Professional Growth Cycle (PGC)
Focus: Maximising Learning Time Through Proactive Classroom Management
Year Level: Year 4
Cycle Timeframe: Term 1 to the end of term 4, 2026.
1. Inquiry Focus
How can I reduce time spent managing behaviour by implementing proactive, structured classroom systems that support engagement and self-regulation for all learners, particularly those with ADHD?
2. Rationale
In my Year 4 classroom, a significant amount of learning time is lost due to managing low-level disruptions and supporting learners with ADHD and behavioural needs. These interruptions impact the flow of teaching and reduce opportunities for sustained engagement.
This inquiry aims to shift my practice from reactive behaviour management to proactive systems that create a calm, structured, and predictable learning environment. This aligns with the refreshed New Zealand Curriculum (2025), which emphasises wellbeing, belonging, and inclusive practice.
3. Teaching Council Standards Links
Learning-focused culture: Creating a safe, inclusive, and predictable classroom environment
Design for learning: Planning for diverse learners using structured and accessible approaches
Teaching: Using effective strategies to maximise engagement and minimise disruption
4. Baseline Data (Weeks 1–2)
Summary of initial findings:
Average time lost to behaviour per block:
Most frequent behaviours:
Times of day with highest disruption:
Reflection:
5. Action Plan
Strategy 1: Strengthening Routines and Transitions
Explicitly teach and practise transitions
Use consistent signals and countdowns
Display visual expectations
Strategy 2: Reducing Downtime
Implement “Do Now” tasks at the start of each lesson
Ensure materials are prepared in advance
Provide early finisher options
Strategy 3: Chunking Learning and Adding Movement
Break tasks into manageable steps
Include short movement or brain breaks
Strategy 4: Clear Behaviour Expectations
Co-construct class expectations (kawa)
Regularly revisit and reinforce expectations
Strategy 5: Pre-Correction
Remind students of expectations before transitions and key moments
Strategy 6: Targeted Support for Priority Learners
Use non-verbal cues and proximity
Implement “First–Then” strategies
Set short, achievable goals
Strategy 7: Teaching Self-Regulation
Teach and model calming strategies
Provide a calm/reset space
6. Evidence Collection
Quantitative Evidence
Reduction in time lost to behaviour
Transition speed improvements
Frequency of key behaviours
Qualitative Evidence
Student voice
Teacher reflections
Observations (self or peer)
7. Mid-Cycle Reflection
What is working well?
What needs adjusting?
Impact on priority learners:
8. End-of-Cycle Reflection
What changes did I make to my practice?
What impact did these changes have on student behaviour and engagement?
How has this improved learning time?
What will I continue or refine next?
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