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G21.

3 Reflection
Goal 21: Positive Support Strategies
Recognize student strengths and needs, use positive behavioral support strategies, and employ
a strengths-based approach to meet the needs of all students, including the full range of special
populations.
Artifact 1: Strengths-Based Assignment
Artifact 2: Comprehensive Behavior Management Plan
Classroom management is often thought of as a discipline plan, but the potential for classroom
management to serve as a support structure for student needs is often ignored. More valuable than
effective punitive discipline is effective preventative discipline. Preventative discipline has two parts: (1)
encouraging students to display positive behavior and (2) having foresight of potential negative
behaviors.
(1) Encouraging students to display positive behavior is a much more desirable task than managing
disruptions. I have been told by veteran teachers that a good lesson is 80% of effective classroom
management. Artifact 1 is one example of such a lesson. This lesson is student-centered, leverages
student strengths, provides peer accountability, and allows students a set of choices within the context
of clear expectations. All of these factors should equate to student motivation. If students are motivated
to complete the assignment, they will not be thinking about what to do with their time and energy
instead, such as disrupting class. A good lesson that challenges students in multiples ways can itself
serve as a positive support strategy for students.
(2) Foresight of potential negative behaviors is important in structuring the class to minimize those
negative behaviors. A comprehensive behavior management plan creates the culture in which students
have most of their behaviors managed by the environment and culture rather than the teacher. The
environment must prevent the behavior before the teacher ever has to deal with the behavior.
Therefore, the included behavior management plan shows the foresight of the teacher based on the
nature of adolescents, previous teaching experience, adherence to school discipline policies, and the
role of the parent in student discipline at the school. The management plan shows a mixture of
encourage positive behavior while discouraging negative behavior. With good foresight dictating a
positive learning environment, the teacher will deal only with the negative behavior of the few students
who have special needs and the teacher will be able to give personalized reactions or create behavior
management plan to deal with those few students. With good foresight, a teacher views classroom
management as a tool to support students, not just a tool to discipline them.