Developing an Evidence-Based Classroom Management and Wellbeing Framework for Beginning Teachers

Assignment 3

Imagine that you have been offered a position in a school you worked in during placement. You know the school policies and procedures well, understand the student demographic and will be working with a cohort of students you taught during placement. You are excited and start planning and programming. One thing you remember from all your experiences is the importance of classroom management and student wellbeing. It is your responsibility to ensure a safe and productive learning environment for all students.

What you need to do: Plan effective classroom management and student wellbeing strategies for your first experiences as a registered teacher.

How to do this: Prepare an audio-visual presentation to demonstrate your ability to apply theory to practice for effective classroom management and student wellbeing. The assignment requires you to draw on your personal philosophy and approach to classroom management in line with legislative and professional policy and procedures, including government legislation, State and Territory Education department policies and school policies and procedures. You are also required to demonstrate theoretical and evidence-based knowledge, understanding and ability to apply in context of the classroom setting.

Process:

1. Describe the school and student cohort (secondary pre-service teachers choose one class and subject area only, you will be working with several student cohorts but keep it simple for this assignment). 5%
2. Demonstrate knowledge and understanding of the Lyford model and explain how you can apply your personal philosophy in relation to the model and theories of classroom management and student wellbeing. 15%
3. Design a classroom management plan that reflects and synthesises the needs of the student cohort, your personal philosophy, theoretical models and evidence-based practices (draw on analysis of your findings from Assignment 2). 50%
4. Describe how you will implement a plan-implement-review cycle for evaluation of the classroom management plan. 15%
5. Finally, describe the model of classroom management that has emerged from integration and synthesis of your personal philosophy, analysis of previous research and application of the Lyford model. 15%

 Summary of Assessment Requirements

This assessment requires the pre-service teacher to design an audio-visual presentation demonstrating their readiness for effective classroom management and student wellbeing as they transition into a registered teacher role. The key requirements include:

• Description of School Context and Student Cohort (5%)
  Provide a clear overview of the school environment, policies, demographic characteristics, and details about one selected class.

• Understanding and Application of the Lyford Model (15%)
  Demonstrate theoretical knowledge of the Lyford model and explain how the teacher’s personal philosophy aligns with classroom management and wellbeing theories.

• Classroom Management Plan (50%)
  Develop a comprehensive plan that synthesises student needs, personal philosophy, theoretical frameworks, and evidence-based strategies, including insights from Assignment 2.

• Plan–Implement–Review Cycle (15%)
  Explain how the classroom management plan will be monitored, implemented, adjusted, and evaluated.

• Emergent Model of Classroom Management (15%)
  Present the teacher’s integrated model resulting from the combination of personal philosophy, research analysis, and Lyford model application.

Approach Used by the Academic Mentor

1. Understanding the Assessment and Context

The mentor first guided the student to unpack the assessment brief, clarify the purpose of each required component, and connect them to professional standards, wellbeing policies, and legislative expectations. The mentor ensured the student understood that the task simulates their first teaching role and requires practical–theoretical integration.

2. School and Student Cohort Description

The mentor supported the student in selecting one representative class, identifying:

• demographic features

• behavioural trends

• learning needs and diversity

• relevant school policies
  This created a foundation for the rest of the assessment.

3. Explaining and Applying the Lyford Model

The mentor helped the student break down the Lyford model into its core elements—relationships, expectations, consistency, classroom ecology, and positive behaviour interventions.
The mentor then guided the student to align their personal teaching philosophy (e.g., relational, restorative, student-centred) with relevant behaviour management theories such as:

• Glasser’s Choice Theory

• Positive Behaviour for Learning (PB4L/PBIS)

• Trauma-informed and wellbeing frameworks

The student was coached to show how theory translates into practice.

4. Developing the Classroom Management Plan

This was the largest section, so the mentor supported the student to structure the plan around:

• Clear expectations, routines, and procedures

• Preventative approaches and proactive behaviour supports

• Strategies for engagement, inclusion, differentiation

• Responses to challenging behaviour

• Data-informed practices

• Wellbeing and safety procedures

• Links to state legislation, school policies, and duty of care

The mentor ensured alignment with findings from Assignment 2 and evidence-based frameworks.

5. Creating the Plan–Implement–Review Cycle

The academic mentor guided the student to design a practical evaluation cycle involving:

• Planning and establishing routines

• Implementing strategies consistently

• Reviewing data (behaviour logs, student feedback, engagement patterns)

• Adjusting plans to improve outcomes

The mentor emphasised reflective teaching, professional judgement, and continuous improvement.

6. Formulating the Emergent Model of Classroom Management

The mentor then helped the student synthesise all earlier sections into a personalised model showing how:

• personal philosophy

• theory and research

• the Lyford model

• school policy
  come together to create a coherent, sustainable framework for classroom management and wellbeing.

Final Outcome and Learning Objectives Covered

Through this guided process, the student produced a well-structured, evidence-aligned presentation demonstrating:

• Understanding of school context and student needs

• Knowledge of theoretical frameworks, including the Lyford model

• Ability to link personal philosophy with professional standards

• Skills in designing a comprehensive classroom management plan

• Competence in developing an evaluation cycle for continuous improvement

• Capacity to synthesise research, policy, and reflective practice into an emergent professional model

The assessment ultimately showcased the student’s readiness to enter the classroom as a registered teacher with clear strategies for safe, positive, and effective learning environments.

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