Tate J.

Hedtke
SPED 608
Assignment #1
Standard # 5
Cross Categorical Special Education/ Learning Disabilities
Artifact Summary:
The following artifact is the result of research on effective classroom management, and what
must be done when a student disrupts the learning environment. I have compiled my thoughts
and recolections from my almost four years of teaching experience as well as the research and
instruction from those such as Robert Marzano and Edward Polloway. Effective classroom
management begins well before the school day starts and results in a respectful learning
environment, consistency, and well planned instructional design.

The most daunting task for any first year teacher is classroom management, and reigning in a
situation or student that may have escaped the control of the typical classroom environment.
Scratch that, this is an issue not just for a first year teacher but for all educators which may arise
during point in their career. What makes this task so difficult is that no two students are the
same. No two students will be triggered by the same stimuli, exhibit similar behaviors nor
respond to intervention in the same way. As educators, it is critical to practice our intervention
strategies in order to effectively handle these types of situations when, not if, they occur.
The first step in preventing student misbehaviors in the classroom is to have well
established procedures in place for students to follow. Effective classroom management begins
on the first day of school, before students enter the classroom. Administrators must address
school safety, an orderly environment, and the culture or climate of the school before teachers
can address classroom issues (Polloway et. all). What happens in the entire building contributes
to a well run classroom. From the cafeteria, to busses, and rest rooms, having a safe, positive,
and respectful learning community will help alleviate issues in the classroom. Having a positive
culture of learning from the top down is the first priority. When expectations are uniform
throughout a school, students will have little question as to how and why procedures have been
established in individual classrooms.
Similarly, classroom management for teachers begins before students enter a classroom.
Simply meeting students at the door and welcoming them with a hearty handshake and hello
sets the proper tone for classroom management by showing ones presence to students. Having
well established and posted classroom procedures and rules sets the tone for students, and the
expectations by which they are to meet. Classroom procedures must be taught, and practiced.
Throughout the first days of school, and throughout the year teachers must model for students

even the simplest of tasks such as entering the classroom and preparing for a lesson, transitioning
between individual and group work, and how to work during assessments and unguided work
time.
Another key factor towards eliminating classroom behaviors by disruptive students is to
have effectively designed instruction. As students enter the classroom, they should be given
bell work before the period even begins. This forces them to shift into the appropriate gear for
a new lesson. Students should always be kept occupied, if one activity finishes early, teachers
should have a backup plan, or additional activities for students to transition into in order to
engage their energy and attention. When educators do not have effectively designed instruction
in mind, it sets a negative tone for a classroom, and students, especially high school students,
will pick up on and exploit.
During instruction and work times, many behaviors can be prevented by simple
proximity control. As a student is talking, being disruptive, using their mobile devices, simply
approaching the student and continuing with the lesson will probably be enough to deter that
student under normal circumstances. By acting in this way, one can avoid bringing unnecessary
attention to the situation and risk getting the rest of students off task. Proper grouping of
students must be employed as well as to separate potential hot spots of disruption and
annoyances, as well as something as simple as a well thought out seating chart.
These are all preventative measures, as this author believes effective preparation is the
most important step towards deterring individuals from disrupting a class and establishing a
healthy learning environment. What steps must be taken however when students do inevitably
lose control and disrupt a class? How can an educator change the behavior of a student that
simply does not like the teacher, or vice versa? In special education and smaller schools, often

times a teacher will work with the same students several periods a day, and perhaps for several
years. This is quite a difference from larger departments or schools where a staff may be much
larger. In this case, the first step that should be undertaken is a Functional Behavior Assessment.
Functional Behavior Assessments are completed when a students behavior in class is relentless,
or erratic in nature. The functional behavioral assessment (FBA) provides a contextual view of
specific behaviors and behavioral patterns (McConnell, Patton, & Polloway).
A typical FBA format provides a structured way to analyze the contextual aspects of a
behavior by asking for an exact description of the specific behavior in question along
with information regarding precipitating conditions, consequences that follow the
behavior (an A-B-C analysis), and hypotheses about the purpose the behavior serves
(Polloway).
Using an FBA, which are typically in the form of a check list or flow chart, can help teachers
realize patterns in a students behavior. Primarily, and most importantly, the antecedent. Once
an educator establishes what triggers a students behavior, it can then more effectively be
eliminated. Also, FBAs are a good way of monitoring student behavior over the course of an
extended period of time to have proper documentation in order to make changes in ones IEP,
more specifically the I-5 form which is a behavioral plan in the IEP.
Functional Behavior Assessments may seem a bit time consuming for small issues, so it
is important to note that they can be reserved for those students who exhibit trends of disruptive
and negative behavior. FBAs are integral however for an IEP team to create an effective
Behavioral Intervention Plan (BIP) in order to help alter a students behavior in school. Often
times this can be accomplished with the use of positive support, such as a reward system or a
point sheet in order to keep track of a students behavior throughout the day. Perhaps another

intervention that can be worked out with an individual is to offer them a cool down period when
they are in a difficult state.
Classroom management one of the most difficult things to grasp as an educator, and in
conversation with co-workers is one of the leading deterrents prompting teachers to switch
schools, or professions. In the Medford Area School District, as I am sure many other places,
having a few years under a teachers belt helps greatly in eliminating negative student behaviors.
As my office mate has told me: Ive been here so long, that students know before they walk
into my classroom what I expect out of them, and how to act. So in this particular educators
experience, her reputation and consistency works well for her, and has spread around the school.
I personally believe classroom management to be one of my stronger suits, because I tend
to have very broad shoulders, and let very little annoy me in the classroom. Often times when
students misbehave, they are nothing more than attention seeking behaviors, and when ignored,
they slowly decrease in frequency until they melt away. There will always be students and
teachers that simply do not get along, and I believe humility and empathy go a long way in
making those relationships tolerable. Teachers and students do not need to get along in order to
facilitate learning so long as they continue to respect one another, and maintain a positive and
safe learning community.

Citations:
1) McConnell, K., Patton, J.R. & Polloway, E.A. (2006). Behavioral intervention planning
(3rd ed.). Austin, TX: PRO-ED.
2) Polloway, Edward A. Strategies for Teaching Learners with Special Needs. 10th ed.
Boston: Pearson, 2013. Print.