Emily Hallett

Classroom/Behavior Management Exploration

Classroom/Behavioral Management Exploration

University of New England
EDU-615
Emily Hallett

Emily Hallett

Classroom/Behavior Management Exploration

At the Burke-Memorial School in Medway MA, the classrooms follow an

assertive discipline model. The teacher is in control of her classroom and if needed the
principle is the highest authority. The classroom I work in runs with this model. We have
21 students, 7 students have IEPs, and 8 students in the class have behavior issues. Only
3 students who have IEPs are also behavior. I am a Para in this classroom, but the
classroom teacher and I work more as Co-Teachers. We both have a command of the
classroom; the students follow both of our directions.
We use a card system in our classroom. Its called How am I doing. Each
student has his or her own set of cards in a small manila envelope. There are 5 cards total
in each envelope; the student can see what color they are on. The card that you start the
day with is green, which means, Im having a good day. If you are having a difficult
time following expectations they may be told to turn a card. The student would change
their green card to a yellow one, which means warning 1, the next card is an orange
which means warning 2 the following card is a blue which means 5 minutes of recess
and the last card is a red which means note goes home.
Each one of our students is held to the same expectations. We have them posted
on a bulletin board in the classroom both independent work expectations and group work
expectations. We remind the students before each task to follow expectations. We also
award smiley faces. The students each have a chart on the door, when they are following
expectations they might be told to give themselves a smiley. Once the chart is filled they
are allowed to go to the prize box. We also have a jar that we fill with marbles when the

Emily Hallett

Classroom/Behavior Management Exploration

class as a whole s following expectations. Once the jar is filled they get to participate in a
class choice activity.
The systems effectiveness works well. For the students that are not extreme
behavior problems they appear to become upset and regain control after being told to turn
a card once. For our behavior students it doesnt work as well. We have two students who
the card system does not work. One student is more defiant than the other. The first
student has issues at home and he is mostly an attention seeker. Some days he could turn
card after card, and other days hes asked once and he pulls himself together. With him it
really depends on the day so we have to use our judgment on when to ignore his behavior
and when to discipline it.
The second student has been sent to the principles office, sent to guidance and
has many issues with other students in the class. I have been taking data on him since
January. His behaviors have escalated. When he is asked to turn a card it becomes a
game, therefor we have stopped having him turn a card. Now he just loses recess or is
asked to leave the room and brought down to the office. We have tried various things to
help this student and nothing appears to be working.
The smiley chart helps motivate each student to do their best, there are days
where the class is not following expectations and one student is. Once that student is
asked to give himself or herself a smiley, the rest of the class immediately start to follow
the expectations. The smiley chart works well with our behavior students as well.
An issue in our school is the discipline that comes from the administration is not
followed through. Our difficult student that has been to the office more than he should
have has never received any consequences for his actions. The principle sits down and

Emily Hallett

Classroom/Behavior Management Exploration

talks to him, then she sends him back. Then we have more issues with him and once
again she talks with him and he is sent back. She has even pulled our whole class, one
student at a time, to get to the bottom of an issue with him. There needs to be better
method of discipline than just having a talk with the principle. In our school we have
incident reports. When there is an incident in class, walking in the hall or anywhere in
school a teacher will complete one. I have also filled out multiple incident reports for this
student. There still appears to be nothing in the works to address the incidents. I asked
multiple teachers in my school how they felt about the follow through with sending
students to the principle, a majority of the answer were all the same, there is no
consistency and no consequences.
Communication with the students parents about the card system is at the
beginning of school. They are introduced to it during open house when they come in to
visit the school and teacher. A letter is also sent home describing the expectations of the
classroom and school. A parent would only be notified of behaviors if the student turns all
5 cards to a red or if something serious happens. Parents are notified through email or a
phone call. If something serious occurs it is usually the teacher that will contact the
parents, as well as the principle.
I believe using a discipline system and a reward system helps to motivate the
class. It is clear the students follow the queues from the teacher and their peers. I believe,
each teacher should use a system that works well for them and their students.