L.

In dealing with misbehavior I hope to prevent a lot of behavior problems in the

classroom by being proactive in preventing misbehavior as well as addressing minor
problems before they turn into larger issues. I plan on establishing class rules at the
beginning of school (probably try to keep it to 5-6 rules) and refer back to these rules on
a regular basis. The key for discipline for me is that the rules are not going to be flexible,
once a child is asked to do something, they need to comply. I also plan on coming up
with consequences for breaking this rules starting out smaller and then gradually
increases into less desirable consequences. I want the consequence to be more of a
learning experience for the student rather than a consequence. I think things like
making an improvement plan or providing compensation for the person they have
wronged are some great ideas.( Morrish, 1997, as cited in Charles ,2014).
For minor difficulties I will try keep a close physical proximity to the student,
standing by the student if possible, eye contact with the student until the behavior is
stopped or having a class quiet symbol such as a raised hand may also work well. I also
think it is a good idea to reinforce those in the class that are making good
choices. Hopefully, most minor disruptions would be solved with minor intervention.
For problems that require intervention I would try to take care of the problem
quickly by reminding the student of the rules and focus them back on the task. If the
students behavior is something that I feel they need to be talked to more about then I
will, but if not then I think it's better to try to get them back on the task.
In the instance of a major misbehavior I feel that this is where the bigger learning
opportunity comes into play. Students need to learn self-control and regulation. If the
student has lost control of their emotions the first step would need to be to get the
student calm. Once the student is calm the rules and the infraction would be discussed.
A plan of action regarding this behavior in the future may be discussed with the student.
This would include ways for the student to prevent the problem from happening again. I
am considering designing a sort of calm down space for my students. This would not be
used when the child has behaved incorrectly or already made a bad choice, but more as
a reward for a student recognizing that they are feeling angry, upset, anxious, etc. and
have recognized this and can go take a 2-3 minute break before they make a bad
choice. I am on the fence about whether to implement this or not, but I feel pretty
important to teach students self-regulation.