Assessment Brief 1

EDUC3032 Classroom Management

Task Overview

In this assessment, you will develop a professional Classroom Management Plan that connects observed classroom practice with institutional expectations, designed for a specific group of students.

You will begin by selecting one of two videos, one set in a primary school context, and one set in a secondary school context. Links to both videos are provided in Step 4 of this task brief. Select the video that best reflects your teaching context. You will then carefully observe your chosen video and critically analyse the teacher's strategies across seven focus areas, identifying what the teacher does, interpreting why, and considering its impact on students. Using this observational evidence alongside the supplied class scenario, you will design and evaluate a practical classroom management plan for your own teaching context.

For each focus area, you must decide whether to adopt the observed strategy, adapt it for your context, or change it, and justify your decision by integrating relevant classroom management theory, institutional policy, and the needs of the students in your scenario. Your plan must demonstrate knowledge of relevant institutional policies and classroom management theory and explain how these inform and shape your behaviour management decisions and classroom practices.

Your plan must demonstrate how observed practice, relevant classroom management theories, and institutional policy expectations, such as safety, inclusion, and wellbeing, inform a safe, predictable, and resilient learning environment.

Rationale

Developing the capacity to plan for effective classroom management is a critical professional skill for beginning teachers. This assessment provides an opportunity to analyse authentic classroom practice and apply key classroom management concepts to a realistic teaching scenario. By observing and interpreting strategies used in the classroom video, you will examine how teachers establish routines, communicate expectations, build positive relationships, and create safe and supportive learning environments that promote student engagement and wellbeing.

The task requires you to connect theory, institutional policy, and observed practice to design a practical Classroom Management Plan for a diverse class context. Through this process, you will demonstrate your understanding of proactive behaviour management, inclusive practice, and the use of structured routines and strategies that support positive learning behaviours, developing the knowledge and skills addressed in the Unit Learning Outcomes.

The scenario-based approach encourages you to consider how classroom management decisions must respond to the needs of all learners, including students requiring targeted or intensive support, and how proactive processes foster student engagement, self-regulation, and cooperation. The Classroom Management Plan you produce may also serve as a useful professional resource, supporting your development as a reflective practitioner and contributing to your future teaching portfolio.

Resources

To complete this task, you will need access to the following resources:

• Classroom video: Two classroom videos are provided in the links below. One set in a primary school context, and one set in a secondary school context. Select the video that best reflects your intended teaching context and watch it in full. Note timestamped examples for each focus area.

Primary classroom video: Task 1 Primary Literacy Review.mp4 (sign in with your SCU account to access)

Secondary classroom video: Task 1 Secondary Year 10 Geography.mp4 (sign in with your SCU account to access)

• Unit readings and lecture materials: These provide the classroom management theories and whole person approaches you will reference in your plan.
• Relevant education policy documents: For example, NSW Department of Education policies relating to behaviour, wellbeing, or inclusion.
• APA 7th edition referencing guide: Available through the SCU Library website.

Instructions for Writing Your Classroom Management Plan

Using the classroom video and the class scenario provided, write a professional Classroom Management Plan in continuous prose. Your plan must follow the seven focus area headings listed below. Do not use dot points or tables. Use academic writing conventions and APA 7th edition referencing throughout.

Your Classroom Management Plan must be 1500 words (±10%), including a brief introduction and conclusion and excluding the reference list. Each focus area should be approximately 200 words.

Step 1: Review the School and Class Context

Before you begin planning, carefully review the school and class context. Your Classroom Management Plan must be designed for the class and students described below. Generic strategies that could apply to any classroom will not meet the required standard. You must specifically refer to Marcus and Lily where relevant across your plan.

School Context

You are a classroom teacher at a government school in NSW that implements a Positive Behaviour for Learning (PBL) framework, with the three core expectations: Be Safe, Be Respectful, Be a Learner. The school community is culturally and linguistically diverse and follows the NSW Department of Education’s policies related to student behaviour, wellbeing, and inclusion.

Class Context – 25 Students

Your class includes students from a range of cultural and linguistic backgrounds, with approximately one-third speaking a language other than English at home. The school draws from a low-to-mid socioeconomic area and participates in the Nationally Consistent Collection of Data (NCCD). Most students are settled and responsive to consistent routines, though five students require varying levels of additional support.

Step 2: Review Focus Students and Multi-Tiered System of Support Levels

Student Context – Focus Students

For this assessment, you will focus on two students, Marcus and Lily, whose profiles are provided in the table below.

Multi-Tiered System of Supports (MTSS)

Your plan should demonstrate strategies at different levels of support.

Note: At the start of your plan, clearly state your chosen year level, subject area, and school context (early childhood, primary or secondary school setting).

Step 3: Understand the Seven Focus Areas

Before watching the classroom video, review the seven focus areas that will guide your observations, analysis, and planning. Each focus area should be addressed in approximately 200 words.

Step 4: Watch the Classroom Video

Two classroom videos are provided in the links below. One set in a primary school context, and one set in a secondary school context. Select that video that best reflects your intended teaching context and watch it in full.

• Primary classroom video: Task 1 Primary Literacy Review.mp4 (sign in with your SCU account to access)
• Secondary classroom video: Task 1 Secondary Year 10 Geography.mp4 (sign in with your SCU account to access)

As you watch the video:

1. For each focus area, identify a moment where the teacher demonstrates a relevant strategy.
2. Note the timestamp for each example (for example, 4:12 or 4:12–4:45).
3. Consider the impact of each strategy on student behaviour, engagement, and learning.

These timestamped observations will form the evidence base for your analysis and planning.

Step 5: Analyse and Apply Strategies

For each focus area:

1. Record your timestamped observation, describing what the teacher did and its impact on students.
2. Decide whether you will:

o Adopt: Use the same strategy because it suits your school and class context

o Adapt: Modify it to better suit your class, Marcus, or Lily

o Change: Use a different strategy because the observed approach is not suitable, explaining why

1. Outline your strategy, ensuring you:

o Justify it with at least one policy and one theory and/or whole-person approach

o Explain how it supports Marcus (Tier 2) and/or Lily (Tier 3) if relevant

Step 6: Write Your Plan Using the Seven Focus Areas

Each focus area should be addressed in continuous prose (approximately 200 words each). Include timestamps from the video where relevant. Connect your strategies to the students’ needs where appropriate. Maintain a professional academic style with APA 7th edition referencing.

Step 7: Conclusion

End your plan with a brief conclusion (3–5 sentences) that summarises how your Classroom Management Plan supports positive behaviour, student engagement, and maintains a safe and inclusive learning environment.

Presentation Requirements

• Written in continuous prose using the seven focus area headings
• Approximately 1500 words, including the introduction and conclusion (excluding references)
• APA 7th edition referencing throughout
• At least one policy document referenced across the plan
• At least one classroom management theory or whole-person approach referenced across the plan
• Timestamps from the video cited where relevant
• Professional academic writing style

Referencing

You are required to use APA 7. Refer to the SCU Library Guides for further guidance.

Generative Artificial Intelligence (GenAI) Guidelines

This assessment is classified as GenAI use Level 2: May be used for specific assessment tasks or purposes as identified and scaffolded by the Unit Assessor.

• ✅ You may use GenAI to research topics, generate ideas, and develop an outline. Acknowledge this use.
• ✅ You may use GenAI tools such as Copilot and Grammarly for grammar and readability checking. Acknowledge this use.
• ❌ You may not use GenAI to write your assessment or produce your submission.

For further information see Generative AI for Students.

GenAI Declaration

You must include one of the following statements with your assessment submission:

If you DID use GenAI, include this statement:

I acknowledge that I have used Generative AI tools to complete this assessment in accordance with the conditions outlined in the Assessment Brief. I used [insert name of GenAI tool(s)] to [briefly describe how the tool(s) were used, e.g., generate ideas, check grammar, develop an outline].

If you DID NOT use GenAI, include this statement:

I acknowledge that I have not knowingly used GenAI to complete this assessment.

Note: The Unit Assessor may ask you to explain or demonstrate how GenAI tools were used and how your use complied with the assessment guidelines. Please ensure you are prepared to discuss this if requested.

Submissions

You must submit the following item(s):

• Submit your assessment via the Assessment Tasks & Submission area on the Blackboard unit site. Follow the on-screen instructions to upload your file(s).
• 1500 Word Classroom Management Plan as a Word document to Turnitin via the Assessment portal. Include a Cover page at the start of your document, and a reference list at the end of your document.
• A penalty of 5% of the available marks will be deducted from the actual mark at one minute after the due date. A further 5% will be deducted for each subsequent calendar day until the mark reaches zero. Refer to the Assessment, Teaching and Learning Procedures, Section 4 for more information.

All submissions must be clearly labelled. Include the unit code, assessment number, full name, student ID. For example, EDUC3032_A1_FullName_ID123456.

If you are unsure how to submit an item, refer the following support resources: SCU How To Guide: How to Submit an Assignment in Turnitin in Blackboard Ultra for Students

Rules Relating to Assessment and Examination

For information regarding extensions, special consideration, late submissions, resubmissions, grades, appeals, and academic integrity, refer to:

• Rules Relating to Awards — Rule 3 — Coursework Awards — Student Assessment and Examinations
• How to apply for Special Consideration
• Final Grades

Academic Integrity Declaration

By submitting this assessment, I declare that:

I have read and understood SCU’s Academic Integrity policies and referencing guidelines. I am aware of the consequences of academic misconduct and confirm that this submission is my own original work, referenced appropriately, and has not been previously submitted. I authorize its reproduction for authentication purposes and understand the implications of a false declaration. I have adhered to guidelines regarding Generative AI.

Assessment Criteria

Note: This report is provided as a sample for reference purposes only. For further guidance, detailed solutions, or personalized assignment support, please contact us directly.

Sample Solution Structure – EDUC3032 Classroom Management Plan

Title Page

Unit: EDUC3032 Classroom Management
Assessment: Assessment 1 – Classroom Management Plan
Student Name: [Your Name]
Student ID: [ID Number]
Word Count: Approx. 1500 words

Classroom Management Plan

Introduction

This Classroom Management Plan is designed for a Year 10 Geography class in a NSW government secondary school implementing the Positive Behaviour for Learning (PBL) framework, with the expectations of “Be Safe, Be Respectful, Be a Learner.” The class consists of 25 culturally and linguistically diverse students, including Marcus, a Tier 2 student requiring targeted behavioural support, and Lily, a Tier 3 student with Autism Spectrum Disorder requiring structured and predictable learning environments. This plan analyses observed teaching strategies from the classroom video and applies relevant classroom management theories and NSW Department of Education policies to create a safe, inclusive, and engaging learning environment. The plan integrates proactive behaviour management strategies, positive relationships, explicit instruction, and differentiated support to maximise student participation and self-regulation.

1. Routines and Transitions

In the observed classroom video (2:15–3:05), the teacher used a consistent entry routine where students immediately collected resources and began a starter activity displayed on the board. This routine minimised downtime and promoted a focused transition into learning. I would adopt this strategy because predictable routines support student engagement and align with the NSW Department of Education’s Behaviour Code for Students (NSW Department of Education [NSW DoE], 2022).

For my Year 10 Geography classroom, students will follow a structured lesson sequence consisting of entry tasks, teacher instruction, guided practice, collaborative learning, and reflection. Clear verbal countdowns and visual timers will support transitions between activities. These proactive routines reduce uncertainty and cognitive overload, particularly for Lily, who experiences distress during unstructured transitions. Lily will receive advance transition warnings and a visual schedule outlining lesson stages. Marcus will benefit from structured movement opportunities, such as distributing resources during transitions, helping him maintain attention and reduce off-task behaviour.

These strategies reflect Kounin’s (1970) theory of classroom management, particularly the concept of “smoothness” and “momentum,” where effective transitions prevent disengagement and disruption. Consistent routines create a predictable environment where students feel safe, understand expectations, and remain actively engaged in learning.

2. Explicit Teaching and Reinforcement of Expectations

In the video (5:10–6:00), the teacher explicitly explained behavioural expectations before group work by modelling appropriate discussion behaviours and reinforcing expectations positively throughout the lesson. I would adapt this strategy to align with the school’s PBL expectations: “Be Safe, Be Respectful, Be a Learner.”

At the beginning of each term, behavioural expectations will be explicitly taught through modelling, class discussions, and collaborative examples. Expectations will also be revisited before transitions and collaborative tasks. Positive reinforcement strategies such as verbal praise and acknowledgement of effort will encourage appropriate behaviours and strengthen student self-regulation.

Marcus will receive targeted reminders before independent tasks and frequent positive feedback when demonstrating on-task behaviour. This supports his Tier 2 Check-In/Check-Out (CICO) plan by reinforcing achievable behavioural goals. Lily will benefit from visual behaviour cues and consistent language, reducing anxiety caused by uncertainty.

These strategies are informed by Behaviourism theory, particularly Skinner’s reinforcement principles (Skinner, 1953), where positive reinforcement increases the likelihood of desired behaviour. Explicit teaching of expectations also aligns with PBL frameworks that promote proactive behaviour support and consistent behavioural language across the school environment.

3. Effective Instruction and Feedback

During the observed lesson (8:20–9:15), the teacher provided concise instructions, checked for understanding, and used questioning to maintain student participation. Specific feedback such as “good explanation” reinforced student confidence and engagement. I would adopt and adapt this approach to reduce cognitive load and support diverse learners.

Instructions in my classroom will be delivered in short, sequential steps supported by visual scaffolds and examples. Key vocabulary will be displayed to support students from culturally and linguistically diverse backgrounds. Guided questioning and regular comprehension checks will help maintain student focus and participation.

Marcus will receive chunked tasks and teacher proximity during independent learning to support sustained attention. Lily will receive simplified written instructions and opportunities to complete tasks individually before participating in group discussions. These adjustments support inclusive practice and reduce sensory and cognitive overwhelm.

This approach reflects Cognitive Load Theory (Sweller, 1988), which emphasises reducing unnecessary cognitive demands to improve learning and engagement. Effective feedback also aligns with Hattie’s (2012) research demonstrating that timely, specific feedback significantly improves student achievement and motivation.

4. Positive Relationships and Classroom Climate

In the classroom video (11:05–12:00), the teacher used respectful communication, calm tone, and encouragement to build rapport with students. Positive interactions created a supportive classroom climate where students felt confident participating in learning activities. I would adopt this strategy because positive teacher-student relationships are central to effective classroom management.

In my classroom, I will prioritise respectful communication, active listening, and consistent encouragement. Greeting students at the door and conducting regular informal check-ins will help establish trust and belonging. A strengths-based approach will encourage students to view mistakes as opportunities for growth.

Marcus will participate in brief daily check-ins aligned with his CICO plan, allowing opportunities to discuss behavioural goals and celebrate progress. Lily will be supported through a trusted teacher relationship and access to a quiet regulation space if overwhelmed during collaborative tasks.

These strategies align with Glasser’s Choice Theory (1998), which emphasises belonging and positive relationships as essential to student motivation and behaviour. The NSW Wellbeing Framework also highlights inclusive and supportive learning environments that promote student wellbeing and engagement.

5. Modelling Desired Behaviours

In the observed lesson (13:10–14:00), the teacher consistently modelled respectful communication, active listening, and organised classroom behaviour. Students mirrored these behaviours during class discussions and transitions. I would adopt this approach because modelling provides students with clear behavioural expectations.

As a teacher, I will model calm communication, respectful interactions, and positive problem-solving strategies. Before collaborative tasks, I will demonstrate appropriate discussion behaviours, including active listening and respectful disagreement. Modelling organisational routines, such as equipment management and task completion, will also support classroom consistency.

For Marcus, teacher modelling of self-regulation strategies, such as pausing before responding, will reinforce behavioural expectations. Lily will benefit from explicit demonstrations of routines and social expectations before transitions or group activities.

Bandura’s Social Learning Theory (1977) explains that students learn behaviours by observing and imitating others. Teacher modelling therefore functions as a proactive management strategy that strengthens behavioural consistency and promotes positive classroom culture.

6. Proactive Behaviour Management

In the classroom video (15:25–16:30), the teacher used proactive strategies including circulating around the room, providing pre-corrections, and calmly redirecting off-task students before behaviours escalated. I would adopt this approach because proactive management prevents disruption and supports sustained engagement.

In my classroom, proactive behaviour management will include clear expectations, active supervision, and structured participation opportunities. Pre-corrections before transitions and collaborative tasks will remind students of expected behaviours. Strategic seating arrangements and teacher proximity will support attention and engagement.

Marcus will continue participating in the Tier 2 CICO process with regular monitoring and positive reinforcement for meeting behavioural goals. Movement breaks and short task sequences will support his concentration. Lily will receive predictable lesson structures, sensory considerations, and advance preparation for changes to routines.

These strategies align with Positive Behaviour Support (Sugai & Horner, 2002), which focuses on preventing behavioural difficulties through proactive environmental and instructional supports. Proactive management encourages student cooperation, self-regulation, and engagement while reducing the likelihood of disruptive behaviour.

7. Creating a Safe and Predictable Environment

In the observed classroom (18:00–19:00), the teacher maintained a structured environment through organised seating, accessible resources, and clear learning displays. Students appeared calm, focused, and confident in navigating classroom routines. I would adopt this strategy because physical organisation contributes significantly to student safety and engagement.

My classroom will include clearly defined learning spaces, visible behavioural expectations, and organised resources to reduce confusion and support independent learning. Seating arrangements will promote visibility and minimise distractions. Consistent lesson structures and visual schedules will reinforce predictability.

Marcus will be seated near the teacher to support monitoring and reduce distractions. Lily will have access to a quieter seating area away from high-noise zones and sensory overload. Visual timetables and predictable routines will further support her emotional regulation and participation.

These strategies align with ecological approaches to classroom management, recognising that physical environments influence student behaviour and wellbeing. A structured and inclusive environment supports the PBL expectation of “Be Safe” while fostering student confidence and readiness to learn.

Conclusion

This Classroom Management Plan demonstrates how proactive routines, explicit expectations, positive relationships, and inclusive practices contribute to a safe and supportive learning environment. By integrating classroom management theory, NSW Department of Education policies, and observed teaching strategies, the plan supports student engagement, self-regulation, and participation. The use of MTSS ensures that universal, targeted, and intensive supports address the diverse needs of all learners, including Marcus and Lily. Ultimately, the plan promotes a predictable, respectful, and inclusive classroom culture where all students can succeed.

Sample Reference List (APA 7)

Bandura, A. (1977). Social learning theory. Prentice Hall.

Glasser, W. (1998). Choice theory: A new psychology of personal freedom. HarperCollins.

Hattie, J. (2012). Visible learning for teachers: Maximizing impact on learning. Routledge.

Kounin, J. S. (1970). Discipline and group management in classrooms. Holt, Rinehart & Winston.

NSW Department of Education. (2022). Behaviour code for students. https://education.nsw.gov.au/

Skinner, B. F. (1953). Science and human behavior. Macmillan.

Sugai, G., & Horner, R. (2002). The evolution of discipline practices: School-wide positive behavior supports. Child & Family Behavior Therapy, 24(1–2), 23–50.

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285.