behavior management philosophy
Trust is the basis of any meaningful relationship, especially in the classroom. Students need to feel safe, secure, and loved in order for them to take academic and social risks, and to fully embrace the learning process (Watson, 2003). As trust is vital to a well-functioning classroom community, it is imperative that educators find ways to foster trust in the classroom. In my classroom, Morning Meeting is an integral part of our day. In this part of our day, students greet one another through song, dance, and gestures, and sometimes use different languages. We play games with one another, and build a foundation of warmth and trust which carries us through our academic pursuits.
Teachers can create an inviting, trusting classroom environments by installing routines and procedures which communicate high expectations and shared ownership over the classroom. My students contribute to the classroom community by taking on classroom jobs on a rotating basis. The line leader, teacher’s assistant, and librarian are among some of the most coveted jobs which allow students an opportunity to demonstrate their leadership abilities. Students who contribute to their classroom environment, and who experience consistent implementation of rules and expectations, are able to dedicate their attention to academic and social pursuits, deepening their learning experiences.
Students also need to know that they are expected to make mistakes. When rules are broken, it is vital that clear and consistent consequences are in place. I encourage students to reflect on their own behavior at the “Take a Break” spot, a small table stocked with a variety of soothing items like a stuffed animal and snow globe. The “Take a Break” spot gives students an opportunity to calm down and change their behavior. Consequences for broken rules should be logical, and have a strong connection to the rule that was broken. In my classroom, we use a color coded behavior chart which links a student’s action directly to a classroom rule. This helps students recognize which rule they have broken so that they can adjust their behavior accordingly. Teachers need to be careful to not enforce punitive consequences, as punishment is likely to build resentment in children and could damage the trust between the student and the teacher (Saphier et al., 2008). When teachers hold students accountable in a reasonable manner, they feel safe and secure, and they are able to focus more clearly on their academic and social learning.
Teachers can create an inviting, trusting classroom environments by installing routines and procedures which communicate high expectations and shared ownership over the classroom. My students contribute to the classroom community by taking on classroom jobs on a rotating basis. The line leader, teacher’s assistant, and librarian are among some of the most coveted jobs which allow students an opportunity to demonstrate their leadership abilities. Students who contribute to their classroom environment, and who experience consistent implementation of rules and expectations, are able to dedicate their attention to academic and social pursuits, deepening their learning experiences.
Students also need to know that they are expected to make mistakes. When rules are broken, it is vital that clear and consistent consequences are in place. I encourage students to reflect on their own behavior at the “Take a Break” spot, a small table stocked with a variety of soothing items like a stuffed animal and snow globe. The “Take a Break” spot gives students an opportunity to calm down and change their behavior. Consequences for broken rules should be logical, and have a strong connection to the rule that was broken. In my classroom, we use a color coded behavior chart which links a student’s action directly to a classroom rule. This helps students recognize which rule they have broken so that they can adjust their behavior accordingly. Teachers need to be careful to not enforce punitive consequences, as punishment is likely to build resentment in children and could damage the trust between the student and the teacher (Saphier et al., 2008). When teachers hold students accountable in a reasonable manner, they feel safe and secure, and they are able to focus more clearly on their academic and social learning.
References
Saphier, Jon, Mary Ann Haley-Speca, Robert Gower, and Alexander D. Platt. The Skillful Teacher: Building Your Teaching Skills. 6th ed. N.p.: Research for Better Teaching, 2008. 82-115. Print.
Watson, M. (2003). Learning to trust: Transforming difficult elementary classrooms through developmental discipline (pp. 120- 137). San Francisco, CA: Jossey-Bass.