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Destiny Crawford

Classroom and Behavior Management

Regent University
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Introduction

For children especially under the age of ten, behavior is a tool for

communication, conveying their needs and emotions or lack thereof. There are many

theories of what good behavior management looks like, but the most effective has

shown to be positive reinforcement that invites open and honest communication. “If you

can read the need, you can meet the need” Jerome Schultz, Ph.D. states, stressing how

important relationship plays into appropriate behavior management. This management

is vital in the classroom for a much greater purpose than efficiency. A proper system set

in place prepares students for the future, by teaching them proper responses to emotion

and how to appropriately interact with others. It teaches respect and self-control, but for

other students, it provides a kind of stability that they are lacking in an otherwise

desperately searching for. As a Christian, I understand the magnitude of loving others

and showing compassion to the ‘undeserving’. Exhibiting a gentle and kind spirit, being

slow to anger, is not only the center of behavior management but a commendable

example for my students.

Rationale for Artifacts

I chose the system of ‘jabber cubes’ as my first artifact to exhibit positive

reinforcement and in classroom discipline. Students start with three cubes each morning

and have the chance to obtain as much as seven. Students earn these cubes mostly

during a transition, cleaning off their desk quickly and putting their head down, showing
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me they are ready for the next step. Students can also earn ‘jabber cubes’ by making

good choices throughout the day, such as helping a friend, using kind words, or being

patient in the hallway. If students receive five ‘jabber cubes’ they receive a piece of

candy at dismissal. If they receive seven ‘jabber cubes’ they get to go to the prize box.

Because I am drawing more attention to a positive behavior, I am using positive

enforcement instead of constantly addressing negative actions. For example, if I see a

student not paying attention, I will reward a student near them, that is focusing, and

have them model the correct behavior. However, students can also loose ‘jabber cubes’,

when making bad choices or disrupting class. If I take away one cube, it serves as a

warning, but when students go home with one or two ‘jabber cubes’ their parents will be

notifying which correlated with their personal behavior chart.

I chose the personal behavior chart as my second artifact because it represents

my behavior management that is explained to parents. If students, by dismissal, have

one jabber cube they are considered to go home on ‘yellow’. Their calendar square will

be colored yellow, and parents will sign their initials to show observance. If students go

home with no ‘jabber cubes’ they will be considered to go home on ‘red’. When this is

the case, I attach a piece of paper explaining the actions of the student and the number

of chances and times of correction. I also will include a possible solution to this

behavior, or ask for parent input or intervention. This helps parents stay involved and

included in their child’s behavior progress and difficulties, building a valuable

relationship between teacher and parent.

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Theory of Artifacts

Any veteran will stress how vital classroom management is in the classroom.

School is a set environment where students are learning how to learn. These morals of

productivity and timeliness carry into the student's lives well beyond the four walls of the

classroom. Aside from the benefits to the teacher, classroom management is teaching

students how to manage themselves. It teaches students how to understand and control

their emotions and learn a valuable, yet neglected, lesson in growing focus. A recipe for

successful classroom management is setting high behavioral standards early on in the

year and never straying from it. (Edutopia, 2016) Students understand what is expected

from them the minute they walk through the door to the point of any behavior otherwise

is simply not an option. This theory of consistency sets the tone for the day and

encourages students to adjust their attitudes, separating home and school. Asking

students to share their emotions at the beginning of the day helps student recognize

their feelings, and practice identifying the root of the emotion. I often will ask students

why they feel sad or angry, and provide them tangible solutions for overcoming that

emotion and encouraging them to still have a good day. (Stasney, 2020)

Appropriate classroom management should not condemn students, but uplift and

encourage. I always heard growing up to “break their will, not their spirit”. Positive

reinforcement is such a vital tool in handling behavior correctly because it brings more

attention to students that are following guidelines and behaviors that the teacher wants

to see. Positive reinforcement puts greater stress on the correct behavior and emotional

reactions, instead of a teacher constantly correcting the same issue or student. Small
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things, such as non-verbal cues, highlighting a good choice, or passing out a sticker

while circulating motivate students to achieve those same rewards while not interrupting

instruction. (Marzano, 2020)

Another crucial element in behavior management is the personalization of the

teacher. Is it evident in every classroom that student bodies come from various

backgrounds and possess individual needs? A teacher that uses positive reinforcement

is sensitive with her approach to praise and discipline and notices the small milestones

her students make. In my system of ‘jabber cubes,’ I recognize when certain students

exceed is an area they struggle in, while also noticing the quieter students that are

always listening to instruction. Instead of silently giving them out when I walk by, I have

chosen to highlight their name, explain their choice to the class, and have the student

come to the front of the class to get a ‘jabber cube’. This shows students the behavior I

am looking for while teaching them to congratulate others on their accomplishments.

Every time a student gets a ‘jabber cube’ students say “good job!” and clap for them.

This also sets other students up for success, allowing me to commend others who have

mimicked their choices. The behavior chart that is signed at the end of the day is a

visual aid of accountability for students and parents. This illustrates the effect of student

actions, inviting students to consider their behavior and reactions before making a

negative choice. (Bain, 2007)

Emotional regulation teaches students to cope with a difficult situation, at home

or school and teaches them to manage and work through those tough emotions

effectively. Creating an uplifting community boosts student morale. Intentionally teaching

students how to respond to frustration and anger boosts student discretion. (Edutopia,
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2016) As a teacher I must recognize was is beneath the surface, instead of naturally

assuming ill intend. There are no bad kids, only bad behaviors, and children are much

more than just their behavior. “When little people are overwhelmed by big emotions, it’s

our job to share our calm, not join their chaos” - L. R. Knost. The appropriate response

is modeling the correct behavior and communicating understanding through sympathy.

Students that frequently get in the habit of communicating their emotions gain a better

understanding of themselves, resulting in not as overwhelming emotion. Teachers that

communicate with students the cause of their behavior instead of an immediate

punishment encourage student growth.

In proverbs 17:27 it says “the one who has knowledge uses words with restraint,

and whoever has understanding is even-tempered”. I feel that this verse portrays the

ideal temperament of a teacher, always showing understanding and leading by

example. Being a Christian also shifts my outlook of my students as a whole,

recognizing the amazing gift God has placed inside of them. Because of this, my goal is

more than high grades and clean desks. My interest is in the student full potential and

what they were created for. “For we are God’s handiwork, created in Christ Jesus to do

good works, which God prepared in advance for us to do” Ephesians 2:10. This mindset

changes everything and motivates me to address my students as sons and daughters of

the king, known and crafted by God Himself. When negative behaviors arise,

sometimes using positive reinforcement tools and behavior management strategies

don't work right away, which is why knowledge from the Holy Spirit is so valuable. I

recognize that the Holy Spirit discerns the issue beneath the behavior, helping me

determine the appropriate response and prevention plan.

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Shifting the atmosphere of a classroom starts with the teacher shifting how she

talks to students and how she handles personal emotions. How behaviors are

addressed is the very fabric of appropriate classroom management incorporating

consistency and understanding. Teachers who use positive reinforcement are more

focused on educating children to solve the problem instead of punishing them for the

problem. As stated by B. F. Skinner “The way positive reinforcement is carried out is

more important than the amount”. This type of behavior management sets students up

for success, considers a deeper meaning beneath emotions, trains students to

understand their emotions, and builds camaraderie.

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Resources

Bad Behavior Does NOT Mean Bad Kid. (2020, March 17). Shelly Stasney Thisnthatparenting.

Key Element 6: Positive reinforcement – Supporting Positive Behaviour. (2007). Karen Bain.

Johnson, B. (2016, September 2). The 5 Priorities of Classroom Management. Edutopia.

Morin, A. (2021, January 26). Positive behavior strategies: What you need to know.

The Critical Role of Classroom Management. (2020). Robert J. Marzano, Jana S. Marzano and

Debra J. Pickering.