Lauren Fields

#5
In order to create my classroom management model, I decided to focus on kindergarten,

which is the grade that I hope to teach in the future. In order to set up my future classroom, I will

utilize other theorists models, in addition to some opinions that I have developed from attending

classroom management throughout the semester.

I believe that in order to have successful behavior management in schools, it is important

to establish rules and procedures and make the consequences if those rules are broken well

known. Involving students in the creation of the classroom rules from the first week of school,

helps students feel in control of their learning but also ensures that all students are aware of the

rules and their importance (Evertson & Emmer, 2013). Students not only need to understand

rules within the classroom and the school as a whole, but the purpose of these rules needs to be

articulated. In addition, students need to clearly know and understand the consequences that

occur when they do not obey the rules. When the rules are obeyed, and positive behavior is

occurring in the classroom there is maximum learning taking place because the teacher does not

have to constantly take time during the lesson to discipline students who are misbehaving.

In order for classroom management to be effective, it takes teamwork from all aspects

that involved in childrens lives: the school, their families, the teachers, and their peers. To begin,

schools need to provide support and effort in the practices and discipline that occurs in

educators classrooms as long as they are beneficial and abide by the schools and countys

expectations. Another role for schools is to understand each teachers concepts and ideas on how

they manage their classroom. For me, especially since I want to teach kindergarten, I do not

believe in immediately sending a student to the office for referral unless they are physically

harming another student. The school should explain and emphasize their ideas on behavior
management and the steps they expect teachers to take should issues arise. Next, I believe that

parents and families also deserve a place of involvement in classroom management. I want to

have extremely open communication with every student and their parent(s)/family in the

classroom. The adults in my students lives deserve to know and understand the expectations and

rules that are in my classroom. The students parent(s)/family, should be involved in the

classroom. A teacher should offer volunteer opportunities to get parents and families into the

school. If as educators we can emphasize the importance of parents and families in the

educational aspect of their childs lives, it can help to increase that students grades, social skills,

and overall involvement in the classroom (Evertson & Emmer, 2013). A teachers role in

classroom management is to ensure that students feel open and comfortable in the classroom.

One thing that is imperative for my future classroom is that I want my students to feel loved and

important. I want to build relationships with every single student in their own unique way.

Another aspect that teachers need to take part in is establishing effective rules and routines that

fit the needs of the class to ensure student success. The role of students in classroom

management is to be actively involved in the classroom. Students should feel like they are a

significant piece of the function of the everyday class, and their value is important to the teacher

and their peers. Students should feel responsible for their behavior both positive and negative in

the classroom.

In my own classroom, I plan to have a three step system that I work on with the students.

Like Harry Wong emphasizes, procedures are extremely important from the very first day of

school and they must be taught, rehearsed, and then reinforced (Wong et al., 2014). So to begin

on the first day of school, I will practice this three step system that involves a nonverbal gesture

to encourage the student to stop the behavior, then a quick verbal response that includes stating
the students name, and lastly simply walking up to the student and placing a red card on the

students desk or area that lets the student know we will talk at a later time, when it does not

interrupt other students learning, about their behavior. During our conversation together, I

believe it is important to have the student identify and talk about why they think I placed the red

card on their desk. Doing so, helps students be responsible for their own behavior, problem

solve, and even think of solutions to prevent the behavior from reoccurring if possible. This idea

follows similarly to the concept from Classroom Management for Elementary Teachers for using

listening skills in the classroom. In the aspect of positive behavior, I do not believe in giving

incentives like material objects, but I do think that incentives like stickers, verbal responses, and

motivation are beneficial to the students. I think it encourages students to continue positive

behavior because that would be the noticed behavior, so it will discourage negative behavior.

Again, this refers back to my idea that even in kindergarten, students can be held accountable for

their own behavior and decisions within their age range.

To determine class rules in my classroom, I will begin the first day of school. I think that

the students can be involved in the process for determining our class rules. Kindergarten students

understand what is wrong and right outside of the classroom, so you can use those ideas to create

rules inside the class. It is important to go over the school rules the first day of school as well.

However, it is crucial not to just review these rules the first day of school; the rules need to be

practiced and rehearsed every day until it becomes routine. When reviewing the rules for the first

time and the days beyond, it is important to use positive language. As a teacher, I do not want to

fill the first week of school or my rule board with a bunch of Donts. The goal is not to scare

students, but to help them understand that rules keep us safe, kind, and responsible.
 One of the greatest strategies for preventing misbehavior in my opinion is withitness. As

described by Evertson and Emmer in Classroom Management for Elementary Teachers, as the

degree to which a teacher corrects misbehavior prior to it ever escalating or spreading to the rest

of the class (Evertson & Emmer, 2013). Withitness is so important in the classroom because as

an educator if I can prevent the misbehavior from ever occurring or spreading beyond one or two

students then I am monitoring my classroom well, maximizing learning time, and overall

creating a learning climate. The other skill that is important as a teacher to prevent misbehavior

in the classroom is overlapping which is the ability to simultaneously handle two events at one

time (Evertson & Emmer, 2013). This concept is crucial in the classroom because there will

probably not be a day that someone does not interrupt the classroom instruction. A teachers

ability to handle both disruptions at the same time without having to completely stop one thing to

handle an issue is important to the flow of the classroom. Again, possessing this skill will

increase and continue smoothness of the learning in the class and keeps the students on task even

when you are not around. One major way that I want to promote positive behavior choices in my

classroom is communicate with positive expressions that creates a very can do attitude and

excitement daily. Praising effort is extremely necessary as well. To continue creating positive

behavior choices, I will provide my students with verbal recognition, special activities/privileges,

and symbols like smiley faces and stickers. These types of rewards and incentives will be given

to students in cases of effort and success.

As a teacher, I hope that reviewing the rules and my three step process would prevent

misbehaviors; however, every student has their moments. So in order to prevent misbehavior in

my classroom I will again emphasize my three step plan. The first step, to utilize nonverbal cues

is to stop the misbehavior immediately with little to no interruption. Ideally, the problem would
stop here with the student taking note of my cue and body language which would show that what

is currently happening is unacceptable. The second step, to address the class as a whole, but

directly use that student or students name to let them know they are not doing what is expected.

This step is to give students my direct expectations for what is the appropriate behavior, move on

from the situation, and then continue to observe the student(s) for corrective behavior. If the

misbehavior continues, and I have to address the student I will be sure to use a kind and caring

voice. Using a kind tone can immediately change the situation and prevent any further

aggression. I will allow the student to have a voice in the situation and explain what was

occurring, but I will not accept excuses for their actions. Together, we will select the

consequence and come up with ways to prevent the same misbehavior in the future. Since

kindergarteners may struggle with coming up with an appropriate consequence or further

prevention, I will help guide the student during this part of process and offer options. If the

misbehavior continues and deserves a punishment. I plan to do my best to keep the student in the

classroom. I want to have a spot in my classroom that students can take time to cool down before

we discuss the problem, if that is something that is necessary for the student. If there is an issue

between students, I do plan to enact some of the restorative discipline practices. One that I would

like to use in my classroom is to have the students meet together with me and talk about how the

disagreement made them feel. In kindergarten especially I think this important because

identifying ones own feelings as well as others feeling based on the result of the disagreement

is necessary for development of social skills, conflict resolution skills, and empathic skills.

All of these strategies and beliefs about my classroom management model and behavior

management will effectively help my classroom run smoothly and with maximum learning being

achieved in the kindergarten class. As a teacher, I am passionate about my students feeling safe,
loved, accepted, and necessary to me and the classroom. I want this passion to reflect in every

manner and decision that I make within my classroom from a management and behavior

perspective.

References

Evertson, M. C., & Emmer, T. E. (2013). Classroom management for elementary teachers. New

York: Pearson.

Wong, K. H., Wong, T. R., Jondahl, F. S., & Ferguson, F. O. (2014). The classroom management

book. California: Harry K. Wong Publications, Inc.

Dear Caregiver,

In our kindergarten class this year, the students and I will work together to create our

classroom rules. The main purpose for having each student involved in making the rules, is to

help ensure that students understand the importance of being safe, kind, and responsible.

As for responsibility in the classroom, I believe that it is my duty to love and care for

each and every student. In the beginning of the year, we will work hard to create an environment

that is open and comfortable. To me, it is important to have a community atmosphere so that

every student of any type of diversity is welcome and equally apart of the daily function in the

class. Not only do I want create a community within our classroom with the students, but I want

to open up our community to parents and caregivers. It is important for me to have each of you

involved in the classroom with me and the students. Together, we can influence the benefits of

education in the lives of your youth and provide a solid foundation that they can build on every

year.

As far as my behavior management, I believe that children, even as young as

kindergarten, can learn and take responsibility for their actions. As a teacher, I will always

provide the student with the opportunity to explain their side of the situation, so that the

openness of our classroom is never inflicted upon. I will follow a 3 step plan for managing

behavior in the classroom. The first step, I will quickly signal for the action to stop. If it does not,

then the second step is giving a whole class prompt for the action. Last, I will place a red card in

the student's desk or work area to let the student know what they are doing is unacceptable and

we will talk soon.

Sincerely,
Ms. Fields