Classroom Action Plan

Joelle Wight
Classroom Management Final Fall 2014

Table of Contents
Table of Contents.............................................................................................................................1
Philosophy of Education..................................................................................................................2
Classroom Expectations...................................................................................................................3
Academic Expectations...................................................................................................................4
Letter of Introduction: To My Students...........................................................................................5
Letter of Introduction: To the Parents..............................................................................................6
The First Day: Scripted Welcome....................................................................................................8
How each of the eight critical questions was answered:............................................................11
Philosophy of Discipline................................................................................................................13
Personal Statement.....................................................................................................................13
Psychosocial Environment.........................................................................................................13
Motivation..................................................................................................................................14
Physical Environment................................................................................................................14
Layout Rational.........................................................................................................................15
Discipline Model.......................................................................................................................16
Classroom Procedures...................................................................................................................18
Opening Procedures...................................................................................................................18
Beginning Class.........................................................................................................................20
Work Requirements...................................................................................................................21
Instructional Activities...............................................................................................................21
Transitional Times.....................................................................................................................22
Student Needs............................................................................................................................23
Classroom Rules............................................................................................................................24
Whole Class Designed Consequence System............................................................................25
Individual Consequence System................................................................................................26
20 Questions about Classroom Management................................................................................27
Reflection on My Strengths and Weaknesses............................................................................34

Philosophy of Education
EVERY little thing YOU do mattersevery move you make, every action you take, mattersand not
only for you or the people around you. Everything you do matter for everyone and for all time!
Andy Andrews, The Boy Who Changed The World
I believe that to educate is to empower. When a teacher educates a child, she gives them the tools
necessary to achieve their goals and realize their dreams. When a teacher informs her students about the
past and guides them in the present, she prepares them for their future. Words are full of power, and so to
increase a students vocabulary in all subjects (math, science, history, reading, and life) is to give them the
power they need to impact those around them. Educated individuals not only gain knowledge through
their learning, they also gain confidence. This confidence is an essential part of a child growing into a
productive member of society.
I believe that in taking time to educate a child a teacher shows them that they have worth enough to
be educated. To show a student their importance shapes the person they will become. In a world of 7
billion people it is easy to feel insignificant. In teaching a child, a teacher has the opportunity to show
them how important they are. Every academic subject is full of the actions of seemingly insignificant
individuals who impacted the future. To show students their own potential a teacher must show the child
themselves in what they are learning. A teacher must help each child make those connections between
themselves and what she is teaching them.
I believe that as a teacher I am the first domino in an epic chain reaction, the results of which are
unimaginable. When a teacher educates a child she unleashes possibility that is only limited by the
students own will power and imagination. A teacher gives the child the start they need to create their own
future and make their own change. As a result, it is important to not only teach the subject matter
outlined, but to also educate them in the essential art of being a human being. This art form requires
understanding and respect of those different from us. It is through this individuality that true unity is
created. In educating them on this matter a teacher is giving the world a well-rounded individual with the
desire to shape society.
I believe that each child needs a tangible place in the classroom in order to learn their potential
place in the world. It is essential that a teacher breaks free from her own preconceived notions and biases
in order to see the world through the eyes of her student, no matter what the background of that student
may be. It is not enough to use multicultural literature which often times portrays an unrealistic token
individual of a race, gender, or social class. A teacher must challenge the cultural definitions and
stereotypes in order to provide the most inclusive learning environment possible. When a student fails to
see themselves they fail to engage in the learning process.

I believe that to educate is to change the world.

Classroom Expectations

Classroom Environment
In this classroom we support a loving and
peaceful learning community. Our actions
speak louder than our words and we engage
in the classroom with the knowledge and
resulting attitude that every choice we make
today impacts our tomorrows.

Academic Expectations

Academic Environment
As a community of learners we
respect the unique and diverse
approaches each member brings to
the learning process. We explore with
one another and learn from mistakes
together!

Letter of Introduction: To My Students

Front

Dear Students,
Welcome to 1st grade! My name is Ms. Wight and I am so excited
to begin an exciting year with you. I love to learn new things and
know that we all have a lot to teach each other.
You belong in this classroom and you are an important member of
this learning community. In this classroom we will take care of
each other and chose to act peacefully. We will make choices that
help us become our very best selves! Are you ready to share your
thoughts and positive actions with new friends?
I hope that this year you will give your all and not let mistakes
stop you from trying your hardest. In this classroom we are all
learners and all teachers. This means we will help each other learn
and only use positive talk with ourselves and others. Are you
ready to go on this learning adventure?
Lets have a wonderful year together!
Ms. Wight

To: You, a new friend in Ms.

Wights classroom!
From: Ms. Wight, your 1st
grade teacher!

Back

Letter of Introduction: To the Parents

Positive relationships with stakeholders will be essential for creating a strong learning community
in my future classroom. There are so many under-utilized resources in the surrounding community. They
often go unused because of the additional effort it takes to make and retain relationships with stakeholders. Because these relationships will lead to a better learning experience for my students, they are
important to me and I will work hard to establish and maintain them. Being a member of a community
means that I will have to give and take. I will need to be willing enough to compromise and humble
enough to take suggestions.
Parents
Parents are my first and most important ally when I work to help a student be successful. Parents
know their child better than anyone else and spend time at home with them. Unless I gain their support, I
have no guarantee that they will add legitimacy to my disciplinary actions nor do I know that they will
help their students learn in the home. In order to promote strong relationships with parents, I will always
have open lines of communication. I will use various formats to deliver information to parents to ensure I
am providing it in a way that they can buy into. I will also make my classroom a welcoming space. While
I wont allow parents to visit unannounced, I will regularly invite them to volunteer in the classroom and
see how their child is doing. I will take their complaints seriously and I wont automatically assume they
are wrong. I will let them know that I value their opinions and even when I dont agree with them, I value
them as a human being. Most importantly, I will constantly affirm with the parents that we are their
childs advocates. I will stress how important it is for us to work together for the success of their child.
Colleagues
My colleagues will be an excellent resource for me. Chances are they will have far more
experience than me and will be willing to offer suggestions and advice that I can use to create better
instruction and a more effective classroom. To maintain positive relationships with them I will need to
avoid the negative talk that sometimes occurs about certain faculty members. I will also need to let my
colleagues know that I support them and will try to help them be as successful as possible. Again, we all
share a similar goal: the success of our students.
Administrators
I have a fear of my future administrators. I already feel as though I have to impress them.
Communication and positive relationships with them, although more difficult for me, are still extremely
important. I will need to be respectful of them and respond to the constructive criticism they give me with
honest and intentional efforts to improve. I will not take part in any attempts to gang up against
administrators. They have a very difficult job and deserve my respect and support.
Larger Community

This is probably the resource whose possibility excites me the most. It is my job as an
educator to make material relevant for my students. What better way to do this than to bring the
community members they encounter everyday into the classroom. While I wont have frequent
direct contact with these individuals, when I do I will make sure that it is positive, respectful, and
gracious. I will also help them realize the potential they have to help the children of their
community.

Dear Parent or Guardian,

My name is Joelle Wight and I am so excited to be your childs first grade
teacher! I am a graduate of Graceland University where I studied elementary
education, specialized in math and reading, and participated in the honors program. At
Graceland I enjoyed playing sports and building strong friendships. Outside of
Graceland University I have enjoyed teaching in various settings and have worked with
a myriad of students of all ages.
My goal is to provide your child with the skills and support they need in order to
be successful socially, academically, and emotionally this year and on into the future.
Through my experience in various classrooms it has become obvious to me that this is
impossible if I fail to form a partnership with you. After all, you know your child best.
You know what they need and can be their biggest advocate. So, Im writing this letter
to begin this partnership and look forward to a year of working together. Your
involvement both in and out of the classroom will not only improve your childs
experience, it will also enhance the experience of their peers. There are many ways for
you to be involved; reading and doing homework with your child, volunteering in the
classroom, and reviewing notes sent home are just a few ways.
This year I plan on engaging your child in a variety of hands on learning
experiences. I plan on capturing the imagination of each student in all subject areas. In
Science, I will use an inquiry based method that encourages students to ask questions
and experiment to find the answers. In Social Studies I will introduce them to the
world (past, present, and future) with various media resources, artifacts, and
interactive, experiential activities. In math I will ask the students to apply what they
are learning. This will help them understand the importance of Math in their everyday
lives. Finally, Reading and Language Arts will be incorporated in every one of these
topics in addition to being taught explicitly so that students have contextual ways to
learn about literacy.
I am looking forward to the coming year and cant wait to get to know you and
your child better. Please let me know if you have any questions, comments, or concerns.
Sincerely,
Ms. Wight

The First Day: Scripted Welcome

As students walk in the door I will great them individually and welcome them to first grade.
Hopefully, I will have met most of them at an open house before the first day and be able to
recall names as I see faces. I will inform the students that their desks have their names on them
(desk nametags will grow more numerous as the school year progresses so that they are
constantly reaffirmed of their place in the classroom) and ask them to sit down and begin
working on the first day of school assignment (pictured on the following page). A model of this
assignment will be projected on the board so that even students who are unable to read still have
a basic idea of what they can do while they wait for school to begin.
When all of the students are in their seats I will walk around and talk with them before the bell
rings in hopes of helping them become more comfortable.
Just moments before the bell is to ring I will ask students to stand and remind them of the
procedure for the pledge that they learned in kindergarten. I will model this too so that students
who never learned or have forgotten have a visual reminder. When this procedure is finished I
will ask them to be seated and begin with my first day of school speech.
Good Morning everyone and welcome to first grade! Do you know how I knew you were all
first graders? Because you came in looking like first graders! You entered the classroom, found
your specific seat, and began working on your All About Me pages. They are looking very nice.
Go ahead and put them to the side of your desk for now. We will finish working on them later but
first Id like to talk a little about what you will be doing in this classroom as a first grader. I
would like everyone to turn their listening ears on.
At this point I will give students a few seconds to get adjusted and follow my directions. I will
affirm specific students who are doing an exceptionally good job and then begin talking again.
This year I am especially excited because looking around I can tell I have an exceptional class.
You are now all members of this extraordinary learning community. The first step in being part
of a community is to know the people around you. In just a moment, when I say go, Id like each
of you to go around and high-five five other people in the room. Youll have just 30 seconds to
do this, so meet new friends quickly. When the thirty seconds is up, I will say KaZaam and
everyone will know it is time to return to their seats and sit quietly. If you understand what we
are about to do, please give me a thumbs up. I will call on a couple of you to remind us all what
we are going to do when I say go.
I will then proceed to ask students what the procedure is. When I am confident they understand, I
will say go and give them time to meet new friends. If I notice children standing around and
not high-fiving their peers, I will help them connect with others who are having a similar
struggle. When the time is up, as I mentioned, I will say KaZaam and the students will return to
their seats. Using KaZaam this time is the first step in practicing how to respond to secret
words. Each week I will introduce a new secret word and ask the students if they think I should
tell them what it is or not. To prove to me that they are ready to hear my word, I will ask them to
8

do something like put their hands on their heads and close their mouths. After they have proven
they can complete the action, I will share with them the secret word and remind them to do the
action they just practiced anytime they hear me say the word throughout the week.
Once all the students have returned to their seats and are sitting quietly I will begin again.
Thank you all for doing such a wonderful job of following my instructions. Again, it shows me
that each of you is ready to be a first grader! Now that you have all met a few friends in this
community I want us to talk about how we should treat each other. I am going to make some
suggestions for how we should treat each other and if you think it is a good suggestion and you
would treat someone that way I want you to give me a thumbs up. If not, I would like you to give
me a thumbs down. My first suggestion is that we should use nice words when talking to our
friends. If you think this is a good suggestion put your thumb up. If not put it down.
I will continue this exercise with suggestions like:
I think we should laugh if someone gets an answer wrong
I think we should tell our friends good job if they do what the teacher has asked
I think we should ask our friends for something before taking it
I think we should share with our friends
After each suggestion we will talk about whether or not our thumb should be up or down and
how this is important to our learning community. When we have finished these suggestions I will
give the students a few minutes as opportunity to share their own suggestions. When that time is
up, I will move onto academic expectations.
Thank you all for helping us learn how we should treat each other. I know you all will do your
best to be kind and loving to your neighbors. This year we will be learning so many new things!
We will be learning how to be better readers and writers. We will be learning about how things
work in the world around us. Most importantly, we will be learning how to be good learners! I
dont expect you to know all of these things right now and I dont expect you to do them all
perfectly. However, I do expect you to always try your best and not be upset about making
mistakes. We all have something to share when we learn and I know you all we be respectful
when others are sharing. If you are excited to learn and think you can give your very best each
day, will you please raise your hand? Thank you!
Because the class is still very young, there wont be grades. Therefore, I will focus on student
effort and improvement rather than specific grades. Heres how I will explain it to my students:
It is important for each of us to think about how we are doing and if we understand when we
learn. To do this, we will keep track of our progress and see how much we improve. This means
we will do our work, see the places that we could work harder on, and notice when we are doing
better. If you are trying your best and working to be better, I will be very pleased with you and
your parents will to.

In this classroom we have three very important rules. You can see them here on this poster (the
poster I point out to them will have text and pictures that articulate the rules). Lets read the first
one together: Use respectful words and touches with one another.
In between each rule I will stop and ask them what they think it means so that I can make sure
they understand. This will also be the time that I help them see why these rules are important in
our learning community.
Very good, now lets read the next rule together: Tell the truth to yourself and others.
(Discussion of rule) Thank you, now please read the final rule with me: When Ms. Wight gives
the signal, everything must stop. Our signal will change from time to time but you will always
know what it is. For example, todays signal was KaZaam and you all knew what to do. Raise
your hand if you remember what you were supposed to do. (I will call on one and ask them to
share). I know that you all will do your very best to follow these rules so that we can learn
together as a community! I may have forgotten a few important things though. Does anyone have
any other ideas for rules that we need in our classroom?
During this time I will facilitate a discussion about other rules to govern our classroom. When
the students are satisfied with the list, I will take them on a bathroom break so that they have the
chance to move around a bit. When we return I will give them five minutes to finish their All
About Me page.
Class, please come to a stopping point on your All About Me page. It is ok if you arent finished
yet. You can keep working on it later today. Right now, Id like to share my page with you and
have each of you share your page with us.
I anticipate that this will take some time but I also think it is very important so that students
know more about me and also know they are valued in this community.
First graders, you have done so well so far today. Your behavior today lets me know that we
have a good year ahead of us. It is time for recess now. When I say go I would like you to stand
up and push in your chairs and walk to line. Before you do that, look over here at our duty wall.
It tells us who has what job each day in the classroom. If we look under the line leader job we
see that (blank) is our line leader today. When I say go, everyone will push in their chairs and
walk to line behind (blank). Ready? Set? Go!
Once everyone has had time to complete the task, I will go over line procedure with the students.
You all did a very nice job of lining up. Thank you for following my directions. Does anyone
know how they think we should act in line?
I will let students offer up suggestions. I will make sure they end knowing to:
Face forward in a single file line
Use quiet voices
and
Keep their hands and feet to themselves
10

We will then walk out to recess together and when we return from recess we will proceed with
any other necessary first day agenda items.

How each of the eight critical questions was answered:

Am I in the right room?
I greeted each student at the door and welcomed them to first grade. I had previous knowledge of
which my students were and what they looked like so I could make sure each student got to the
correct classroom.
Where am I supposed to sit (or stand or dress)?
As the students were walking into the room I let them know their desk had their name on it. If
students needed help locating their specific desk I would help them. Again, chances are that the
students had a previous introduction to where they were supposed to sit if they came to the open
house. I tried to address the dress question by commenting that each of them looked and acted
like first graders should!
What are the teachers expectations of me?
I interactively introduced these expectations and put them in the context of our specific learning
community.
What are the rules in this classroom?
I posted these rules textually and pictorially. After my three rules I had students add to our list so
that they would feel they had a say in the classroom.
What will I be doing this year?
I talked in very general terms for this answer but I focused on the fact that we would be learning
together and should be excited to do so.
How will I be graded?
While 1st graders wont really be graded, I did let them know that we would reflect on how we
were doing and rather than grading I would focus more on progress monitoring.
Who is the teacher as a person? And will the teacher treat me as a human being?
I answered these questions together by sharing my own All About Me page and having the
students share theirs.

11

12

13

Philosophy of Discipline
Personal Statement
The discipline I enact in my classroom will not be used as punishment for my students
but rather as a tool to enhance their learning and help them be successful life-long learners.
Discipline will not be the focus of my classroom, it will be an auxiliary measure used to create a
positive learning environment.

Psychosocial Environment
As Maslows Hierarchy suggests, students will be unsuccessful in the classroom if their
basic needs arent met. This means that in addition to academic preparation, I also need to
prepare for social, emotional, and cultural factors impacting my students.
Because I will be teaching primary grade students I expect them to have a distinct need
for encouragement. They are beginning to understand that different people view them differently.
They still aim to please and react very strongly to criticism. These students also tend to be
moody and their mood swings can be attributed to environmental impacts. While they are
becoming more independent, they are still strongly attached to their family and may feel distress
when away from home. They crave responsibility and have an increasing need for autonomy and
power. All of these developmental factors will play a part in how I approach the psychosocial
environment of my classroom. I will foster their need for independence while meeting their need
for emotional support. I will help them develop social relationships by giving them confidence in
their own abilities. Most importantly, I will meet my students where they are developmentally in
order to help them reach their true and full potential.
When it comes to the learning experiences I hope to create, I will draw a lot from brainbased learning and constructivist theories. Every human being is wired to take in and process the
world around them. Brain-based learning tells me that I need to be aware of how the brain works
so that I dont inhibit this naturally occurring process. It demands that I look at what is
collectively known about the brain and apply it in my instruction. This takes into account many
factors that can help or hinder student learning. Everything from physical environment to student
interest should be prepared in a way that reflects what our brains are created to do. My students
will be allowed to converse and explore as I teach because our brains are dual processors and can
do many things at once. Learning is all about combination and balance. If I can effectively
combine the brains abilities, I can maximize student learning. The most important thing I need
to remember from this theory is that each brain is unique and my instruction cannot be one size
fits all.
Constructivism, a theory developed by Piaget, acknowledges that humans are inherently
social creatures and learn best in environments where they can interact with and learn from
others. Because of this I will make every effort to include group work in my classroom. I will
make sure the groups are productive and beneficial to each member by opening dialogue with
my students. There are many ways to find out which groups they will be most successful in. For
example, sociograms allow students to give input into whom they are comfortable working with
and learning from. Once in a group students will be held accountable for their individual learning
as well as their role in the group. Whether it be through assigning jobs or assessing strengths, I
will make sure that each student is actively engaged in the group work rather than passively
observing their teammates complete the project. Relationship building is a long and arduous
14

process that needs to be worked on daily. It is an important skill that I plan to help my students
develop as members of our learning community.
Another aspect of constructivism that I will need to address is the importance of past
experience. Everything we encounter we take in through our own personal lens. Each person
experiences the world differently and those experiences are inexorably linked to learning. We
cant take in new information without being impacted by the old. This means I will have to be
aware of the backgrounds of each of my students so that I can support their learning without
diminishing the value of their life experience. This theory will be reflected in my classroom as I
draw on students prior knowledge. The parts I teach my students will be presented in the
context of the whole so that my students have a base on which to find meaning. Most
importantly, my assessments will confirm that students have found a way to make the
information meaningful to them personally, otherwise, I have failed.

Motivation
Because motivation is the force that energizes sustains and directs behavior toward a
goal, it will be a top priority in my classroom. If I dont succeed in motivating my students, they
wont succeed in meeting their goals. Motivation is what engages students and enables them to
be active learners. I will draw on various motivational theorists throughout my career to meet the
diverse motivational needs of my students.
All of my attempts to motivate will be intrinsically centered only occasionally straying to
extrinsic techniques. I will rely heavily on the control/choice theory presented by Glasser
because I agree that students make a choice to behave in a certain way in the effort to get these
needs (survival, belonging, power, freedom, and fun) met. If I can understand what needs are
behind student actions I will be able to address them and channel student behavior into
productive avenues.
Because I plan on teaching the primary grades, I will also use behaviorist ideas, presented
by Skinner, to help motivate students. While this seems to be extrinsically based, I would argue
that for younger students this is not the case. Because students are biologically and instinctually
wired to respond to outside stimulus in order to shape their behavior, it is in fact an intrinsic
motivation technique. While both punishment and reward are practiced in this theory, I will do
my best to use the positive aspects of each rather than the negative.
I believe that using these and other techniques in my classroom will improve student
engagement and enhance student learning. As promoted in the expectancy and attribution
theories, my biggest goal is to help my students see the connection between their actions and the
resulting successes or failures.

Physical Environment
My classroom will be a direct reflection of the students who learn in it. While I will
decorate before knowing my students I will take into account their various learning needs. Once
students arrive I will make adjustments as many times as necessary to create a comfortable space
for all to learn. I believe that if I want my students to be motivated and engaged I need to show
them that they have a place in the classroom. I will use student names and work in my classroom
so that each child knows they are an important member of our learning community. Using brainbased learning theory as a resource, I will account for all sensory influences in the environment
and do my best to ensure they enhance the space for all students. Rules and procedures
developed by me and my students will ensure the physical and emotional safety of each child.
15

See attached classroom layouts.

Layout Rational
Layout #1: Literature Circle and Small Group Work
This layout reflects most what my classroom would look like from day to day. I would
use a sociogram to form constructive table groups that help meet students needs of belonging,
freedom, and fun. I believe strongly that students learn through social interaction. Constructivism
tells me that students will be hard pressed to form meaningful connections that make the
curriculum relevant without the assistance of their peers. I want to provide a safe space for their
learning community to grow. All of the table groups can still see both the smart board and the
white board. I also have the ability to see each student from anywhere in the classroom,
especially from my desk and conference area. Students who are still working on completing
assignments wont be stationed in a way that encourages them to directly look at those students
who are finished with their work and enjoying independent exploration time in the reading area. I
assume that my high traffic areas will be the trash can, pencil sharpener, door, and book shelves.
Three of these four areas are grouped together in a way that allows them to handle the congestion
easily. The book shelves also wont get in the way of students moving around the classroom. My
ample shelving units and counter space allow me to maintain an organized and efficient
classroom where supplies are readily accessible. I included many bulletin boards so that I can
have displays that feature student work and change regularly. I also included chart paper at the
reading center to make for a dynamic learning station. I placed the conference table near my desk
so that students would feel comfortable approaching me while I was sitting there. My check in
station is near the door so that students pass it right when they walk in each morning. This table
will have places to turn in homework, make lunch selections, and make note of when you leave
the classroom.
Layout #2: Class Meeting
My general rational for my classroom still applies. I chose to only move the desks around
for multiple reasons. First, psychosocially, some of my students might not handle change well.
By only moving the desks, the students will be less disrupted by the change. Furthermore, the
other areas of my classroom would be harder to rearrange. By moving the desks, I feel that I
provide an adequate amount of excitement without overwhelming anyone. This circle doesnt
allow for the best view of the boards. However, during a class meeting I dont want students to
be focused on anything but each other. These meetings can be used for a variety of purposes in a
variety of subjects. I think I will frequently use class meetings as formative assessment as well as
closure for units. Class meetings help students to feel that they have some power and that they
have a constructive place to voice their opinions in the classroom. Hopefully, they will feel less
need to act out. I like the circle because there are no rows; everyone is a front row student in this
set-up. I also like that this arrangement does not allow me to be the sage on the stage. Rather, I
can sit back and guide my students as they take control of their own learning. This is also a great
motivational set-up because no student would be enabled to disengage. All students are visible to
their peers at all times.
16

Discipline Model
The discipline I implement in my classroom will not just be used to keep students in line;
it will be used to create the best learning environment for each child that enters my classroom. I
want my classroom to be a place of empowerment. I want to help my students realize their ability
to make choices that positively impact their lives and the world. I want to partner with my
students and their parents to provide every opportunity for success. I believe that innate and
outside forces play a joint role in development and that, as a result, students and teachers are
both responsible for behavior. For all these reasons, I find that my philosophy most aligns with
the medium control models. I specifically identify with Linda Alberts cooperative discipline
model.
Alberts cooperative discipline model examines the students behaviors in relation to their
need for acceptance (Burden 45). Three concepts of behavior make up this theory, 1. Students
choose their behavior, 2. Students behave certain ways to fulfill their need to belong, and 3.
Students want to achieve attention, power, revenge, and avoidance of failure and will misbehave
to do so. Albert suggests that to deal with behavior issues, I should first articulate the problem
and find the cause of the misbehavior. I should address the misbehavior immediately using my
previous observations and research of the specific student as a guide. I should help students
know that they are capable, worthy of connection, and have something to contribute to our
learning community.
I find these concepts and corrective actions especially applicable to the grades I wish to
teach. The students who enter my classroom are still very deeply attached to their families and
the influences they receive at home. For this reason, Alberts emphasis on parent partnerships is
incredibly important. At the same time, however, students are in the process of figuring out their
place in the larger world. Because of this, they are acting in ways that reflect their need to
belong. They also are still learning how to appropriately make their needs known which means
that their misbehavior is often a reflection of their inability to communicate effectively. Students
at this age crave responsibility. I can give them more responsibility by asking them to make the
connection between their choices and consequences and make the necessary changes to improve
their behavior. Students in the primary grades are especially sensitive to criticism and have a
difficult time taking it constructively. The encouragement aspect of the cooperative discipline
model overcomes the negative experience students could have with discipline.
When discipline issues arise in my classroom I will handle them with this model in mind.
I will never jump to conclusions about the causes of a students misbehavior. Rather, I will find
the root cause and devise a plan to address the students needs. I, like Albert, will draw on
Glassers reality theory and help students to make the connections between their actions and the
resulting consequences. Students will come to know that I am never imposing punishment on
them. Rather, they are choosing consequences, positive or negative, based on their actions. It is
with this in mind that I choose not to specifically reward or punish students for their behavior. I
want them to come to see that they are responsible for what happens to them in the classroom. I
believe that this implementation of the attribution theory is very empowering as most students
arent in control of what happens to them outside of the classroom. Above all, we are part of a
learning community. The success or failure of one is the success or failure of the whole body.
Each day, we will work to support one another as we learn and explore.
I recognize that a medium model of control is not always appropriate. In times when a
low model is necessary I will use Redl and Wattenbergs group management model which
17

suggests that all individuals take on their own roll in the group. Classroom dynamics are shaped
by how individuals respond to the groups expectations for them. I need to be very sensitive to
how dynamics affect the classroom so that I can maintain effective control. I must also take on a
role in the classroom and be an effective teacher by remaining consistent with that role. With this
model, I am required to use diagnostic thinking to discover the underlying cause of an issue. This
requires flexibility and empathy on my part. My job when I use this model will be to provide
opportunities for my students in which they can find a productive roll in the greater organism of
the class.
When a high control model is necessary I will rely on behavior modification as developed
by Skinner and others. This model claims that environmental conditions determine our choices.
By using reinforcement and punishment, Skinner suggests that I can shape student behavior. It is
important with this technique that students behavior is responded to immediately so that they
can see the connection between their actions and consequences. Reinforcers are rewards used to
encourage certain behaviors. Punishments are consequences used to discourage other behavior.
There are five categories of modification: 1. Catch them being good 2. Rules-ignore-praise 3.
Rules-reward-punishment 4. Contingency management (tangible reinforces) and 5. Contracting
(preparing a contract for students who are specifically having difficulty). I can use each of the
categories which will be especially influential with primary students who are still relying on their
instinctual responses that tell them to learn how to behave in reaction to environmental
indicators.
My future classroom will present me with many different situations and I will need to be
knowledgeable and flexible when it comes to managing my classroom.

18

Classroom Procedures
Opening Procedures
A. Signal to Attend
Class, there will be various times throughout the day when I need your attention. When I ask for
it, this does not mean you are in trouble, it simply means I have information I need to share with
you. Can you give me a thumbs up if you understand why it is important for me to have a way to
collectively grab your attention? I will call on three people to share their ideas. (...) Wonderful
answers, now we will go over 3 ways I will get your attention when I need it. (Rationale: I am
giving them multiple calls to attention so that they wont begin to tune them out. I will add new
ones as the year goes on.)
Option 1: Finding Nemo
I will say Shark Bait (Rationale: This phrase is recognizable by anyone who has seen
Finding Nemo, I can also say it in loud or crazy voices to get student attention.)
When you hear me say Shark Bait You respond Hoo ha ha and then freeze with
your hand covering your mouth. (Rationale: This demands student response and gives
them something to do with their hands. This way there is no excess movement or noise
when I am trying to get everyones attention.)
Option 2: Quiet Spray (water in a squirt bottle)
When you see me spraying Quiet Spray around the room, return to your seat and
sit quietly. (Rationale: This is a subtle, non-aggressive way to ask for the students
attention. It also gives them some freedom in the method of how they return to their
seats.)
Option 3: Rain Stick
When you hear the rain stick, stop what you are doing and be ready to listen to me.
The faster the rain is falling the quicker youll need to get quiet. (Rationale: This
would be a good technique to use when I am trying to calm the students down. The rain
stick is relaxing and gives them time to transition from loud distracting behavior to calm
cooperative behavior.)
B. Returning to Class in an Orderly Manner
Throughout the day we leave and enter the classroom multiple times. You already know how to
line up and leave like the big 1st graders you are. Now lets talk about how we will return to the
classroom.
When we return to the classroom you will have 1 minute to get a drink or organize
any materials you need for the next activity. (Rationale: After trips to recess, lunch, or
activity, students may need to put things away (hats, gloves, coats, lunchboxes, running
shoes, etc.). They may also need to get a drink or use the restroom. This additional
minute gives them the opportunity to take care of those things and will help them be more

19

prepared to begin class immediately after this time. It also allows them mental transition
time.)
During this one minute I will have a song playing. (Rationale: This song gives students
an auditory indicator of what they are to be doing. I use music for transitions in other
procedures as well.)
When I stop the song, everyone has ten seconds to get to quietly return to their seats
and be prepared to listen. (Rationale: Students know that as soon as the music stops
they need to finish up what they are doing and be ready for the next classroom activity.)

C. Put Away Personal Items and Be Ready to Participate

Theres a lot going on each morning when we arrive at school but we need to get certain things
done so that we can be ready for a great day. Here are the steps we will follow when we arrive at
school.
Take any homework or supplies you will need during the day out of your backpack
and place them at your desk. If you have something for Ms. Wight, take it to the bin
on her desk. (Rationale: Students need certain materials at their desks throughout the
day. I dont want them to revisit their backpacks so Ill need them to get all their supplies
ready at the beginning of class.)
Take your backpack, coat, lunchbox, and any other personal item that could be
distracting while we learn and hang it out on the coat rack. (Rationale: Unnecessary
personal items can be a distraction during instructional times so I will ask my students to
stow those things in the coat rack area so they wont interfere with our learning. This is a
safe space to leave things and other students will know not to touch things that arent
theirs.)
If you eat breakfast, find your lunch ticket and go to the cafeteria. (Rationale: Some
students dilly dally and talk to friends and then run out of time to eat. They need to get to
the cafeteria for breakfast as soon after they arrive as possible.)
When you are finished with all of the other steps, return to your desk and work on
the morning activity, complete your job assignment, or read in your independent
reading book. (Rationale: Mornings offer a lot of unstructured time for students so I
want to provide them with productive options of activities they can work on before
school begins.)
D. Transition from the Bell to the Class Activity
Every morning, the bell will signal that the school day has begun. When the bell rings we know
what to do if we follow this procedure:
Find your seat and turn your voice off and listening ears on. (Rationale: Students will
be completing various tasks around the room. The bell will be their first signal during the
day to find their seats and be prepared to listen.)
Listen to the announcements over the intercom. (Rationale: Every morning the
principle or a secretary will begin the school day with announcements. Students need to
hear these so that at the very least they know what is being served for lunch.)

20

Be respectful during the pledge of allegiance. (Rationale: Some students will not feel
comfortable standing for the pledge. I will not require them to do so, but I will ask that
they be respectful and not disrupt those who are participating.)
Sing the roll call song and move toward the carpet. Be ready for instructions and
carpet time. (Rationale: This part of the morning routine is built into my roll call and
absentees procedure. It signals the transition from before school fun to learning fun!)

E. Collecting Homework and Taking Attendance

If we take any assignments or notes home we need to make sure they get back to Ms. Wight.
Here are the steps we can take to make sure that happens.
After you have put all of your personal belongings away and before you go to
breakfast, hand in any homework or notes to the bin on Ms. Wights desk.
(Rationale: Students in the grades I want to teach wont be able to keep track of
homework or notes for very long so I want to collect those first thing. I am not worried
about having the students sort specific papers into certain bins; I will just have them put
all papers I need to see in the same place.)
Follow the rest of the morning routine. (Rationale: This is a small part of the greater
morning routine outlined above.)
*The attendance procedure is addressed and outlined in the next section.

Beginning Class
Roll Call and Absentees
Students, I am so happy each day when you arrive at school. It makes me sad when any of your
bright smiling faces are missing. We need to let the front office know who is here and who is not.
So each day after the bell rings and weve said the pledge we will do the following to take
attendance.
We will sing the roll call song together. It goes like this: Roll call roll call, shaboom,
sha-sha shaboom, roll call roll call, shaboom sha-sha shaboom (Rationale: This will
draw all of the students together in a recognizable way. The song is almost a call to
attention itself. It also reminds the students what we are going to be doing in the lyrics.)
While we sing and dance to the roll call song we will all be moving toward the carpet
to sit down. (Rationale: The carpet is a good place to collect all of the students. It lets me
have easy visual access to the students when they respond here to their names. This
also provides good opportunity for students to get their wiggles out before we start class.)
We will then use our Where in the World board and move the name magnets to
the correct section on the board together for the friends who respond here when
their name is called. (This board is mentioned again in the bathroom procedure.)
(Rationale: This step gives the students two responsibilities. 1. Respond when I call your
name 2. Help me keep track of the name magnets and where they should be on the
Where in the World board. By having both jobs students wont be bored or distracted
while others names are being called.)
21

We will write the names of our absent friends on the attendance slip and our
Attendance Administrator for the day will take the attendance slip to the office.
(Rationale: This provides a quick and easy way to deliver the attendance information to
the office. It also provides students with an extra responsibility in the classroom.)
We will then sing Were All Together Again. (Rationale: This song we affirm the
importance of each students attendance in the classroom and will help students regroup
and transition to the next activity. It will also give me any additional time I need to send
the Attendance Administrator to the office.)
When we finish the song, we will sit quietly and be ready to participate in carpet
time. (Rationale: This tells students exactly what they do when the finish singing so that
all of the class is ready to move on to other carpet time activities.)

Work Requirements
Sharpening a Pencil
We always try our best to sharpen our pencils at the beginning of the day or during transition
time but sometimes our lead gets flat or breaks. Try to have extra pencils ready to use if this
happens. If all of your pencils are flat and we are in the middle of something here is the
procedure you follow to sharpen your pencil.
Raise your pencil in the air. Do not wave it or doing anything distracting with it, simply
raise it up in the air so that I can see it. (Rationale: I am teaching the students different
hand signals so that I can differentiate their needs before ever calling on them. When
students raise their pencils in the air I know exactly what they need without having them
derail instruction. )
When I make eye contact with you and acknowledge your need, I will signal you
when you can go sharpen your pencil. I may ask you to wait a short time to do so but I
will let you get up when it is appropriate. (Rationale: Students know to wait for my signal
and know to stay in their seats until I tell them they can leave.)
Sharpen your pencil quickly and quietly and dont interrupt any of your friends on
the way to the sharpener. (Rationale: These steps tells students how they are expected
to behave when they sharpen their pencil. It will help limit the distraction this activity can
cause to the class.)
When you are finished, return to your seat quickly and quietly. (Rationale: Students
know that they are to rejoin the class and what they are working on as soon as possible.)

Instructional Activities
What to Do if You Need My Help
Sometimes youll need my attention for some reason. I am happy to help but I need you to ask
for my help in an appropriate way. Here are some steps you need to follow.
Ask yourself is this an emergency? If yes, come to me immediately. (Rationale: This
helps my students decide how urgent their question is. I know that this will take a lot of
scaffolding at the beginning of the year but I am confident that they will begin to
22

understand the difference. This also helps me know when I need to respond to a student
immediately.)
If not, ask yourself is this a question one of my friends can answer? If yes, ask one of
them instead of asking me. (Rationale: I want my students to help and support one
another. This also decreases the number of questions asked of me so that I can spend
more time on the questions that only I can address.)
If not, raise your hand and wait for me to respond. Use the appropriate hand signal
(three fingers making a W for restroom, fingers crossed for drink, and hand raised
for another question.) If I dont respond after 1 minute and am not working with
another student at my desk come see me there. (Rationale: The hand signals are
important for me to manage questions in the classroom. I will respond differently based
on the hand signal used. The time limit gives students an appropriate amount of time to
wait for me before taking further action.)
If I am working with another student, add your name to the waitlist at my desk and
I will get to you as soon as I can. (Rationale: The wait list helps students feel that they
are being heard but allows me to devote my full attention to whomever I am working
with at the time. It also helps me keep track of who needs me and the order in which they
need me.)
While you wait for me, work on another problem or try new ways to solve the
problem you have. If none of those options are helpful to you, read you independent
reading book. (Rationale: I dont want the student to be wasting time while they wait for
me so I have offered some appropriate suggestions for how they can productively use
their time.)

Transitional Times
Movement/Shifting From One Thing to the Next
When we are working on various projects around the room and it is time for us to transition to
another activity I will play a song. You will have 1 minute to finish what you are working on,
clean-up, and return to your seat with your listening ears and watching eyes ready to learn.
When you hear the music begin, stop and think about what you are supposed to do.
(Rationale: Students will be in the middle of an activity and will need time to switch
gears. I cant expect them to know exactly what to do when I turn the music on.)
Finish your current thought. (Rationale: Students may get frustrated if I ask them to
transition right in the middle of what they are doing. This gives my students some power
to self-monitor and transition within my time frame but on their own time. I will give
them 1 minute to complete the entire process so they can decide how much time each
element needs.)
Clean-up what you are working on. (Rationale: Students need to work to put the room
back the way it was. I dont want anything left out because it could be unsafe or
distracting.)
Dance until the music stops. (Rationale: This gives students a little opportunity for fun
and it also occupies the students who finish their transition early.)
23

Return to your seat. (Rationale: This tells students exactly where I need them to be
when the transition is complete. This is a good and organized location to send them as it
keeps them out of the way while others are still moving around.)
Sit quietly with listening ears and watching eyes ready to learn. (Rationale: This tells
students exactly how I need them to be when the transition is over. Students are told
specific, easy to mimic behaviors that prime them for further instruction.)

Student Needs
Using the Restroom
When we go to lunch, recess, or activity there will be an opportunity for you to use the restroom.
Please use this time so that when it is time for us to learn we wont have interruptions. That
being said, I understand that sometimes youll need to use the restroom during class time. That is
ok but I ask that you follow a certain procedure to do so.
Raise your hand with a W instead of all five fingers. (Rationale: I want my students to
be able to signal me that they have to go to the restroom and I want this signal to be
different than the one used for questions. This way, I wont have my train of instruction
interrupted with unnecessary questions.)
I will acknowledge that you may use the restroom or ask you to wait a few moments
so that we can complete our current task. (Rationale: I can continue to instruct the rest
of the students while addressing an individuals need to use the restroom. I can also ask
the student to wait if I have something that I dont want them to miss.)
Before leaving the room, move your name clip to the section that says Restroom
(Rationale: This way I can have a quick visual representation of where my students are. If
there is an emergency, I can quickly account for student location and take proper action.)
If you arent back in five minutes I will send someone to make sure you are ok.
(Rationale: This accomplishes two things. First, I can make sure my students are ok after
giving them a reasonable amount of time to complete their business. Second, I can make
sure students arent messing around in the restroom or intentionally wasting class time.)
While on your way to the restroom walk quietly and while in the restroom do your
business, dont get distracted (Rationale: Students, especially in the primary grades,
need explicit behavioral instruction at times. This way they have no question about how
to behave on the way to on while in the restroom.)
Please return to the classroom quietly and remember to return your name clip to the
In Class section. (Rationale: Again this just helps me to know where my students are
for safety and organization reasons.)
Ask a friend who sits next to you if you need help catching up with what they rest of
the class is working on. (Rationale: This step helps reintegrate the students into the
classroom with minimal distraction to the group as a whole.)

24

Non-Negotiable Rules!

Positive Natural
Consequences

Rationale

Negative Natural
Consequences

Designed Conse

I want my classroom to be
When this rule isnt
safe for all who enter it. This
The designed con
followed people are hurt and
includes physically,
for breaking this
their worth is diminished.
emotionally, and
A classroom that follows this
depend on the situ
Those who are using the
academically. Disrespect rule will be a safe space for
always present a
disrespectful words or
1. Use respectful words and comes in many forms which
learning and growing.
important aspec
touches arent learning how
touches with one another is why I use this word in my People wont have their
consequence is t
to behave appropriately in
rule. I also think this rule
feelings hurt and physical
require my studen
society. This classroom
lends itself to discussion altercations will be avoided.
whatever relation
wont be a safe space and as
about what exactly is
have damaged w
a result students wont
allowed in classroom
choices.
experiment, share, and learn.
interactions.

I think honesty is the basis

for growth. If my students
feel that they need to lie to
me, I have not done my job
of making them feel
2. Tell the truth to yourself
accepted and loved as they
and others.
are. I want students to know
that they can always tell me
the truth and that we will
work from the truth to
improve.

In a classroom that values

and upholds honesty, a
growth mindset can guide
instruction and facilitate
learning opportunities. I will
be able to better understand
why my students act in a
certain way and meet the
needs they have.

If my students arent honest

with me, their peers, or
themselves many of their
needs will go unmet. A
classroom full of little liars
will be very unproductive.

The consequen
mostly be internal
is broken as I won
know when I am
to. Students are on
themselves when
tell the truth. If I d
was being lied
consequence wo
disciplinary conv

I dont know what my signal

would be but, I do know that
it is important that, no matter
what, I can always get
The students will
everyones attention. This is
me as an autho
for safety reasons. I plan on If everyone follows this rule If students dont get quiet
When we practice
3. When I give the signal, having a very collaborative I will be able to get all of my and pay attention when I
will discuss wi
everything must stop!
and talkative classroom and students to safety quickly signal they are in danger and
privately why it is
sometimes it might be
and efficiently.
may get hurt.
that they dont b
difficult to draw everyone
rule.
back in. However, in the
case of an emergency, I need
to be able to get everyones
attention immediately.

25

Classroom Rules
A Note on Consequences: No matter what the consequence is, I will use Glassers reality therapy
to help my students understand that consequences are not punishments imposed by me. Rather,
they are results chosen by them when they chose to act in a certain way.

Whole Class Designed Consequence System

I am worried about my consequences and what system I will use for disciplining my
students. I hesitate to use any external systems. However, with day to day behavior issues I will
emphasis how individual actions impact the whole. To illustrate this for students I will borrow
from the Hogwarts house point system. I will split students into a few groups and they will lose
or gain points based on behavior. I wont call students out and let the rest of the class know who
caused them to lose points but they will be able to see that their actions harmed the community.
Rewards will be given when the maximum amount of points is reached (when the jar is full).
Once one group has reached max points the groups will change. This way, each student will get
to experience being part of a successful group at some point in time. I will be more generous
with giving points than taking them. Near the place where points are kept I will post a list of
what are reward worthy actions and what are point decreasing decisions. I will also list the
estimated amount of points given or taken for each item. If something happens and is not on one
of the two lists, we will have a class discussion that enters this action into the competition.
Students will be taught that this is a system designed to uphold the success of the whole group
rather than get angry about the bad decision of one individual. In fact, students will lose points
for mistreating any one, especially group members who have just lost them points.
I probably wont use actual Hogwarts houses with such young students but these are examples of
how the system might look:

26

Individual Consequence System

This system is harder for me to articulate. I know a lot of things I wont do. For example, I wont
take away recess time because I believe activity is essential to help balance student energy and
play is an essential time to learn. I would use the following steps to address behavior issues:
1. Make eye contact or use proximity to discourage undesired behavior
2. Ask student to identify and correct their misbehavior
3. Remove the student from the situation that is causing them to be unsuccessful
4. Discuss misbehavior privately with the student
5. Remove student from the classroom
6. Contact parent or guardian, this conversation would be based on productive correction of
the undesired behavior and would include a discussion about how we can work together
to help the student be successful
7. Visit with the principle
Each of the steps is successive and will only occur if the previous step was unsuccessful.
Here is a sample of a classroom rules sign I might us in the classroom:

27

20 Questions about Classroom Management

1. How should students behave? How, generally and specifically, do you want your students
to conduct themselves in class? Clarify your reasons for wanting them to behave as you
envision.
Students should behave the way the preordained expectations dictate. These expectations
should be determined during student led whole class discussion. Students should always
be prepared to learn and ready to share their experience with their classmates to enhance
the learning process. If students come in with this level of preparation aware of what they
are expected to do throughout the day, learning will happen at an optimum level. This
impacts how I will plan my future classroom because I will be very intentional about
outline expectations and helping students reach them while helping them understand that
expectations are used to help them be their very best.

28

2. What are appropriate behavior and misbehavior? What is meant by the terms appropriate
behavior and misbehavior as used in education? Give two notable examples of each. Do
teachers ever misbehave when working with students? If so, in what ways?
Appropriate behavior is behavior that produces a learning environment that is beneficial
to everyone who enters it. If any one persons behavior interrupts that then their behavior
is deemed misbehavior. One example of appropriate behavior is when students actively
participate in class discussion. Another is when they turn in prescribed assignments. An
example of misbehavior is a student who excessively talks out of turn and interrupts his
peers. A second is when a student finishes all of her work and distracts her classmates.
Yes, teachers do misbehave. Anytime they act in a way that inhibits their students
learning they are misbehaving. For example, if a teacher gets extremely stressed and uses
an authoritarian style at an inappropriate time, he is misbehaving. I need to recognize that
as a teacher I can misbehave and as a result I need to be more patient with my students.
3. What is bad about misbehavior? In what ways does misbehavior interfere with teaching
and learning? How seriously does it affect effort, progress, and morale? Is there a positive
side to misbehavior?
Misbehaving is disrespectful, whether intentionally or not. When I misbehavior, I do so
with selfish disregard for the needs of others. Misbehavior harms the entire learning
community whether those in it are aware of not. Misbehavior wears on me as a teacher
and can prevent me from doing my best. It also creates an atmosphere of negativity that is
felt by everyone, even if they are unaware that misbehavior has occurred. The more
extensive and repetitive misbehavior is, the more it effects effort, progress, and morale. If
a specific students misbehavior is handled incorrectly, their effort, progress, and morale
will be negatively impacted. There is a positive side to misbehavior, however, if those
involved can learn and grow as a result.
4. Why do students misbehave when they know they shouldnt? Why dont students always
behave as teachers would like them to? Identify some factors that seem to lead to
misbehavior. Do teachers have any control over those factors?
There are a myriad of reasons why students misbehave. It could be a result of my actions
as a teacher. If they feel they dont have place, purpose, and power in my classroom they
will act out in response. It could have nothing at all to do with me. If they are having an
issue with a fellow classmate their behavior could reflect that. Most frustrating, perhaps,
is problems at home (most of which I will have little or no control over) that negatively
impact student behavior. Often times, teachers dont have control over the factors that
lead to misbehavior. However, teachers do have control over how they respond to those
situations. If I chose to respond positively, I can have a life-long impact on how my
students respond to issues that arise in their lives.
5. What do we need to know about students needs? What do we know about the nature and
needs of students that can help us work with them more effectively? What about students
with special needs related to disabilities, economic realities, or racial, ethnic, cultural, or
linguistic diversity?
29

Maslows hierarchy is one important way to understand student need. My classroom is

the only place I can ensure students needs on that hierarchy are met. And because I cant
control what happens with those needs outside of the classroom, it is essential that I do
everything in my power to meet them at school. Anytime I am faced with misbehavior in
my classroom I will need to remember the different needs students have so that I can try
and figure out where their needs are not being met. Every action humans take is an
attempt to get their needs met. This understanding will definitely influence how I respond
to the actions of my students. Students who have special needs are of equal importance
and attention in my future classroom. I will have to be more intentional about meeting
their needs and a lot of the required responses will necessitate creative ways of managing
their needs in conjunction with running a classroom conducive to learning. I think special
needs present a unique opportunity to help all of my students become thinkers who are
not only critical but compassionate. This combination will help them be more effective
difference makers in the world. All needs provide learning opportunities for me and my
students.
6. What do we mean by positive discipline? What is meant by positive discipline and
behavior management? Is there a corresponding negative type of discipline? If so, how
do the two differ, and what is each good for?
Positive discipline is focused around helping students learn, grow, and know their worth.
It is about helping students realize where they made a mistake and giving them the
support they need to correct it. It is about preserving dignity and pride while correcting
undesired behavior. Negative discipline is punitive and condescending in nature. It takes
power and decision making away from the student and while it may stop undesired
behavior, it harms them in the long run. Negative discipline does have its uses in extreme
situations when student behavior puts others or themselves in danger. Even then,
however, I believe it is important to follow it up with positive discipline.
7. What can teachers do to help students behave properly? How would you explain the
teachers role in helping todays students behave more appropriately? List five things
teachers can do toward this end?
Teachers can do many things to help students behave properly. First, it is very important
that expectations are clearly and repeatedly stated for the students. Second, it is important
that students are involved in the expectation making process so that they see the
importance of it and feel as though they had some role in deciding classroom behavior.
Third, teachers can offer students multiple chances to be successful. Forgiveness is a very
powerful tool. Fourth, teachers can use positive language and interactions to help the
student feel valued and worthwhile. With this confidence, the student can make more
gains in appropriate behavior. Fifth, when mistakes are made, teachers can provide an
environment of love and acceptance that reflects a mindset of growth. Teachers should let
students know that everyone messes up sometimes and then teachers should outline
pathways to success and give the students the necessary tools to get there. Finally,
motivation is essential to positive classroom behavior. If students are motivated they are
30

working toward a goal. If they are working toward a goal, they are less likely to behave
in ways that deter them from reaching it. There are so many ways that students can be
motivated. It is my job as a teacher to help find which way works best for each
individual.
8. Does teaching method affect behavior? In what ways can method(s) of teaching affect
student behavior? Is it possible to teach in such a way that students actually want to
conduct themselves appropriately?
Teaching method directly affects behavior. Behavior is a result of environment and
teaching method determines the type of environment in a classroom. If a teaching method
leaves students with little or no power, their behavior will reflect that. If a teaching
method leaves students feeling a teachers apathy, their behavior will reflect that. When a
teaching method gives students power and peaks their interest, the resulting motivation
will inspire them to behave in a way that offers more opportunity for engaging learning
experiences. There are multitudes of learning theories that I will use to inform my
teaching method. For example, if a student is experiencing cognitive overload, their
behavior will reflect that. I will need to change my teaching method so that they dont
feel the need to act out and are instead able to engage in the learning process.
9. Does the physical environment affect behavior? In what ways can the physical learning
environment affect student behavior? What can you do to enhance the quality of the
physical environment in which you teach?
Physical learning environment is something that I care a great deal about. It takes a lot of
work and attention to detail in order to make a physical environment conducive to
learning. It is made up of so many things. Everything from decorations, to furniture
placement, to temperature impacts this environment. All of these things can impact
student behavior, with some students more noticeably than others. Its a lot about finding
balance. Some students are distracted by too much decoration, others are bored without it.
Some students are used to warm rooms, others prefer cold. Paying attention to how
changes in physical environment impact students can help to isolate the specific physical
issue. Changing the environment frequently can be distressing for some students but it
can also help me find the environment that works best for my students. All of these
factors make up a few of the elements of brain-based learning. When creating an
appropriate physical environment, it is essential to know how the brain responds to the
environment. This knowledge will ensure that classrooms are made to support learning
rather than hinder it.
10. Does the psychosocial environment affect behavior? In what ways can the psychosocial
learning environment (Comprised of emotions, feelings, and attitudes) affect student
behavior? What can you and your students do to enhance the quality of the psychosocial
environment?
The psychosocial environment definitely affects behavior. Students act based on their
emotions, feelings, and attitudes. I must constantly seek to recognize and understand how
31

these underlying factors are motivating certain student behavior. According to the
Control/Choice theory, students act out based on their needs for survival, belonging,
power, freedom, and fun. This knowledge will help me know how to help students who
are acting out. I need to be acutely aware of what my own emotions, feelings, and
attitudes are on any given day so that I can control how they impact the classroom. The
environment created in the classroom can positively or negatively affect the learning
environment and what often makes it difficult to control the psychosocial environment is
that it is sometimes hidden within students. Its hiddenness in no way diminishes its
impact.
11. What role does communication play in discipline? How, specifically, can you speak with
and otherwise communicate with students in order to influence them in a positive
manner?
Communication is key to discipline. I must communicate to my students what my
expectations are, why they are important, and, when they arent met, how they can be in
the future. The way in which I communicate is just as important as what I communicate. I
will always use positive language that focuses on the promise of future success rather
than the disappointment of past failures. I need to communicate to them that their actions
are their choices and that the consequences that are enforced are direct results of those
choices. I also need to communicate to students early on what consequences await them
if they dont meet expectations. This way they never feel like they didnt know what was
expected of them or like they didnt know what would happen if they didnt meet
expectations. Thus far, Ive only focused on my communication. However, the
communication I ask for from the student is equally, if not more important. I need to let
them communicate to me why they are behaving the way they are and respond
appropriately.
12. How can you help students work together productively? What, specifically can you do to
help all members of your class work together effectively, enjoy success, and display
positive personal interaction?
By making sure each student feels valued in my classroom I can help them work with
others productively. I think modeling plays a huge role in positive personal interactions
and I believe that showing students a better way to interact is a lot more powerful than
telling them. I need to constantly observe my students in their interactions and take the
necessary steps to correct situations where students are bullied, excluded, or otherwise
devalued. Most importantly, I must give my students opportunities to practice these skills.
If they only work on group projects once month, they wont have adequate time to hone
essential cooperative skills. I think one of the most important lessons I can teach my
students is that individual success means little in comparison to whole class success. I
alone cannot ensure every students success, but if I make it a whole class responsibility, it
can become a whole class reality.

32

13. What role can parents or guardians play in discipline? What do you see as advantages of
establishing and maintaining good relationships with students parents or guardians? How
can those people be helpful to you and your students?
Parents and guardians are essential to discipline. They are the ones with the most
authority and the final say in student behavior. If I have a positive relationship with them,
however, it will benefit the classroom. A positive relationship can mean parents support
my discipline even if the same behavior expectation does not exist at home. Parents have
the power to solidify or destroy my authority; having a good relationship with them can
prevent a lot of wasted time and energy.
14. How can teachers establish good relations with parents? What can you do to enhance
your relationship with students parents? How do you enlist their support? How do you
communicate with them?
Parent relationships are something that I worry about when I think about being a teacher
in the future. This worry mainly stems from how I hear experienced teachers talk about
these relationships. I understand why parents could be hard to deal with; they are some of
the biggest stakeholders in my classroom. Without their support I wont be able to create
a successful learning environment for my students. I dont want to let a bad relationship
prevent my students success. I think creating a good relationship with parents is about
hearing them, really listening and letting them know that I believe their opinions are
important. It is also about taking the time to explain the areas where you disagree and
why I am taking a different course of action than they like. It is important to always bring
the focus back to the shared interest, the wellbeing and education of their child. I need to
establish an open environment in the classroom. Just like students, if parents feel they
have a place in my classroom, they will respond more positively. I need to draw on the
strengths of the parents, not only does this let them feel valued, it also provides a better
experience for all of the students. Parent support creates a stronger learning community
with more opportunities for growth and development. Communication should be made in
various forms in order to ensure that each parent is communicated with in a way they
prefer. Email, phone calls, conferences, and letters are a few examples of methods I will
try.
15. In what ways do trust, ethics, and teacher charisma affect student behavior? To what do
these terms refer? Who is responsible for seeing that they become part of the class
environment and procedures?
Student behavior is a result of the environment they are in and how they are able to
respond to that environment. Some students are better equipped to respond to
environmental pressures and changes than others. All students benefit from relationships
with teachers that foster trust and exhibit ethics. Teacher charisma is a somewhat
discouraging term to me because it seems like something you either have or dont.
However, I believe that if I own who I am and live out my beliefs in my classroom,
charisma will result. I am responsible for making sure my students feel that my ethics line
up with their needs and as a result, that they can trust me.
33

16. What should you do when students misbehave? When students misbehave, how can you
intervene positively to stop that misbehavior, keep students on track and maintain
positive feelings and relationships? What are specific things you feel comfortable saying
and doing?
When students misbehave they should be addressed in some form or fashion
immediately. Its like when a dog goes to the bathroom inside, if I dont let them know
exactly which behavior is undesirable at the time it occurs they have trouble making the
connections that eventually help them make good behavior decisions. I never want my
students to feel devalued because of their misbehavior and so I must be intentional that
when I correct them I do it positively and without harming their peers opinion of them.
Sometimes correcting the behavior is as simple as stepping closer to them while I
continue to teach. Other times I might need to pass them a note or whisper something
about addressing the problem later so that their peers arent aware of a disruption in my
teaching. I feel comfortable asking the students to explain to me why they are behaving
the way they are. I also feel it is very important to have a conversation with them at the
time of their misbehavior where I help them understand that how they behave is their
choice and that the resulting consequences result from that choice. I feel comfortable
making it clear to them that they are more important to me than their misbehavior.
17. How can you best deal with problems in your classroom? What is the difference between
a problem and misbehavior? When general problems arise in your classes that involve
students and their behavior, how can you best deal with them?
Problems are different than misbehavior. Problems are not necessarily caused by students.
If they are, they are repeated acts of misbehavior. Problems can also be external. Any
natural disaster, fire, or school breech are classroom problems. Sometimes the physical
state of the school is a classroom problem. The best way to deal with problems is to take
them as they come, understand the root cause of them, and come up with a detailed plan
for how to resolve them. Helping students understand how their actions are negatively
impacting the learning community is important when dealing with student behavior
problems. If they understand the importance of their choices they will take more
responsibility for acting correctly.
18. How can you best deal with conflict? What is meant by conflict? How does it differ from
misbehavior and problems? When conflicts occur among students or between you and
students, how can you best deal with them?
In order to deal with conflict I must first discover the root cause of it. Until I know what
is causing the conflict all actions are palliative and dont do anything to actually end the
undesired behavior. Conflict is disagreement, discord, or a lack of harmony. It comes in
many different forms and fashions. I think laying a ground work for how to deal with
conflict is essential. For example, I think providing peace education to students can help
them be the actors in ending conflict. The best way to deal with conflict is with patience
and understanding.
34

19. How do you make your class energetic and lively when you want it that way? What steps
can you take to energize your class so students enjoy learning in a helpful, active
cooperative?
The best way to energize my class is to model energy for them. By acting excited about
what is happening in the classroom, I can encourage them to do the same. I also need to
be hyper-aware of their energy level throughout the day and I need to be willing to alter
instruction by adding energizers or other motivators to excite them. I can help students
enjoy learning in a helpful, active cooperative by giving them the opportunity to
collaborate, allowing them some input in their learning, facilitating healthy group
activities, and finding ways to individually motivate them.
20. Why is a structure approach to discipline desirable? Why is it important for you to rely on
a well-organized strategy for maintaining positive behavior in your classroom? Why is it
important that you organize the strategy to suit your specific needs?
Students need structure in the classroom. If they dont have structure, discipline can
become inconsistent and confusing. Also, if I structure disciple, I provide a scaffold for
those who have discipline issues. I help them see how to be successful. Each school year
will present me with a new group of students who have different needs. My discipline
structure needs to reflect my needs as an educator as well as their needs as learners.

35

Reflection on My Strengths and Weaknesses

Strengths
I think that I am very strong in the relational aspects of the classroom. From my
experience as a House President I realize that relationships lay the ground work for all of the
other important aspects of creating community. I have been trained on various ways to foster the
development of these relationships and have had the opportunity to practice these skills first
hand. I realize the value of working with students one on one and will use the relationships I
build with each student to address other areas of classroom success.
I also think I will be very strong in the physical environment aspects of the classroom. I
think people respond first and foremost to visual appearance. This can be the classroom itself or
assignments I ask the students to do. I am passionate about designing classroom environments
and curriculum that is visually appealing and supportive of student learning. I believe this ability
will help with student motivation and learning.
Weaknesses
I am really concerned about how I will handle discipline. I think I have the tendency to
go to one extreme or the other. While this resulted in a test result of authoritative disciplinarian, I
fear I am actually laissez-faire and authoritative in varying situations. I am afraid that when I
become overwhelmed with the classroom management of so many students at once, I will
abandon the all-important relationships in favor of control. I can also see myself thinking that as
long as everyone is safe, I dont care how they are behaving. Neither of these is an appropriate or
sustainable approach to teaching. I will need a lot of support from my cooperating teacher as I
practice and navigate this aspect of teaching. I think it will be a process of trial and error and so I
will have to observe my teacher and then rely on her for suggestions and support as I try various
styles on my own. This will be especially difficult in a classroom that is not technically mine. I
generally try not to step on peoples toes when I am in their space and may not feel comfortable
acting as an authority figure. I also wont know 100% what is acceptable to my cooperating
teacher in the first few weeks of my student teaching.
These same concerns are also present when I think about motivating my students. I can
see myself become complacent with student motivation because I am overwhelmed by balancing
the diverse needs of my students. Even in my practicum I came to realize that at times I had to
ignore one student to motivate another. I dont ever want to let any student fall through the
cracks, not even for a second. I think I will have to learn from my cooperating teacher how to
help students become independent learners who can support themselves even when I am
occupied elsewhere and cant scaffold for them.

36