Student Behavior Management

Pamela Harshbarger
November 2014
Philosophy of Student Management
If the purpose of school is learning, then behavior management (discipline) must support
that purpose. My philosophy of student behavior management is rooted in my experiences as a
classroom teacher and in research on adolescent development; it is influenced by my experience
of being a mother. Generally, I would omit my role as a mother from an education philosophy,
but the topic of discipline is one in which I cannot separate that role. The influence it plays is
quite simply stated: How do I want and expect an educator to treat my child. By keeping this
question at the forefront of my mind, I am sure to treat students with respect and dignity while
upholding the values and policies of the school building and district. My philosophy of student
behavior management is defined by three ideas: learning is the priority, being positive is
important, being proactive keeps people safe.
I believe school should be a place where students, teachers, and administrators celebrate
learning every day, and if students are removed from the classroom, sent to in-school suspension,
or suspended out of school, then learning is not happening. There will be instances when a
student reacts to something in a less-than-desirable manner. In those instances, I will encourage
the teachers and other staff members to quickly weigh the impact of a consequence against the
impact of losing valuable learning time. The goal is to keep students in the classroom if at all
possible. Students are humans; humans are not perfect. There will be moments when a student
needs a break or redirection. In my own classroom, I generally respond to disruption or
disrespect by asking the student to step to the hall for a moment. I then go to the hall and explain
the importance of being in the classroom and contributing to the learning and provide coaching
of expected behaviors. The student has the opportunity to ask any clarifying questionsnot to

Student Behavior Management

defend his actions. Finally, I give the student the option of returning immediately, getting a
drink, or staying in the hall for two minutes to take a break. This practice shows the students that
I value learning and specifically, I care about their learning. By stepping in the hall, the student
does not have to save face in front of his peers. It also communicates that people make
mistakes and as long as you learn from them and change your behavior accordingly, then it is
okay. It is important to stay calm and remember that the purpose of school is learning. If a
student does not know how to respond appropriately, it is our responsibility to teach them.
Creating a positive culture and climate is another element of fostering a system for
behavior management. In his book, Teaching with Poverty in Mind, Eric Jensen (2009) explains
that it is important to evaluate whether the discipline process is positive or punitive (p. 30). I
believe this is an important consideration. If the discipline polices and processes are punitive,
more students are likely to be removed from classrooms and are more likely to repeat the
behavior. In a positive environment focused on teaching students to behave in desired manners,
the conversations shift in tone and duration from angry and long to calm, encouraging and short.
A key component to cultivating a positive environment is developing and communicating
common expectations for the staff and students. Sometimes the behaviors are so severe that they
may result in a suspension. Those situations can still be handled in a positive way by reminding
the student that people make mistakes and it is important to learn from the mistakes. There are
consequences for actions, but reminding the student that this one moment does not define them
and that our goal is to get them back to school and learning as soon as consequence is fulfilled.
A goal I have for a learning focused and positive school is to be proactive in the approach
to discipline. A proactive approach can begin with communicating the behavior expectations to
the teachers. In the book Getting It Done by Chenoweth and Theokas (2011), they assert that

Student Behavior Management

principals in successful schools are explicit with teachers that they must figure out ways to
ensure that students do not lose instructional time for petty reasons such as forgetting a pencil
(p. 136). It is also important to be proactive with a behavior management plan in order to ensure
safety of the students and staff. Consequences and policies must be explicit and communicated
for behaviors which jeopardize the safety of the school. Being proactive and implementing a
behavior management program like Positive Behavior Interventions and Supports (PBIS) is one
way to promote a culture of positive behaviors. Involving students and staff in the development
of the ground rules and expectations for the school creates a sense of community. When
students feel safe at school, they can focus on the most important aspect of school: learning.
My philosophy of student behavior management is to keep learning at the center of every
conversation and to plan to keep students in school and in the classroom. A positive and
supportive climate and culture encourages students to do the right thing and behave according
to the expectations of the school. Fostering positive relationships between students and staff will
lead to opportunities to impact behavior in a calm manner. Arguably the quality of the
relationships teachers have with students is the keystone of effective management and perhaps
even the entirety of teaching (Marzano, 2007, p. 149). By being proactive, the school will be a
safe place for students and staff. Learning makes the most impact on student achievement. My
philosophy on discipline is to keep learning at the center and create an environment where the
norm is to keep students engaged in learning.

Student Behavior Management

References

Chenoweth, K., & Theokas, C. (2011). Getting it done: Leading academic success in unexpected schools.
Cambridge, Mass: Harvard Education Press.

Jensen, E. (2009). Teaching with poverty in mind: What being poor does to kids' brains and what schools
can do about it. Alexandria, Va: Association for Supervision and Curriculum Development.

Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective
instruction. Alexandria, Va: Association for Supervision and Curriculum Development.