Positive Classroom Management Strategies

About the PCMS

The PCMS consist of 8 evidence-informed instructional practices designed to create safer, purposeful learning environments. These practices support student learning and wellbeing through teaching positive behaviours.

The practices are based on the guiding principle that behaviour can be taught with explicit teaching and positive reinforcement and disciplinary measures alone do not teach students what to do.

The PCMS are founded on the following guiding principles:

Appropriate and inappropriate behaviours are related to the environment in which they occur. Environments can encourage appropriate or inappropriate behaviours.
Behaviour is functional. Individuals learn to use behaviours to get their needs met. Behaviour that works is likely to continue.
Behaviour can be taught. It is possible to teach alternative replacement behaviours to meet students' needs more appropriately.

Who are the PCMS for?

Based on the best evidence available, the Department has developed resources to support teachers and principals in understanding and implementing the PCMS.

The resources provide teachers with a comprehensive guide to the foundational practices to increase student engagement and minimise classroom disruptions.

The practices provide a structured and positive approach to managing student behaviour, fostering a supportive learning environment that enhances students' social and emotional development.

This not only promotes better student outcomes but also reduces teacher stress and improves overall well-being by creating a more manageable and predictable classroom atmosphere.

Get started with the PCMS

The resources have been designed to enable individual teachers and school leaders to adopt and implement the practices by providing:

A clear description of each practice.
Suggested step-by-step guide to implementing each practice.
Self-assessments and practice checklists.
An implementation action plan for school leaders including whole-school adoption which is recommended.

The key resources are as follows:

Getting Started Guide(opens in a new window): this guide provides advice for teachers wishing to adopt PCMS in their daily work. The introductory resource provides step-by-step advice for educators wishing to adopt PCMS in their instructional approach. The resource also provides additional advice for school leaders adopting the recommended whole-school implementation of the practices.
Placemats:(opens in a new window) developed to break down the practices into an easily accessible resource with hyperlinks to the step-by-step process. The placemats, available under each practice below, provide clear guidance on how to implement practices that promote evidence-informed classroom management strategies. There is also a PCMS overview placemat linked below.
Animations of each PCMS: An animation of each of the PCMS is available below under each practice to introduce teachers and principals to the practices and their benefits.

The PCMS are based on the research base for School-wide Positive Behaviour Support (SWPBS). Schools that have had experience implementing SWPBS will be familiar with the PCMS.

The PCMS are intended to complement existing resource frameworks including FISO 2.0, The Australian Professional Standards for Teachers and the Victorian Teaching and Learning Model (VTLM).

Explore the 8 PCMS

The PCMS are designed to increase the likelihood of greater instructional and engaged time. The PCMS overview placemat(opens in a new window) provides an outline of each of the 8 practices. There is also an overview animation(opens in a new window) that provides an introduction to the PCMS.

Click on the dropdowns to reveal the specific resources that relate to each evidence-based practice.

When students know exactly what behaviour is expected of them, they are more likely to demonstrate these behaviours in the classroom. Teachers establish clear, consistent guidelines for conduct, which helps create a structured and positive learning environment. This proactive approach reduces disruptions and promotes a culture of respect and responsibility.
Resources
Placemat
- PCMS Placemat Practice 1 (PDF, 108 KB)(opens in a new window)
- PCMS Placemat Practice 1 (DOCX, 462 KB)(opens in a new window)
Getting Started Guide
- PCMS Guide Practice 1 (PDF, 334 KB)(opens in a new window)
- PCMS Guide Practice 1 (DOCX, 750 KB)(opens in a new window)
Animation

PCMS-Classroom behaviour expectations and rules

View transcript
Procedures are the process for how things are done. When taught to fluency, they help students to form routines to efficiently and smoothly accomplish tasks. Teachers should implement these procedures because they minimise confusion and maximise instructional time. Additionally, well-established routines create a sense of security and predictability for students, enhancing their ability to focus on learning.
Resources
Placemat
- PCMS Placemat Practice 2 (PDF, 108 KB)(opens in a new window)
- PCMS Placemat Practice 2 (DOCX, 462 KB)(opens in a new window)
Getting started guide
- PCMS Guide Practice 2 (PDF, 3MB)(opens in a new window)
- PCMS Guide Practice 2 (DOCX, 1MB)(opens in a new window)
Animation

PCMS-Classroom procedures and routines

View transcript
To effectively recognise and encourage students when they display expected behaviours and to create a positive school environment where learning flourishes. Teachers should implement this practice because it reinforces good behaviour and motivates students to maintain high standards. Consistent positive reinforcement also builds a supportive and inclusive classroom culture, leading to improved academic and social outcomes for all students.
Resources
Placemat
- PCMS Placemat Practice 3 (PDF, 112 KB)(opens in a new window)
- PCMS Placemat Practice 3 (DOCX, 462 KB)(opens in a new window)
Getting Started Guide
- PCMS Guide Practice 3 (PDF, 3MB)(opens in a new window)
- PCMS Guide Practice 3 (DOCX, 3MB)(opens in a new window)
Animation

PCMS-Encouraging expected classroom behaviour

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Specific corrective feedback is a necessary component of the learning process as students need to know when they have made an error and be redirected to the expected behaviour. Additionally, timely and constructive feedback prevents the escalation of negative behaviours, maintaining a conducive learning environment for all students.
Resources
Placemat
- PCMS Placemat Practice 4 (PDF, 108 KB)(opens in a new window)
- PCMS Placemat Practice 4 (DOCX, 462 KB)(opens in a new window)
Getting Started Guide
- PCMS Guide Practice 4 (PDF, 5.17MB)(opens in a new window)
- PCMS Guide Practice 4 (DOCX, 317KB)(opens in a new window)
Animation

PCMS-Discouraging inappropriate classroom behaviour

View transcript
Active supervision helps us to monitor learning and identify students who may need help. By being present and attentive, teachers can promptly address potential issues before they escalate. This proactive engagement also fosters a supportive classroom atmosphere where students feel safe and more willing to participate.
Resources
Placemat
- PCMS Placemat Practice 5 (PDF, 108 KB)(opens in a new window)
- PCMS Placemat Practice 5 (DOCX, 462 KB)(opens in a new window)
Getting Started Guide
- PCMS Guide Practice 5 (PDF, 1.15MB)(opens in a new window)
- PCMS Guide Practice 5 (DOCX, 313KB)(opens in a new window)
Animation

PCMS-Active supervision

View transcript
An instructional question, statement, or gesture made by the teacher seeking an active response from students. This practice encourages student engagement and ensures that all learners are actively participating in the lesson. Regular opportunities to respond also help teachers assess understanding and adjust instruction to meet the needs of their students.
Resources
Placemat
- PCMS Placemat Practice 6 (PDF, 115 KB)(opens in a new window)
- PCMS Placemat Practice 6 (DOCX, 462 KB)(opens in a new window)
Getting Started Guide
- PCMS Guide Practice 6 (PDF, 1.79MB)(opens in a new window)
- PCMS Guide Practice 6 (DOCX, 193KB)(opens in a new window)
Animation

PCMS-Opportunities to respond

View transcript
- Activity sequencing: this involves thoughtful consideration and adjustment of the order in which instructional tasks, activities, or requests are presented. The goal is to optimise learning outcomes and foster desired behaviours by strategically interspersing tasks and leveraging behaviour momentum.
- Offering choice: intentionally planning to provide options to students. Options could include method of response, tools and supplies, working independently.
Resources
Placemat
- PCMS Placemat Practice 7 (PDF, 114 KB)(opens in a new window)
- PCMS Placemat Practice 7 (DOCX, 416 KB)(opens in a new window)
Getting Started Guide
- PCMS Guide Practice 7 (PDF, 1.96MB)(opens in a new window)
- PCMS Guide Practice 7 (DOCX, 463KB)(opens in a new window)
Animation

PCMS-Activity sequence and choice

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Task difficulty relates to work tasks that exceed the student’s skill level. It is important to determine which aspects of tasks do not match the student’s skills and how they can be appropriately adjusted to ensure they are matched to the student's skill level.
Resources
Placemat
- PCMS Placemat Practice 8 (PDF, 108 KB)(opens in a new window)
- PCMS Placemat Practice 8 (DOCX, 462 KB)(opens in a new window)
Getting Started Guide
- PCMS Guide Practice 8 (PDF, 328KB)(opens in a new window)
- PCMS Guide Practice 8 (DOCX, 583KB)(opens in a new window)
Animation

PCMS-Task Difficulty

View transcript

Further information

Further resources and guidance for teachers and principals around student behaviour are also available at the Department’s Policy and Advisory Library (PAL).

For further information about the PCMS or School-wide Positive Behaviour Support, please contact the School-wide Positive Behaviour Support Unit:

Website: www.vic.gov.au/SWPBS
Phone: 03 7022 1383
Email: positive.behaviour@education.vic.gov.au

Education

Updated 19 August 2024