Behavior Management

As an educator, my goal is to create a place where students feel

safe to take risks and think abstractly. A strong classroom
management system is essential for creating a safe and positive
learning environment. I believe the most effective way to shape
children into model students is through meaningful relationships
and positive reinforcement.

Mutually respectful relationships are crucial to a healthy classroom

environment. As a teacher, I will respect my students’ backgrounds,
ideas, and beliefs and I hope my students will do the same for me.

A key component of a positive learning environment is consistency.

I will post our classroom rules on the wall and regularly refer back to
them. My students will always know what is expected of them. I will
also be consistent with consequences so my students will know
what to expect when they do or do not follow directions.

To establish a strong line of communication between myself and

my students, I will provide multiple opportunities for students to
express ideas or concerns they may have. For example, I have seen
some teachers use anonymous writing templates that say “I wish
my teacher knew…”.

When students do what is asked or even what is expected of them,

they must be reinforced. I used a wide variety of positive
reinforcement strategies during my student teaching placements
to praise good behaviors. The following pages explain the various
classroom management systems I have utilized.
Behavior Management First Grade

School Wide Positive Behavior Support

• Clip Chart
• Parent Communication
• At the end of each day students colored in the calendar day
with the color their clip was on. If the student was on any color
other than green, I made a note for the parent.
• Parents signed the calendar each night.

School Store
• Students began each day with 2 pennies.
• Students were rewarded pennies for good behavior.
• For example, if I saw a student follow directions without a
reminder, I would say to the whole class, “I am giving Haley a
penny for sitting quietly at the carpet with listening ears! Thank
you Haley!”.
• If a student had to move their clip down for bad behavior (SWPBS)
they had to lose a penny.
• Before packing up at the end of the day, each student met with me
to add their pennies to the bank and discuss their behaviors that day.
• On Thursdays, I would allot a few extra minutes for the students to
exchange their pennies for nickels and dimes (Math Integration!)
• School Store was held every other Friday. Toys/prizes were available
for various amounts of money.
• Students learned the value of money and importance of saving.
Behavior Management First Grade

Warm and Fuzzies

• Class-Wide Behavior
Management
• When the whole class showed
positive behaviors, I would choose
a student to add a “Warm and
Fuzzy” (pom-pom) to the jar.
• When the Warm and Fuzzies
passed the line, the class earned
a reward.

Magic Beans
• Small Group Behavior Management
• Students began each small group
session with 3 “Magic Beans”.
• If a student modeled great
behaviors, I would silently add a
bean to their pile.
• If a student was not following
directions, I would silently remove a
bean from their pile.
• This method worked wonderfully
during guided reading because I
never had to interrupt a student’s
reading to praise or redirect another
student.
Magic Beans during Guided Reading
Behavior Management K-3 Autistic Support

What is ClassDojo?
“ClassDojo is a school communication platform
that teachers, students, and families use every
day to build close-knit communities by sharing
what’s being learned in the classroom home
through photos, videos, and messages.”
https://www.classdojo.com/about/

Give specific feedback

Parent Communication
Behavior Management K-3 Autistic Support

Rally Tally
• Positive Behavior Management System
• Can be used for individual students OR class-wide
• Customizable goal and rewards
• Allows for student choice (increases motivation)
• Visual support
• Portable (magnetic tape on back)