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Question: edit to half words incorporating a behaviour guidance plan and...

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Incorporating a behaviour guidance plan and effective discipline measures achieves an inclusive learning environment that is focal on differentiated strategies. Wright (2009) identifies that creating an understanding into the importance of differentiation ensures effective behaviour management guiding that meets positive learning outcomes of inclusivity. Although all the students will follow the same behaviour management strategies through student collaboration such as classroom rules, visual behaviour supports, expectations, limits, behaviour codes, the wheel of choice which is what the student can do in a challenging situation such as breathe, count to ten, the development of core principles, use of rewards, problem solving and communication it will enable for positive outcomes of students developing critical dispositions. This can include, cognitive and personal skills, being able to collaborate and develop an understanding for being respectful, empathetic, an active listener, team player, and a honest learner. Furthermore, the behaviour management strategies can be communicated verbally, visually, written, and demonstrated through using a diverse range of mediums such as different learning resources, body language, tone of voice and choice of words to ensure all students achieve their needs and outcomes  In agreeance, behaviour management strategies in the classroom can have a positive impact on students’ learning outcomes by allowing students to understand what rules must be followed when performing learning activities, task, general classroom activities and overall events connected with their school: excursions, lining up and walking into and from their designated classroom and learning area. It is important for a teacher to clearly explain, demonstrate and have posters around the classroom explaining and reminding all students about behaviour management strategies: what, who, when, where, why, and how to process.  Having specific behaviour management strategies in the classroom ensures positive learner outcomes of respect, empathy, equality, inclusivity, increased level of student participation, motivation and engagement are achieved. 


Implementing  the cognitive triangle further meets student learning outcomes through positively introducing and focusing on connecting a learner’s throughs, emotions, and behaviours. Birch et al. (2017) shares that the cognitive triangle is essential in understanding behaviour that leads to creating effective guiding practices of and classroom management to achieve positive student learner outcomes of automatic thoughts of motivation and connections. The cognitive triangle is responsible for guiding student’s behaviour through positive self-talk and engaging with the core belief of automatic thoughts where positivity requires time, effort, intention and positive reinforcement where it creates a domino effect of how the child or student acts, says and does.  It is especially important to understand the behaviour of the students and the factors affecting the behaviour to identify how to incorporate the correct behaviour management process and strategy. It is important to observe and assess a student’s behaviour to understand the factors surrounding their actions. A child might demonstrate a challenging behaviour: uncooperative, aggression, disruptive or general special needs which all need to be identified, assessed, and reflected upon to ensure the most effective behaviour management strategy is incorporated where verbally communicating and demonstrate the behaviour management process of asking and answer questions and placing visual rules in the classroom enables for ensuring that the right cause of action is taken to eliminate any negativity affecting the students learning progress, goals and understanding.  Developing and incorporating a behaviour management plan is very important, it enables the teacher to identify, assess and reflect on all students behaviour needs, achievements, actions and outcomes which may lead to the teacher incorporating individual learning plans and extended lesson plans with behaviour management strategies allowing for positive outcomes through constant reviewing  strategies to see what works and why, consistent expectations and where outcomes for behaviours is critical for students to understand and learn what is acceptable and the consequences so they can make choices reliably and safely. 


Ultimately, understanding guiding and managing student behaviour is integral to achieving positive learner outcomes in which connecting and knowing them on a personal level, their needs, wants, interest through building rapport will enable them to understand how they learn and what disrupts their learning ) are key to understanding them and what drives their behaviors.  It also helps build easier trust and  communication when needing to address behaviors through reviewing student work, observing student interactions and ensuring an appropriate and welcoming environment for learning to take place where it enables to develop positive behaviour and ensuring for effective and understanding interactions and relationships.

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