Sidney John G.

Salvosa

TPCP 38

Classroom Management Reflection Focused on PBIS Implementation

As teachers, we are not only faced with nourishing our students academically. We are to foster a

good teacher-student relationship in a safe and secured learning environment in order to know

each of our student and be able to teach them efficiently and effectively. One of the challenges

educators face other than making sure each individual student learns academically is classroom

management. Classroom management makes or breaks the class. Having a good one will ensure

a rich, fun, and successful learning environment.

It is very important that teachers understand behavior. We do not control behavior to change

behavior. We change our behavior to help control the childs behavior. Having said this, it is not

all about changing the students behaviors. Teachers have to do their part and are integral part of

the changes that goes on in their respective classrooms.

Whenever implementing something in the classroom, it is important to consider that said

practices are evidence-based. Below are some practices all teachers should be doing in the

classroom:

1.Maximize structure (physical arrangement, dcor/organization, routines). The classroom

should convey safety, welcoming feeling, comfort, cheerful, and organization to students.

2.Identify, define, and teach expectations

3.Increase academic engagement.

4.Establish a continuum of supports to encourage appropriate behavior.

5.Establish a continuum of supports to discourage inappropriate behavior.

Teachers need to realize that if they do not understand behavior, they can not provide

intervention. Teachers need to understand why people behave as they do. If we know how people

may behave under certain conditions, we may be able to provide or avoid these conditions. It has

been proven that when we do not know what to do, we do things that make it worse.

Let us first understand what behavior is. All behavior is learned. Behavior serves a function.

Remember that environment impacts/affects behavior. Behavior followed by pleasant

consequences tends to be repeated (thus learned). On the other hand, behavior followed by

unpleasant consequences tends not to be repeated (thus not learned). Teachers need to know the

3-term contingency as a way to explain, predict, and change behavior. If we can identify what

precedes a behavior and what follows a behavior, we have a good chance of being able to predict

future occurrences of that behavior giving us a good chance of influencing that behavior.

Antecedents are any stimulus that precedes a behavior. Behavior is any observable and

measurable act of an individual (response). Consequence is any stimulus presented contingent on

a particular response.

Another aspect educators need to understand is culture. Culture affects how individuals view the

world and how they live. Our students culture impacts their experience with school. All PBIS

practices and systems are designed to be effective in any culture. We can improve student

outcome by making those practices and systems more reflective of: norms/expectations and

learning history.

As teachers, we manage, not discipline. We should focus and exploit positive behavior instead of

the negative ones. It is not all about not having consequences. Consequences need to be

appropriate. Using the smallest negative consequence (at the shortest possible time, if applicable)

to change behavior is most effective. Talk-based consequences tend to be successful as well.

What else can we do to improve our classrooms? Physical arrangements, decors, and routines

contribute to the success of a classroom. It must be remembered that physical arrangement alone

will not take the place of competent teaching. However, setting the occasion for success

increases the chance of success. In arranging a classroom, it is important that the teacher can see

all the students, all students can see the teacher, pathways facilitate traffic flow, students can see

all demonstrations, presentations, white boards, frequently used materials should be accessible,

and students can easily be arranged into groups. Maximizing structure is an antecedent strategy.

Assigned seating is another strategy that can be used. It facilitates roll taking, aids in name

memorization, and separates students with behavior problems. Making use of procedures instead

of rules. It is said that a rule is a dare to be broken whereas a procedure is not. A procedure is a

do. Teachers must implement procedures that set up the class for success. These procedures

must be clearly defined. Teachers should also remind students of the procedures and routines if

needed. The procedures must be rehearsed.

Another thing teachers need to learn is how to say NO without damaging the relationship. For

example, if a student (who constantly goes to the bathroom) asks for a bathroom pass, reframe

NO to YES by saying At around 2:15, you will be the first one to get a bathroom pass.

A classroom must also have routines to provide students with a guide/predictability. This

provides students with understanding and therefore security and confidence. It makes the world

predictable and less confusing to them minimizing behavioral difficulties.

Build you classroom culture around expectations and correct behaviors by using expectations.

First, it is imperative that you start out positive. Then use the name of the student and describe

his/her behavior that needs to be changed and link it to an expectation. Make sure to give a
chance to show by practicing. And lastly, stay positive. The manner of how things are said

matters a lot.

Once again, an effective teacher is a good classroom manager (not a disciplinarian), designs

lessons to reach mastery, and has positive expectations that students will be successful.