cycles that are happening over and over again, which can lead to solutions for better management to happen (Larrivee, 2000).

Reflection from Student(s) Standpoint

Students who are causing the disruptive behaviour might reflect on the following:

- their individual level of commitment to the grade 9 core french class

- what they like about Ms. Masters' class and what they feel could be improved

- what type of incentives might motivate them to participate and be respectful of their peers and the learning space

- individual vs. group learning

Students who are victims of the disruptive behaviour might reflect on the following:

- their individual level of commitment to the grade 9 core french class

- what they like about Ms. Masters' class and what they feel could be improved

- the type of learning environment they would like to see and changes they would like to happen for future classes

- suggestions for Ms. Masters' on teaching style, body language, academic material, consequences for disobeying classroom rules

Group Discussion

What other areas would be important for considering the students standpoint of this case study?

Moving Forward Solution...

Main Focus - How can this particular test review be delivered while considering all needs of students for active engagement and learning to happen?

1. Doing review in a group setting - to allow chatting and group discussions to happen

  • Collaborating with others and allows time for free talk when academic talk is complete

2. Digital Review using cellphones or iPads - to allow students to use their technology and allow more likeable engagement to the material

  • Application called 'Remind' - Send the study questions to their cellphones

3. Eliminate strategies that were not successful for all students. Ask students to help create these suggestions.

4. Motivation - Operant Conditioning (B. F. Skinner, 1938)

  • Positive and negative reinforcement
  • A-B-C
  • Ms. Masters could create a "cheat sheet" that students could use during the test. If they choose to pay attention and participate well in class, they will receive this "cheat sheet". If they do not, the opportunity will be missed.

5. Journaling and guided reflection

  • To maximize success with students and allow them to be in control with how their learning happens

Classroom Management Training Video

Simulation Video University of Central Florida


Boud, D. (2001). Using journal writing to enhance reflective practice. New Directions for Adult and Continuing Education, 90, 9-17.

Gwozdek, A. E., Klausner, C. P., & Kerschbaum, W. E. (2009). Online directed journaling in dental hygiene clinical education. American Dental Hygienists Association, 83(1), 12-17.

Husu, J., Toom, A., & Patrikainen, S. (2008). Guided reflection as a means to demonstrate and develop student teachers’ reflective competencies. Reflective Practice, 9(1), 37-51

Larrivee, B., 2000. Transforming teaching practice: Becoming the critical reflective teacher. Reflective Practice, 1 (3), 293-207.