Classroom and Behavior Management Framework

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Feb 20, 2024

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Classroom and Behavior Management Framework Erin Zacharias ELM-250, Creating and Managing Engaging Learning Environments Grand Canyon University, College of Education September 21, 2023

Classroom Management Models Kagan, Kyle, and Scott’s Win-Win Discipline Win-Win Discipline, developed by Kagan, Kyle, and Scott, prioritizes guiding students toward discipline rather than imposing it upon them. The system is based on three pillars, similar to other behavior systems with different tiers or sections. These pillars are the same-side approach, collaborative solutions, and shared responsibility (Kagen, Kyle & Scott, 2004). One of the most significant advantages of this system is that it eliminates any confrontational relationships between teachers and students. Additionally, it places all parties on the same side and implements a clear structure. However, it is also essential to consider some weaknesses, such as drawing attention to student misbehaviors, giving students too much control in the classroom, and possibly becoming distracted by meeting their behavior needs instead of focusing on their education. Fred Jones Positive Classroom Discipline Fred Jones Positive Classroom Discipline is a comprehensive classroom management approach consisting of four distinct components called "legs." These are limit setting, responsibility training, omission training, and backup systems. The backup system is only utilized if a student's conduct is effectively managed within the first four components. This model differs from other classroom management systems, such as Kagan, Kyle, and Scott, because it offers incentives for good behavior. When students exhibit proper behavior, they are rewarded for engaging in desirable activities (Jones, 1987). The Fred Jones Positive Classroom Discipline approach has several strengths, including teaching students to take responsibility for their actions and addressing behavioral issues proactively.

Additionally, it provides incentives for the entire class, not just for well-behaved students. However, a potential area for improvement of this system is that it requires a significant time investment to train teachers and teach students these strategies. Furthermore, some students may need help to grasp the nuances of the system's nonverbal communication protocols. Behavior Management Systems PBIS- Positive Behavioral Interventions and Strategies Many schools implement a three-tier behavior management system to create a positive student environment. One such system is P.B.I.S., which collects data on students' behavior daily to create a customized plan for behavior management. Studies have shown that P.B.I.S. is highly effective in improving behavior among students of all abilities, resulting in reduced office referrals and improved student conduct (Bradshaw et al., 2008). However, implementing and maintaining P.B.I.S. can be a complex process that requires significant time and effort. Despite this, many schools have found the benefits of P.B.I.S. to be well worth it in creating a supportive and safe learning environment. By utilizing P.B.I.S., schools can provide their students with the tools they need to succeed and grow healthily and positively. STAR- Stop, Think, Act, Review The S.T.A.R. behavior system is a specialized program tailored to elementary school students from kindergarten through 6th grade. In contrast to P.B.I.S., which leverages rewards and punishments, S.T.A.R. instills virtues and themes in students, encouraging them to take ownership of their behavior (McClelland & Tominey, 2015). Each month, a new theme and

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virtue are introduced, empowering students to cultivate a positive mindset and approach towards their actions. One of the key benefits of this program is that it promotes self-regulation and accountability in students while equipping them with valuable problem-solving and conflict- resolution skills that can be applied in everyday situations. It is essential to note that while the system was designed for a classroom setting, it may be challenging to monitor progress and effectiveness across multiple classrooms or grade levels within an entire school. Reflection Effective classroom management is critical to successful teaching and should be implemented from the very first day of school. Teachers must establish clear rules and procedures, ensuring they are displayed around the classroom to create an environment conducive to learning. Additionally, teachers must have a well-planned rewards and consequences system in place. These components are the foundation of a successful academic year with minimal disruptions. For students to be successful, they must know how to address their needs respectfully, and teachers should try to understand their individual needs and adjust their behavior management systems accordingly. In my future classroom, I plan to incorporate the Win-Win Discipline system by Kagan, Kyle, Scott, and Fred Jones' Positive Classroom Discipline strategies. These two approaches provide a framework to help students achieve positive behavior. I intend to use the Positive Behavior Intervention and Strategies (P.B.I.S.) and Stop, Think, Act, Review (S.T.A.R.) systems for behavior management. Combining virtues taught with the S.T.A.R. system and the positive

reinforcements and data collected in the P.B.I.S. system creates a well-balanced approach to successful behavior management. The S.T.A.R. system encourages students to take responsibility for their misbehavior, reflect on why they did it, and identify alternative solutions for the future. It is a powerful tool that can help even the most diverse students in today's classrooms. The P.B.I.S. system is a data- driven approach that focuses on positive reinforcements to promote good behavior and reduce bad behavior. It emphasizes rewarding students who exhibit positive behavior rather than punishing those who do not. Combining these two approaches creates a positive learning environment where students can thrive. When implementing these systems, it is essential to take a proactive approach to classroom management. Teachers must establish a positive classroom culture and create an environment where all students feel respected and valued. This involves building relationships with students, setting high expectations, and providing a safe and secure environment. Teachers must also model positive behaviors and use constructive feedback to promote growth and development in their students. Effective classroom management requires collaboration between teachers, students, and parents. Teachers must communicate regularly with parents to ensure they know their child's behavior and progress while also seeking support in reinforcing positive behaviors at home. Students must also be involved in the process, understanding the expectations and consequences of their behavior and actively working towards meeting those expectations. In conclusion, effective classroom management is essential for successful teaching. It requires a proactive approach, clear rules and procedures, and a well-planned rewards and consequences system. By incorporating the Win-Win Discipline system, Positive Classroom

Discipline strategies, P.B.I.S., and S.T.A.R. systems, teachers can create a positive learning environment that promotes positive behavior, reduces disruptions, and allows students to thrive. We can create a learning environment that fosters growth, development, and success through collaboration between teachers, students, and parents.

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References: Bradshaw, C. P., Koth, C. W., Bevans, K. B., Ialongo, N., & Leaf, P. J. (2008). The impact of school-wide positive behavioral interventions and supports (PBIS) on the organizational health of elementary schools. School Psychology Quarterly , 23 (4), 462. http://web.mnstate.edu/malonech/Psy633/Presentations%20share/Alison.pdf Jones, F. H. (1987). Positive classroom discipline . New York: McGraw-Hill. https://fredjones.weebly.com/the-model.html. Kagan, S., Kyle, P., & Scott, S. (2004). Win-win discipline . Durham District School Board. https:/files.hbe.com.au/samplepages/KA0493.pdf McClelland, M. M., & Tominey, S. L. (2015). Stop, think, act: Integrating self-regulation in the early childhood classroom . Routledge. https://books.google.com/books? id=MepzCgAAQBAJ&lpg=PP1&dq=Stop%2C%20think%2C%20act%2C%20review %20behavior%20management&lr&pg=PP1#v=onepage&q&f=false

Classroom and Behavior Management Framework

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