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.


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.

Use of assessment – diagnostic

At the beginning of the year, we did our schoolwide testing in Term 1 as a diagnostic tool to see where the children were at in their learning and where possible learning gaps were.

I used the STAR test results to see the gaps in my classes learning and I used this to form my reading groups. I also used the Reading P.A.T test to see areas of focus for their reading comprehension. I then focused on the ‘gaps’ in their comprehension and used these as specific learning intentions and focuses for each guided reading session.

In maths, I used the math P.A.T to see where there were gaps in the students’ knowledge in all math strands. I also used the students’ GLOSS results to inform my teaching of number strategies I needed to teach as well as concepts. For example, I noticed from my GLOSS interviews that a lot of my class were unsure about decimal place value and how to use strategies on decimals. I then used this as the basis for my teaching in Term 1, 2 and continued to develop in Terms 3 and 4.


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.

Take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe

These are the steps I have taken to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe for all students:

Creating a physically safe classroom:

Class Treaty:
With the class, we co-constructed a class set of guidelines that we thought should underpin everything we do in our class. These were agreed upon by all students and then displayed on the wall for future reference.

Making the classroom not so cluttered to cater for a student with autism:
I have really thought about the layout of the classroom and how I can make it as less cluttered as possible to avoid excess anxiety for my student who has autism. Having designated areas for everything helps her to know that everything has its place within the class and this helps her to feel physically safe.

Removing excess furniture and objects:
I have removed as much furniture as possible to allow students to move freely within the classroom without compromising their safety in any way.


Creating a socially safe classroom:

Class Treaty:
See above for description.

Kia Kaha Unit:
As a class, we completed the Kia Kaha unit during Term 1. This allowed students to define what bullying looks like, sounds like, and feels like. From this, the students all agreed that they wanted our class to be a bully free zone so that we can have a socially safe classroom.


Creating a culturally safe classroom:

Class Treaty:
See above for description.

Class Korowai Cloak:
As a class, we created a korowai cloak with feathers that represent us as individuals. Students presented their feathers to the class so we could learn more about who they are and what sorts of things they like. Our korowai cloak  celebrates the different cultures and heritages that each student brings to our classroom.



Creating an emotionally safe classroom:


Class Treaty:
See above for description.