Running Head: CLASSROOM MANAGEMENT

Classroom Management and Behavior

Carly Assaid
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

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2
Introduction

For the "Classroom and Behavior Management" competency I chose to discuss Positive
Behavioral Interventions and Supports (PBIS), the new discipline framework that has been
adapted by Woodstock Elementary School. This framework depends on ridding oneself of
assumptions, and relying on positive reinforcement of proper behavior throughout the school.
The PBIS initiative is important because it provides structure and achievable expectations for
every student. Being that the standards are the same across the board, faculty and students hold
one another accountable. A school-wide plan to decrease disciplinary problems is a solid answer
to managing a classroom or the overall behavior of a child.
Rationale
The two artifacts I chose to represent this competency were "The Woodstock Way
School-Wide Expectation Chart," and "The Woodstock Classroom Expectation Chart." These
two artifacts reflect the outcome brought about by the PBIS initiative. "The Woodstock Way"
represents the PBIS-minded framework created by Woodstock Elementary that is comprised of
three essential elements: Responsibility, respect, and safety. Each artifact clearly expresses the
positive strategies used to manage classrooms and student behavior. "The Woodstock Way" is
laid out in a clear, comprehensible manner that is appropriate for children and adults alike.
The PBIS framework for Woodstock not only affects classroom management, but helps to
manage others areas of the school as well. Listed in the school-wide chart are expectations to be
followed in the cafeteria, the bathrooms, the hallways, the bus loop, and the playground. These
five locations are based on data from last year's referral count. After reviewing the number of
referrals and examining where they took place, it was determined that these locations were the

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main problem areas for behavior. As a result of analyzing the data, an expectation chart was
created for each problem location. The expectation charts, all labeled "The Woodstock Way," are
designed to target reoccurring issues for the given location by providing more appropriate
choices for students to make. "Creating a supportive school climateand decreasing suspensions
and expulsionsrequires close attention to the social, emotional, and behavioral needs of all
students" ("Rethinking Discipline," 2015).
Reflection
Most of my education classes at Regent spoke on classroom management and discipline
procedures in the public school system. However, when it comes to managing behavior in a
school setting, the name that stands out to me is Dr. Fred Jones. Dr. Kreassig spoke highly of
Jones' book, Tools for Teaching. Dr. Jones states: "For teaching to be enjoyable, you must be able
to simply relax and teach. Classroom management must be built from the ground up so that most
problems do not occur" (Jones, 2014).
After perusing Dr. Jones' sight, I found a section that discussed his support of the PBIS
initiative. I've realized just how connected these programs, or frameworks are to one another.
When speaking about PBIS, Dr. Jones explains that most of its goals match that of the goals
found in the Tools for Teaching book (Jones, 2014). It is important to know the resources and
professional development that are available for teachers. As a future educator, I hope to combine
various behavior/management initiatives in an effort to find what is most suitable for my class. I
am convinced, however, that the implementation of the PBIS framework provides a solid and
effective foundation for positive school environments. "Several state departments of education
have adopted PBIS as their guidelines for effective discipline management" (Jones, 2014).

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Overall, "The Woodstock Way" has taught me a lot about positivity and encouragement in
discipline. It has also taught me never to assume that a child knows how to behave. Teachers
must teach students proper behavior like they teach them math and reading. If everyone is on the
same page when it comes to management and behavior, a school in its entirety is a much more
pleasant place to be.

References

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Jones, F. (2014). Fred Jones Tools for Teaching. Retrieved September 21, 2015, from
http://www.fredjones.com
"Rethinking discipline." (2015, August 3). Retrieved September 21, 2015, from
http://www2.ed.gov/policy/gen/guid/school-discipline/index.html