Tracy Chapman #1

Education 370-01
Dr. Hawk
April 25, 2015
Classroom Management Model
Classroom Management has a series of different parts that make it effective in
schools today. For this model I will be focusing on second grade. The purposes of
behavior management in school is to ensure that students are safe, learning, and
beginning to feel some responsibility for their thoughts and actions. The purpose of
ensuring students are safe is to gain the trust of the students as well as their parents or
guardians trust that while their child or children are at school they are under the care of
professionals that care about the students well-being and their education. The purpose
of the students learning is while they are under the supervision of teachers, facility, and
staff, the students are learning because thats why they are in school. Along with
learning the content in different subject areas, the students are also learning about
behavior, tone of voice, and body language. When teaching students about behavior as
the teacher, I want my students to understand the difference between acceptable and
unacceptable behavior. For example, saying please and thank you are behaviors I want
my students to use and putting their hands on other students is an example of
unacceptable behavior. The importance of my students learning about tone of voice is
because I want them to be able to communicate effectively with their classmates and
the adults they will be in contact with. I want my students to be aware of body language
because that may be a factor in making some decisions. If students are not aware of
their body language their behavior maybe misinterpreted.

The purpose of students beginning to feel some responsibility for their thoughts
and actions is that I want my students to be comfortable and confident in themselves
and in the schools environment. In second grade, they are at the age where they dont
have to be constantly told what is right and wrong. They are starting to take
responsibility for what they are doing and saying. For example, if they ran in the hallway
and I catch some of them and not all of them, the ones that I did not catch will more
likely to tell me that they were running as well because that feeling of responsibility is
developing in them. I want my students to understand that they need to be responsible
for their thoughts because even though they are not saying them out loud those
thoughts can develop into actions and they need to be aware that sometimes their
thoughts have consequences when they turn into actions. The relationship between
learning and positive behavior directly affect one another. For example, if students are
acting in a positive way, they will be more likely to be engaged in learning than if they
were acting in a negative way. If they were acting in a negative way, they will more likely
be disruptive and disengaged in learning.
The beliefs about the bases of classroom management are broken down by the
school, the families, the teachers and the students. The schools belief about the bases
of classroom management are that within the school. The students are learning under a
model of classroom management within their classroom. The school itself may have a
management system in place that deals with discipline and/or rewards. The parents
belief about the bases of classroom management are when their child or children are at
school, they are being taught different subject areas as well as how to be a good

person. They want to know that their child or children will come home having learned
something new and were able to expand their horizons.
The teachers belief about the bases of classroom management are when
students their classroom are under that teachers supervision. That means that the
teacher is responsible for letting the students know the classroom rules as well as
procedures that take place in their classroom. The bases for classroom management for
the teacher is to have students follow the rules of the class and perform the classroom
procedures properly. The students belief about the bases of classroom management is
that they are there to learn and need to follow the instructions given by their teacher,
their parents, and the school in general.
As a teacher, my behavior management style will be one where the students will
be engaged. My needs as the teacher related to behavior management are for the
students to respect each other and the faculty and staff members. The attributes I have
for behavior management are compassion, sensibility, actively engaged, and being a
good listener. My compassion for students will help with behavior management because
I will show my students that I care for them. They will be more apt to come and talk to
me about a problem they are having or if they just need to ask a question. Being
sensible to my students is an attribute that I am glad I have obtained over the years. Ive
come to realize that every student I come into contact with are different and that I need
to be sensible to what is going on with that particular child. This will be the same in my
future classroom. I may have students that are struggling with their parents getting a
divorce, a student that has parents who fight all the time or a student who doesnt even
live with their parents. Being actively engaged in my students education and behavior

management means that I will constantly be involved in what my students are learning
and doing. Finally being a good listener will come in handy with behavior management
because in order for behavior management to work, I will need to be a good listener and
listen to what my students have to say and by modeling good listening skills so my
students can see and develop that skill as well.
The preferences I need in relation to behavior management are my classroom
needs to be structured around my students becoming successful. This means my
classroom will be organized and assessable to all of my students. Another preference I
have will have is I will teach my students their behavioral expectations in my classroom.
This means at the beginning of the year the students will learn what I expect them to do
in the classroom as well as outside the classroom including going to lunch, PE, or the
playground. The expectations will carry over into their independent work, group work,
tests and projects that will be assigned throughout the year. The next preference I have
is that I will observe and supervise my students. While doing this, I am looking for how
the students are working independently as well as in groups. While observing the
students, I will make notes of who works together well and who has trouble working with
others and address that the next time I make groups or move the students around. After
observing and supervising my students, my next preference is I will interact positively
with my students. This will help model proper behavior for my students and help with
behavior management. Interacting positively will also help my students to behave
responsibly because when they see that I am giving them attention, they act properly
and will help other students to begin to act properly. The final preference I have for
behavior management is correcting my students fluently. This means I will have a plan

for how to deal with misbehavior as well as responses I will use when a student is not
acting the way they should. When correcting, I need to be aware of the situation first
before I make assumptions.
The process I will use to determine class rules/guidelines will be determining if
my school has a policy for discipline then incorporate that into my class rules/guidelines.
The major addition I would I would add to the schools policy would be specific
rules/guidelines for my classroom. For example, a guideline that would be specific to my
classroom would be the proper way to get materials out for a certain task. One rule that
would overlap between the schools policy and my classroom would be to not interrupt
someone when they are talking to another person. In my classroom I would have a
basic set of rules/guidelines that would be introduced on the first day. During that time I
would ask my students if they had any other rules they think needed to be added to our
class rules. The class would then discuss the options and I would have the final say if it
becomes a rule or not. The rules/guidelines for my class are as follows:
Raise your hand if you would like to speak and wait to be called on.
When you get materials out put it away when you are finished.
When Miss Chapman gives you an instruction follow it the first time.
Be responsible for yourself.
Keep your materials neat and put them away when they are not being
used.
From my experiences the school policy rules that everyone follows are:

Walk in the building.

No talking in the hallways.
No interrupting someone when they are talking to someone else.
Keep your hands, feet, and objects to yourself.
These rules will help students become responsible and independent. By following the
rules they will see that they dont have to be talked to by the teacher and they will also
see that following the rules they will be able to gain more choices when it comes to their
learning because there will be more time for fun activities if I dont have to constantly
talk to students who are not following the rules.
As a future teacher my initiated strategies for preventing misbehavior would
include making sure my students are aware of the rules/guidelines for our classroom
and our school. Secondly I would have some type of system where the students can
see how their behavior is rated on a daily basis. This will most likely include a chart
where the students will start in the middle and throughout the day they can either go up
or down depending on their behavior. The chart will have points assigned to each spot
and when the students have reached a certain number of points, they will earn a
reward. Another strategy I will use to prevent misbehavior will be how my classroom is
arranged. I will observe students during the first few days and see how they interact with
one another. By doing this, I will be able to see who gets along well together and who
does not. Based on that, I can decide how I want to arrange the students desks in order
to have the most positive environment for them to learn and cut down on students
picking on one another. Along with arranging the students desk, I need to take into

account how I can keep an eye on the students while they are in different parts of the
room. For example, if I am working with a small group at the back table, I still need to be
able to see the students at their desks, the computer station or the reading corner.
Finally my last strategy of initiation for preventing misbehavior will be to create an
environment that promotes positive reinforcement of the class rules/procedures. To do
this, I will make sure the rules/guidelines are posted where everyone can see them. I
will also have the behavior chart where students can see it and is easily assessable.
This will hopefully promote a feeling of success for my students.
My teachers planned response to misbehavior would include different steps
depending on the misbehavior that took place. The first step would be for the student to
identify the behavior that he or she chose to partake in (Chapman 2015). This comes
directly from Discipline Without Stress from Marvin Marshall (Chapman 2015). For
misbehavior to be corrected, I feel the student needs to be aware of what he or she did
and take responsibility for that choice. The next step would be to determine if the
situation needs attention right that second or if it can wait until after the lesson or until
the students start working independently. For example, if during a lesson one student
starts poking the student beside them. I will pause the lesson to move the student doing
the poking then I will continue the lesson. While students are working independently, I
will call the students over to see what the problem is and how I can help resolve the
issue. My final step for responding to misbehaviors will be to follow proper procedures
that the school has set. This usually starts with a warning, then the student loses a
privilege like extra play time or sitting alone at lunch, then they get a letter sent home
explaining their misbehavior and finally they get a referral form and are sent to the

principal. My planned response to misbehavior will involve handling the situation in the
classroom as much as possible unless it is something so severe that it needs the
principals attention.
The theorist that I have drawn from for this classroom management model were
Harry Wong and the First Day of School. Teaching students the rules/guidelines on the
first day will help prepare the students for the rest of the year because they will already
be aware of what is expected of them, (Strom). Another theorist that I drew from was
Nelson, Lott, and Glenn with Positive Discipline in the Classroom. Having mutual
respect for and from your students will help with discipline because they will feel like
they are part of the solution instead of just being punished, (Reid and Wood).

References
Chapman T., Personal Communication, 2015.
Reid C., and Wood K., Personal Communication, 2015.
Strom J., Personal Communication, 2015.