Layne 1

Every teachers management system is unique as it reflects his/her desired goals for
students. Despite each classrooms distinctiveness, Harry Wong strongly suggests that all
classroom procedures, expectations, and rules be established within the first two weeks of school
in order to ensure clarity and consistency (Szucs, 2014). Consequently, my model will be
implemented from the first day of class. In addition to clarifying desired student behaviors,
classroom management is necessary as it promotes order, respect, and fairness for academic
achievement. In fact, there is a strong relationship between successful classroom management
strategies for positive student behaviors and learning. When students are engaged with learning,
they are more likely to have respect for their learning environment, thus resulting into more
positive classroom behaviors. Evertson (2013) strengthens this relationship: It [classroom
management] establishes conditions that enable students to learn better and poor classroom
management creates conditions that interfere with desirable educational outcomes (p. 7). As
one could predict, this relationship is double-sided; if students are struggling to learn for various
reasons (including boredom, apathy, or lack of competence), they are more likely to result in less
desirable behaviors. With this stated, my management model is not only representative of
student behavior but also of their learning processes. It encompasses my beliefs on the bases of
classroom management, teaching disposition, desired classroom rules/expectations, and
prevention and responsive strategies for misbehavior.
My classroom management system will be founded on the bases of the school, students
families, students, and myself as the teacher. Each system plays a contribution to the students
learning and behaviors; however, some are more influential than others. If distributed using
percentages, my management model reflects the following: School/Faculty (12.5%), student
families (12.5%), student (25%), and teacher (50%). Such percentages demonstrate that the

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teacher and students are the ultimate bases for student learning. As the teacher, I will work
diligently to maintain a smooth-running classroom while helping students learn and take
responsibility for their learning as suggested by Evertson (2013, p. 102). If properly maintained,
my students will then understand that they are the possessors of their own fates no matter the
circumstances. In the classroom, this means students understand they are accountable for their
behaviors and academic progress. The remaining 25% of the bases for learning is divided
between the school and student families because these are likely to affect students safety,
resources, and prior knowledge; however, they are not completely necessary for learning to take
place. If teachers are really effective, they will still be able to instill responsibility and selfesteem in students that is worth far more than a deficit of resources at school or unsteady home
life. This foundation for classroom management takes time and work that I am willing to accept
as I work to develop independent, lifelong learners.
In terms of needs in the classroom, I must have students who are respectful and
cooperative. I plan to treat my students with respect and expect the same in return. No
successful learning environment is attainable without this. Respect is really the only need I
have for my students. For students behaviors, I am also not extremely selective because I find
diversity something that is challenging yet beneficial for learning. I do not want a class full of
extroverts or a class full of twenty perfectly silent statues. I desire a true, vibrant community of
differing opinions, behaviors, and mannerisms, not a utopian of robots. With this stated, I prefer
students that are curious and engaged with the learning process. I want students who are eager to
participate and willing to go the extra mile for the process of learning and not the product. I
actually am fearful of those who really have no drive or desire to learn at all. As my model
continues, I hope to demonstrate ways of preventing such apathy through intrinsic motivators.

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I plan to develop classroom rules, expectations, and accountability using a contract
developed by students and guided by myself. For example, in a 2nd grade classroom, I would
introduce the idea of rules by asking questions of their importance. Then, I would progress into
students individually creating and writing five rules for the class as a whole. Next, I would have
students work in groups to determine the four most important after sharing their individual ideas.
Finally, I would reconvene the whole class together to share each groups responses to then be
formulated into a whole-class contract. Some rules may be broadened through teacher guidance,
but the key of the contract would be clarity of expectations, student choice, and accountability.
Students would then give examples of the rules and model appropriate behavior as suggested
through Jones (2007) and his idea of Say, See, Do Teaching (p. 83). The four basic rules I
would guide students toward would include listening while others are talking, respecting all
individuals, being prepared for instruction, and obeying all school rules. Each year the class
rules may be slightly different in wording; however, they will be guided by these overarching
rules. The class contract will be posted visibly and signed by each student for reference to
prevent and respond to inappropriate behaviors.
I will also emphasize positivity in the classroom that is relative to the theories of Barbara
Coloroso and Linda Albert. I strongly believe that students will be more successful and open to
communication through respect, love, encouragement, and restorative practices. Such
components are encouraged in Colorosos Inner Discipline Model as presented by Colligan
(2014). These positive elements may take the form of public and private praises, both verbal and
nonverbal (ie. compliments, notes, positive phone calls, etc.). By building students self-esteem,
they will develop a greater understanding of their significance and belonging in the classroom.
Consequently, their intrinsic motivation and academic performance will thrive as their needs for

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belonging are met. Dunlap (2014) echoes this idea in Linda Alberts Cooperative Discipline
model, which emphasizes the three Cs of Connect, Capable, and Contribute. Connect
simply means that I will know my students as more than students. I will know their hobbies,
families, interests, struggles, etc. This connection will develop greater student-teacher trust,
furthering their confidence (or capability) and contribution to classroom instruction. My hope
is that an atmosphere of positivity will overpower possible issues to instruction and community
development in the classroom.
Positivity will be intentionally established through individual student relations and
whole-class interactions. One way I plan to accomplish this caring, peaceable climate is through
community-building and team activities. Such exercises will not only be games but tools for
students to get to know one another and connect in low-stress situations. Extrinsic motivators
will also be used intermittently to reward positive behaviors. These motivators may include (but
are not limited to) treasure boxes, additional desired learning time, movies, etc. I will also use
cooperative learning during some academic activities to increase social interactions and
academic performances. One strategy of cooperative learning I will use is explained by
Andersen (2001); his Jigsaw Approach requires students to divide into groups of 5-6
individuals. Each home group is then divided individually so that each student becomes an
expert on a specific topic to share with the group at a later time. All students will feel needed
and valued through this approach as all are working toward a common goal in the learning
process. In contrast, I will not use many competitive exercises so not to promote rivalry amongst
students. My classroom will be a community of learners attained through deliberate communitybuilding exercises and cooperative learning approaches.

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Other prevention strategies will be implemented in my classroom to reduce growing
problems. Just as the class contract is an accountability tool, I plan to maintain accountability by
monitoring students academic progress and school-wide behavior. If a student is not behaving
appropriately, I will talk with him or her one-on-one to determine the causes and formulate
possible solutions to prevent further issues. In addition, I will prevent misbehavior by being
consistent and firm in my rules, expectations, and procedures. In Jones Tools for Teaching
(2007), the inevitable example of a disruptive class in the hallway is presented; he explains that
teachers should stick to their guns, even if it means returning to the classroom four times before
the class is completely quiet in the hallway. Such consistency of rules will definitely take time
and monotony, but it is valuable in preventing students from pushing the line for further
misbehaviors. Finally, in regards to prevention processes, I hope to develop Kounins idea of
withitness, or an ability to identify and correct behavior immediately and appropriately
(Evertson, 2013, p. 115). I do not ever want to be so focused on an action that I let something
else slide by without any knowledge of it, thus decreasing students trust. In order to be withit,
I will move fluidly around the room and ensure visibility of all students from my proximity in
the classroom. I will refer to the class contract, maintain consistency of rules/guidelines, monitor
academics and behavior, and implement Kounins idea of withitness in order to prevent
inappropriate behaviors.
No matter how hard I try to prevent misbehavior, I understand it is inevitable. As a
result, I will respond to the behaviors appropriately based on the four types of problems
discussed in Evertson (p. 186-187). For non-problems and minor problems (which do not greatly
disrupt class instruction), I plan to use strategies like nonverbal cues, proximity, redirections of
behavior, and brief commands. These interventions do not take a lot of time to attain the desired

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student behavior. When problems escalate and become more serious major problems, I may
revert to more severe interventions like one-to-one conferences, parent phone calls, and
withholding of preferred activities. The progression of misbehavior will not be visually tracked
or punished in the room, but I plan to implement a tracking system on the computer that will be
known to each student. If a student behaves properly, then nothing will be marked, but if a
student misbehaves and is reprimanded for the behavior with varying cues, the action will be
documented and verbalized privately with the student. The main goal of this response is that
students do not feel embarrassed or outcasted for misbehavior, but they understand their actions
and work to resolve the manner promptly. The private conversation will follow the steps of open
communication provided in Evertson (p. 165-175): Constructive assertiveness, empathic
responding, and problem solving. I will be clear with the student of his or her inappropriateness
and my desired behavior for him or her. I will also listen to all sides involved in order to create a
resolution based on the discussed causes and solutions. This communication is significant as it
strengthens student-teacher relations and provides students with an opportunity for change.
Unlike punishment, which instills feelings of failure and distance in relationships, my listening
and problem solving strategies will focus on restoring broken relationships and feelings of selfcompetency.
Classroom management looks different in every classroom; however, it is extremely
important in order to ensure clarity and consistency of expectations for desired student behavior.
Whereas some teachers emphasize disciplinary measures, my model focuses on the students
needs of belonging through positivity, open communication, and restorative practices, which
work to develop independence and accountability in every student.

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References
Andersen, F.J., Palmer, J. (2001). The jigsaw approach: Students motivating students.
Hattiesburg, MS: University of Southern Mississippi.
Colligan, J. (2014). Barbara Coloroso: Inner discipline. Classroom presentation. Bridgewater,
VA.
Dunlap, K. (2014). Linda Albert: Cooperative discipline. Classroom presentation. Bridgewater,
VA.
Jones, F., Jones, P.J., & Jones, J. L. (2007). Tools for teaching. (2nd ed.). Santa
Cruz, CA: Fredric H. Jones & Associates, Inc.
Szucs, A. (2014). Harry Wong: Classroom management today and every day.
Classroom presentation. Bridgewater, VA.