Amanda Warner

12/3/13

Classroom Management Model

When thinking about about my future classroom, I can't help but wonder what it is going to be
like. Many times I have caught myself thinking about how I want the behavior within the environment
I'm in to be. This paper is the chance for me to start laying my ideas out.
If someone were to ask me if learning and positive behavior correlated I would tell them yes. I
know that there will be times within my classroom that things just aren't perfect. No child is perfect and
I don't expect them to be. In our textbook, we learned that there are four types of problem behaviors;
nonproblem, minor problem, major problem limited in scope and effects and escalating or spreading
problem. Nonproblem behavior can be thought of as those moments when students aren't completely
focused, but only briefly. Examples include some talk during a transition between activities, small
periods of daydreaming, and a short pause while working on an assignment (Evertson & Emmer,
2013). Minor problems are those that include behaviors that run counter to class procedures or rules
but that do not, when occurring infrequently, disrupt class activities or seriously interfere with learning
(Evertson & Emmer, 2013). The other two problems, major problem limited in scope and effects and
escalating or spreading problem, are the ones that start to interfere with learning. I know I will have to
deal with all of these behaviors at some point in my years as a teacher, however, it's up to me to make
sure that it doesn't effect the learning of the students. I have to be able to emphasize to the students that
their behavior will not only effect them, but the whole class. They also need to know that if I have to
stop teaching in order to deal with problem behaviors, then they will be taking time away from their
learning and their peers' learning. However, if they choose to have positive behavior then there will be

learning in the classroom.

When it comes to the roles of schools, families, teachers and students in the classroom, I think
that each role is important and plays a key part in the success of a school. When it comes to schools, the
most important part they can play is being a safe place for students to go to and learn. All of the
students come from different backgrounds and family situation. For some, this can be the escape from
the abuse faced at home, the stress of not having enough money, the break from the sadness of losing a
parent, grandparent, etc, or many other situation. To often, our schools aren't meeting the needs of the
children who enter the doors and for some students, it's a place they don't like going because of not
having friends, not liking school, being bullied etc. In order for none of this to happen, I think schools
need to be involved and have plans implemented to make school safe for students. There should be
policies against bullying, so students don't have feelings of hating school or not feeling valuable. The
school should also have incentives for positive behavior at the end of each grading term. I've been in
elementary schools where they give students incentives for positive behavior and the students have
loved it. They try their best to listen and work hard in order to participate in the fun activity or reward
for that grading period. Overall, schools just need to meet the students' needs.
The role of families is an important one that can have an impact on the students that a teacher
will see in their classroom. In my classroom, I want the caregivers to know that their involvement in
what is going on in the class and their child's learning is important to me. In an article I looked up for
class, Teacher's Tips: How Parents Can Help, I learned a lot about how important it is to have family
involvement within the classroom. The think I like about this article is that they interviewed a teacher.
Something that stood out to me was how Mr. Parks, the teacher, was when I read that children of
involved parents typically have higher self-esteem and have fewer behavior problems in school. And
students' grades usually improve when their parents become involved (Catalano). When caregivers
become involved in the education of their child(ren), then those kids will feel like their education
matters to whoever may be taking care of them. It also shows that they want their children to succeed

and will do whatever they need to do to show the kids that they care! I think it's important that the
caregivers not only let the kids know they want them to succeed, but help them be successful. The ways
that they can do that are quite simple. First, get the kids in a routine with their homework. Have them
work on their homework at a certain time and place and keep this routine going. The children are so use
to having a routine at school, that if they have a routine at home, they will easily get adjusted and
succeed. Second, caregivers should talk to their children about what happened in school. Showing
interest in what happened at school will show them that the parents care. Third, make sure that children
are at school as much as possible, because make-up work can stress a student out, plus there is no way
to replace what they missed from not being in class. Fourth and final is to keep in touch with the
teachers. This shows the teacher that the caregivers want to be involved in what their kids are learning
and that they care. However, caregivers should limit contacting the teacher to a few times a term rather
than a regular basis, otherwise, the teacher couldn't get anything done (Catalano).
As a teacher, I know that I am going to have an important role to fill. These students will be
with me for a year and they will look up to me for so much. I will be the one teaching them so I need to
make sure that I am teaching them the proper information and that I am meeting all their needs. Also, I
need to make sure that their first day is one that is memorable. Students are always going to remember
how I made them feel on the first day of school which will leave a lasting impression on them. One of
the theorists that we learned about in class this year was Harry Wong who also agreed with the above
idea. Wong's big idea was being an effective teacher, and in order to be an effective teacher you have to
start from day one. He says that you need to make sure your classroom is ready. A teacher who does
this will be able to put more of an emphasis on learning and then behaviors with students that could get
out of hand would be able to be handled right away. Teachers should also welcome students on the first
day with a smile and be there to assist them with where they need to go. I like this idea that Wong has,
because it is something I want to use as a future teacher. I feel like my greatest role will be to make
sure my students are comfortable and I have to start the first day, otherwise, it will lead to issues in the

future. (Spitler, J., & Sauerwaud P. Classnotes).

The role of the students is one that would seem quite simple, but may be hard. I think they
should be willing and ready to learn. School is a place people come to learn and there will be lots of
that. Not being willing or ready is going to lead to problems throughout the year. I also think they need
to be open to new ideas. Working with each other is a learning experience and I want them to be open
to trying the ideas that their peers or even I will suggest and share with them. Like I said, nothing is
going to be easy. People in general are sometimes uneasy when it comes to trying something new or
being open to suggestions, but hopefully time spent in my classroom will help change that.
When evaluating myself as a teacher, I can't help but think of the things I have to offer for my
future students. Another theorist that we studied this semester had some key points that I really liked
and I felt like could describe me. The theorist is known as Barbara Coloroso and the first key point that
I like that she has is the three types of teachers; the jellyfish, the brick wall and the backbone. The best
type of teacher to be is the backbone because the backbone teacher provides the support for the
students. I feel like I'm going to be that type of teacher because I'm so supportive of others now and I
want to give to my future students what some of my teachers gave to me. Had I not had some backbone
teachers, I don't think I would be the person I am today. Something else I like that Coloroso used as a
key point is the six life messages to say to kids (Grandle, J., & Blosser, J., Classnotes). For example
one of them is I believe in you! Too often, students just want to give up and throw the towel in. I know,
I've been there and it's not a pleasant place to be. However, I did have people in my life like teachers
who would say they believed in me or knew I could do it and it made a difference. I want to take what
positive things happened to me, and apply them in my classroom so my students know that I care.
When it comes to the preferences of the types of students that I want in my class, I can honestly say I
don't have a preference. I feel like the best teachers have had an experience where the students are
diverse and I want that experience. Having a diverse group of students in relation to student behavior,
I'm going to learn what I'm capable of handling and how strong of a teacher I am.

Making class rules is an important part of the classroom, because if a class didn't have rules,
then who knows what would happen. I feel like the most effective class rules are going to happen when
I work with my students as a team. On the first day, I want to sit down with the students and talk about
rules that we need to make in order to have a successful year. In order for this to work smoothly, I need
to have some basic rules established already. For example:
1. Be respectful of the teacher, your peers, the school, materials, etc.
2. Listen to what everyone has to say. You never know what could come from it.
3. Don't be afraid to ask questions. Someone else in the class could have that same
question but might be afraid to ask it.
4. Be ready to learn. Each day we will learn, not just from me, but from each other.
Before we discuss these rules, I will have the students meet me in the middle of the room for
class meetings. The idea of class meeting is something suggested by William Glasser. According to the
book, Student Discipline Strategies, class meetings help teachers become not only involved in the lives
of their students, but makes them aware of what is happening with each of their students and lets them
sympathize with the students (Moles, 1990). Since I plan on using class meetings throughout my
teaching career, what better way to get students use to the idea of these meetings than on the first day of
class? Once we get in the circle, I will tell the students the rules that I came up with that I think are
important and then tell them that it's their turn to help me come up with the rest of the classroom rules.
Once we come up with the rules and I type them up to put in the classroom, I would talk to the
students about the strategies for preventing misbehaviors. I think the biggest strategy is to come up
with a system that is going to get the kids excited and wanting to do good. My suggestion to them
would be a clip system. Each student will have their name on a clothespin that starts off on green
everyday. If they do something that is above and beyond then they move up to blue. If a student is not
listening after multiple warnings, then they will move down to yellow. If their misbehavior continues,
then they will move to red and a note will be sent home to the parents in which the student writes what

happened that put them in the red, I will sign it, then the parents will sign it and send it back to me to be
put in file for my future use at a parent teacher conference. The interesting thing about this clip system
would be that for each student who moves their clip to blue, then they get to add a warm fuzzy to a jar.
Once the jar fills up with warm fuzzys, then the students get a special reward that I will draw out of a
container. The part that the students would help me come up with would be what rewards to use, given
that they are within reason. For example one could be having lunch in the classroom or extra recess.
Not only would this system prevent misbehavior, but it would also help promote positive behavior
choices because each student would know what is at stake. I would also use this time to talk to students
about what will happen if they misbehave. I believe that a warning should always be given so that way
the student is aware that not only am I watching them more, but to encourage them to make better
choices. If for some reason a student decides to continue the behavior, I will have them move their clip
and then tell them that we need to discuss it later when I am not teaching or have a free moment so that
way I'm not interrupting instructional time for the other students. I will also take the time to explain to
them that there have to be consequences that will be fair for whatever the student does that wasn't the
right thing to do. These consequences will either be decided by me or in a class meeting where some of
the students in the class can have an input into the situation. Also, as a teacher I need to make sure that
I am using a restorative approach as well. Basically, that I am seeing the needs and purposes behind the
misbehavior and that I'm also seeing the needs of those who have been harmed by the misbehavior. I
think by explaining this to the students, they will want to try and have positive behavior and make the
year one that they won't forget.
To wrap up the class meeting, I would talk to the students about how we are a team, meaning
that we are all in this together. I want my classroom to be a place where we can all work together in a
positive manner and succeed together. I will emphasize that we are all here for one another and that we
won't judge one another under any circumstance. My classroom will be one that students will know and
feel that they are cared for not just by the teacher but by their peers as well. Yet again, I will bring up

how class meetings are going to help us create a climate that is all about being a team and that anything
someone says in the classroom that may be private is to stay in our classroom, otherwise someone
might have some of their feelings get hurt.
I'm sure that once I start my teaching career, I will change my mind multiple times about what
works and what doesn't when it comes to classroom management. However, I believe that each year
that passes with teaching is also a learning experience for the teachers as well. I'm going to learn what
works and what doesn't and I'm going to have to change things. My management system will never be
perfect and will sometimes have one, if not many flaws. However, what I wrote in this paper is a
beginning and a foot step on the way to my own classroom.

References

Catalano, P. (n.d.). Teacher's tips: How parents can help. Retrieved from
http://www.schoolfamily.com/school-family-articles/article/824-teachers-tips-how-parents-canhelp
Evertson, C., & Emmer, E. (2013). Classroom management for elementary teachers. (9th ed.). New
York, NY: Pearson.
Grandle, J., & Blosser, J. (2013). Lecture on Barbara Coloroso. Personal collection of J. Grandle & J.
Blosser. Bridgewater College, Bridgewater, VA.
Moles, O.C. (1990). Student discipline strategies:Research and practice. Albany: State University of
New York Press.
Spitler, J., & Sauerwald, P. (2013). Lecture on Harry Wong. Personal collection of J. Spitler, & P.
Sauerwald. Bridgewater College, Bridgewater, VA.