Running head: CLASSROOM AND BEHAVIOR MANAGEMENT 1

Positive Classroom and Behavior Management

Amanda Davis

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2017

Positive Behavior Management 2

Introduction

Although student misbehaviors will happen in the classroom, an effective teacher will

embrace a positive instructional and behavioral approach to militate against classroom

misbehavior issues and stay proactive as to promote positive classroom behavior. The effective

educator will establish a responsive classroom approach that will model and reinforce a positive

behavior, reduce disciple problems, and promote positive character traits where student academic

growth can be demonstrated.

Furthermore, it is imperative that the effective educator select a variety of researched-

backed techniques and strategies that not only support the local school district, but also allow

ones faith and love for students to be exemplified. The Bible teaches Let each of you look not

only to his own interests, but also to the interests of others (Philippians 2:4) In stating this, an

educator should seek value in a highly functional classroom that will not only benefit the teacher,

but the students as well.

Rational

In order to demonstrate this competency, I selected a variety of researched-backed

techniques and strategies that not only support the local school district, but also allowed my faith

and love for students to be exemplified. I have continuously worked to ensure my words and

educational tone give students a positive goal to work towards. For example, it is a common rule

that students should not talk in the hallway; however, by simply restating the rule no talking in

the hallway, to, I can walk quietly in line, gives students a positive goal to work towards as

they learn social skills. According to Target Maps, I can statements are clear set targets that help

the child to know what to work towards, and parents/teachers to know how they can help them to
Positive Behavior Management 3

achieve those goals (Target Maps, 2015, p. 2). By implementing positive words for student

expectations, I set the tone for classroom learning and reduced disciple problems.

Furthermore, I implemented other I can statements that were used in the classroom to

support the already present classroom and school rules. For instance, students are to raise their

hand to speak, follow directions, treat others with respect, and make good choices. Therefore, I

took the I can statements and applied them to the classroom and the school rules. Examples

include, I can follow directions, I can wait my turn, I can raise my hand to speak, I can do my

best work, I can make good choices. I used the I can statements to help support a positive

classroom and behavior management system during the instructional day.

As a case in point, while the students were lined up to walk to various places within the

building, I would reinstate the rule to of being quite in line as the I can walk quietly in line. The

I can statement was a great way for me to correct a child who is talking in line, while keeping

their dignity in tack. The child knows that I believed in them and understands they can accomplish

the task of walking quietly in the hallway.

Another strategy that I used to promote positive classroom behavior management was

building a responsive classroom. I worked carefully to refine my tone toward student learning as

to implement an educational tone, as I built on the students strength, not their weakness. A

responsive classroom will have three main components; reinforce, remind and redirect. According

to The Power of Our Words, Languageour words, tone of voice, and pacing is one of the

most powerful tools available to teachers (Denton, 2013). Since a responsive classroom focuses

on what students do well, while emphasizing social, emotional, and academic growth, it is

important to carefully select your words and set an educational tone.

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To demonstrate this, I began to use my words in a more productive way as to promote a

positive classroom environment and reduce behavior issues. One working example that I have

experience with is how to get distracted students back on task. During an observation, I attempted

to redirect an off-task student by telling him what I did not want him to do, it was at this time I

was introduced to how a responsive classroom works. From that experience, I dug deeper in the

subject of how to get a student back on task by telling them what is expected from them. For

instance, a student was drumming his pencil on the desk and on the desk of the student who satclsoe

by, and while I asked the child to stop drumming and get back on task; I found a more constructive

way to handle this situation. The next time a similar situation occurred, I asked the student to find

the answer to a problem that we were currently reading about in class. The student surprised me

because they quickly found the answer and was waiting for more problems to solve. It was from

that situation that I found the students behavior issues stemmed from not being challenged in the

classroom. Therefore, I was able to mitigate against behavior issues and provide differential

lessons at the same time.

The responsive classroom is closely related to the Positive Behavioral Intervention and

Support framework. According to VDOE, Positive Behavioral Interventions and Supports

(PBIS) is a nationally-recognized approach to support positive academic and behavioral outcomes

for all students. In Virginia schools, PBIS is the behavioral component of the Virginia Tiered

Systems of Supports (VTSS) (Virginia Department of Education, n.d.). The VDOE embraces the

PBIS; therefore, it is imperative that I support and implement these evidence-based approaches

into the classroom.

In order to demonstrate this competency, I would have regular check-ins with at-risk

behavior students. According to PBIS and the Responsive Classroom Approach, some students
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need check-ins as a secondary prevention measure, which include, additional interventions for

students with at-risk behaviors who need a little more than primary prevention. Examples of

Secondary Prevention include check-ins/check-outs, small-group or individual review of the rules,

social skills clubs, and behavior contracts is the secondary prevention step and helps students who

need more than a primary intervention where rules are learned (PBIS, 2009). The check-ins could

be as simple as stopping at the students desk for additional modeling for classroom behavior.

Reflection on Theory and Practice

Reflecting back on my time, I feel I have truly grown in the field of behavior and

classroom management. I believe it is important that I not only demonstrate that I can manage a

classroom, but that I do so with a spirit of keeping student dignity in tack, as well as follow

district guidelines, as the class works toward their goals in both academic and character growth.

I feel that the classroom behavior competency was one that took time to grow, as it lays the

foundation to a rich learning environment that provides students a platform on which they can

become life-long learners.

In closing, it is imperative that I myself demonstrate the same characteristics that I ask of

my students. In stating this, I am confident this competency exemplified the importance of

applying my love for Christ while building a positive classroom behavior management system.

I demonstrated patience in student learning, grace in wrongdoing, as well as provide a way to

correct misbehavior all while researching and applying evidence-based strategies. I believe I

effectively established a responsive classroom that modeled and reinforced positive behaviors,

reduced disciple problems, and promoted positive character traits where student academic

growth was demonstrated to its fullest potential.

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References

Denton, P. (2013). The Power of Our Words. Retrieved from Responsive Classroom:

http://www.responsiveclassroom.org/product/power-of-our-words/

PBIS. (2009). Northeast Foundation for Children. Retrieved from PBIS and the Responsive

Classroom Approach:

https://www.responsiveclassroom.org/sites/default/files/pdf_files/PBIS_whitepaper.pdf

Target Maps. (2015). Retrieved from The positive impact of "I can" statements:

http://targetmaps.co.uk/i-can-statements/

Virginia Department of Education. (n.d.). Positive Behavioral Interventions and Supports.

Retrieved from VDOE:

http://www.doe.virginia.gov/support/virginia_tiered_system_supports/positive_behavior/i

ndex.shtml