Brooke Ervin

Classroom Management

Dr. Elsass

March 15, 2017

Investigation Inquiry

Section 4: Domain 2d Reflection Managing Student Behavior

We have discussed at length the importance of proactive management when it

comes to student behaviors in the classroom. When there are clear expectations set and

procedures put in place to prevent misbehaviors from occurring, there is more time for

the teacher to focus on instruction and overall student growth rather than on eliminating

negative behaviors (Barbetta, 2005). Managing student behavior in the classroom

requires the communication of expectations to students, the reinforcement of positive

behavior, and a positive role model set by the teacher.

Observation

A great technique that I have witnessed my mentor teacher use in her classroom is

when she compliments a specific good behavior of a student so that others will follow.

For example, when a student was not sitting still on the rug, she commented on another

students behavior by saying, I love the way ___ is sitting crisscross on the rug, ready to

be a good listener. Almost immediately, the misbehaving student corrected himself

without having to be addressed. This aligns with Jacob Kounins group management

strategy of the ripple effect. The ripple effect essentially means that what a teacher does

to control a students behavior will also affect the other students who watch. Teacher
praise has demonstrated effects on both those earning it and those nearby (Parsonson,

2012).

All of the intervening models that we have discussed in class talk about the

importance of the teacher being positive with students and having an encouraging

attitude. I believe that my teacher does a great job of this, providing students with verbal

and non-verbal praise for showing good behavior. When students misbehave in the

classroom, she still reacts calmly and never raises her voice. Sometimes she will ask a

question so that students reflect on their own actions without having to be addressed

specifically. For example, she will ask the students: Are we making helpful or hurtful

choices? The teacher represents a good role model because she explicitly examples what

she expects from her students by always showing them respect. She addresses the specific

action or behavior of the student, not their personality. Along with this, she always uses

please and thank you when asking things of them or commenting on student behavior.
 References

Barbetta, P., Norona, K., & Bicard, D. (2005). Classroom behavior management: A

dozen common mistakes and what to do instead.

Parsonson, B. (2012). Evidence-based classroom behavior management strategies.