Glasser Behaviour Management

Connecting Behaviours.jpg

On a daily basis, I use the Glasser and choice theory principles to engage with students. I use choice theory and the 7 connecting behaviours to discuss student behaviours. This has helped students to take more responsibility for their behaviours and to see how their choices create both positive and negative consequences. 

This has been particularly successful for dealing with student issues as a way to remedy the friendships.

I am still learning how to use this most effectively, however, I think I have already come a long way in my behaviour management approach. Now, when I deal with behaviour situations, I am more kind in my behaviour management and it is more of a discussion between all parties involved rather than a top-down approach.



Each day, as a collective, the class say a well-known karakia, He Honore, to begin and end the day.


This has been embedded in our daily class culture and even when I am not at school and there may be a reliever, the children still say the karakia.


Gathering Student Voice to Inform My Teaching Practice

In Term 2, I noticed that my students’ interest and motivation for Writing was decreasing. Students seemed bored and when I said it was writing time, would respond negatively.

This prompted me to create a writing survey to help me get a better gauge on their attitude towards writing and to see how I could make it better for them.


I created a Google Form for students to fill in and said they would have free reign to write what they truly felt. I had made sure that students knew I wouldn’t get upset if they admitted they didn’t like what was currently happening in class.

From this, I found out that almost all students wanted to write made up stories which prompted me to plan and implement a narrative unit in Term 3. I also found out that my students wanted to do more free writing each day. As a result, I implemented 20 minutes of free writing 3 times a week. The students responded really well to this and love it when they see ‘free writing’ or ‘writing’ on the daily timetable.

I would like to take a student survey now to compare the results and attitudes towards writing.

Tātaiako PD with Gaye McDowell.

October 25th, 2016.

As a staff, we participated in a PD with Gaye McDowell where we unpacked each part of the Tātaiako framework.

In this session, we discussed what each section means to us as individuals and we were able to make connections with others on these aspects.

For me, I have realised through this discussion that I am already integrating all 5 cultural competencies in my everyday teaching practice.

We got into small groups and created an image out of sticks that represented our thoughts of each competency.

Ways I incorporate Maori in my Classroom

Everyday, I use Maori principals that underpin my classroom practice.

  • I have set up a classroom routine that every morning and at the end of the day, we say a karakia.
  • In the classroom, I have an expectation that students do not sit on tables. This is because it is a Maori belief that bottoms are not to be on tables where we eat food. I enforced this with the whole class and have made sure that students understand the reasoning behind this expectation.
  • I also do not allow students to wear potai’s inside as it is a Maori custom not to wear hats indoors.
  • I use Te Reo commands and language in my class: whakarongo mai (to get attention of  the students), et tu, e noho, haere ra, greetings (kia ora, morena). These are built into my daily practice and students respond to these as they would any other language.