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Behavior Management Models
Creating and Managing Engaging Learning Environments (ELM-250)
Grand Canyon University
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Behavior Management Models/Systems Honors Table
Description of how the model actively engages students
Strengths and Weaknesses
3 Credible websites (informative articles, examples from teachers' class pages, blogs, etc.) that give practical classroom applications, include URLs. Model 1 Fred Jones Positive Classroom Discipline
This model offers incentives for good behavior. This actively students as they strive to behave and work well with others because they want this reward and recognition. This model dhows that discipline is not punishment but that it is just teaching children to behave properly. When children know they are not being punished, they are more engaged because they do not fear the teacher if they make a mistake.
Strengths: The three levels of behavior management progressively address the behavior issue due to the extent of the issue. Incentives are used for each student as a whole class rather than one singular student. Teaches students responsibilities to work hard and use teamwork. Intervenes on an issue before it progresses to far. Weakness:
- fredjones/discipline-18-
- fredjones.weebly/the-model.html
- fredjonesgraduateproject.pbworks/w/page/ 40457416/Fred%20Jones%20-%20Positive %20Classroom%20Discipline%20Model
The behavior techniques may be difficult for students to learn right away or without much explanation or training. This model discusses body language to show discipline. Some students may not react to body language well or not understand what that body language means. Giving incentives for the whole class may cause some students to continue acting up and misbehaving.
Model 2 Jeanne Gibbs Tribes (elementar y education focused):
The tribes that Jeanne Gibbs addresses includes attentive listening, mutual respect, appreciation, and the right to participate. This is a model that actively engages students because in this model, everyone feels
Strengths: Inclusivity in the classroom creates a comfortable environment for students from all backgrounds. Everyone respects
- edufac/en-tribes.html
- tribes/courses/basic/
- k12academics/national- directories/after-school-program/tribes-learning- communities
follow through to reach the goal. Certain team building activities can become frustrating for students and they can blame their peers when something does not go their way. Activities outside regular class activities can cause students to be outgoing and it is difficult to get them to focus back on schoolwork after. Model 3 Character Education
Character education teaches morals to the student body of the school. This creates unity within the school and prevents bullying. It also works on progression on the school as a whole through academics and testing as well as through the behavior of the
Strength: Creates unity in the school and decreases bullying. Works on the success of the whole school both academically and
- edweek/leadership/character- education/2004/
- files.eric.ed/fulltext/EJ1206124.pdf
- goodcharacter/elementaryschool/res olving-conflicts/
students. This actively engages students because students are most engaged when they feel they are in a safe place. With bullying being decreased, students will feel more eager to attend school because they know it is a safe place.
behaviorally. Helps in creating a safe environment for students. Weakness: Students may not respond to it positively and still ignore the corrections. If certain student’s test scores and behavior reports do not progress, it will cause the school to appear less successful. Students may become more sensitive due to not having to face emotional challenges each day. Model 4 Positive Behavio ral Interve ntions and
Positive Behavioral Interventions and strategies promotes behavior expectations that are clear and manageable for the students. This allows the students to be
Strengths: Does not promote punishment as when schools promote punishment, students do not learn
- pbis/topics/school-wide
- understood/articles/en/pbis-how- schools-support-positive-behavior
- pbisrewards/blog/debunking-top- ten-pbis-myths/
never be able to receive a reward because of their disability.
Part 2: My Classroom Management System I am a firm believer in rewards for students. This can be done in many fun ways such as desk pets. I believe desk pets are fun
way to intrigue students and will encourage them to pay attention in class. Desk pets are little clay animals. They go in a little
container which is their home. As they behave correctly, they get another desk pet. If they misbehave, they get their desk pet taken
away. Rewards also include desk pet food and accessories to take care of their desk pet. They will be encouraged to do well so they
can receive desk pet food to keep their desk pet alive. I will be using Fred Jones Positive Classroom Discipline. This will provide
incentives for the class as a whole. If the class behaves well as a whole, they will each get a desk pet reward. If the whole class
misbehaves, desk pet rewards will be revoked. This will create class bonding and unity which is promoted in Jeanne Gibbs’ Four
Tribes. The class will be working together to reach a common goal. This goal is to behave correctly, and the class will get a desk pet
reward. Students will hold each other accountable. If they are told to sit quietly and a student is disobeying, a few students will remind
that student that their rewards will be taken away. This ultimately practices teamwork and class unity. Desk pets are a fun and
lighthearted reward that will make class feel like a safe environment. This is promoted in the Character Education model as well as the
Positive Behavioral Interventions and Strategies model. These models encourage a safer school environment for the students. Due to
the class unity in my classroom, students will feel safe and encourage to attend class each and every day.
Part 3: Skit
Characters:
Mentor Teacher: Mrs. Kellogg- Teaching 1st grade for the last 10 years.
Novice Teacher: Hannah- Senior in college in her semester prior to student teaching.
Student 1: Xavier- Comes from a low-income home. English is his second language. Talks at inappropriate times. Uses unkind
words to others when speaking.
Student 2: Max- Struggles with motivation. Does not talk much but stares at work when given to him and does not complete it
thoroughly. Parents recently became separated.
Student 3: Addy- Extremely hyper. Wants to do anything but assignment. Diagnosed with ADHD. Cries when something does
not go her way.
Setting: Grace Elementary School. Mrs. Kellogg’s 1st grade class. October 12th around 10 in the morning.
Mrs. Kellogg: Welcome Hannah! It is great to see you again.
Hannah: Hi again! How are the student’s today?
Mrs. Kellogg: Good for the most part. Three are struggling behavior wise again today.
Hannah: Which ones should I keep my eye on?
Mrs. Kellogg: If you hear Xavier speak when he is not prompted to, go to his desk, bend down to get to his level, and give him
one warning. Make sure to use basic language since he is still learning English. You could say something like “This is your first
warning, next time you speak when you are not supposed to, your desk pet will be taken.”. If he continues to disobey, simply
remove the desk pet from his desk and remind him that he can get his desk pet back through obeying.
Hannah: Sounds good! What about the other two students?
Mrs. Kellogg: Max is a great kid. He is kind to others however, he is incredibly unmotivated to do his work. Many times, he will
have a piece of paper in front of him and he will just stare at it. He refuses to pick up the pencil.
Hannah: Do we know what is making him so unmotivated?
Mrs. Kellogg: I know his parents are separated. That may be taking a big toll on his motivation.
Hannah: So, what do you do to go about this issue?
Mrs. Kellogg: The best scenario to use with Max is to “take the elephant in small chunks”. This means I will give him his
assignments in small pieces. If they are going to complete a packet, I will just start by giving him a page. This ultimately is a factor
taken from the Positive Behavior and Interventions Strategies. This is a positive way to say “hey, let’s do this assignment piece by
piece to complete it as a whole. This strategy is a simple way to intervene on a situation with him not doing his work (Bradshaw et
al., 2010). His parents being separated may be a huge factor in this situation. Ultimately, Max needs as many positive interactions
in his life and this interaction will help with his motivation.
Hannah: That makes sense! When Max is sitting there, looking blankly at his work, I should walk over to him and ask how I can
help him get started?
Mrs. Kellogg: That is a great start, however, he needs guidance on how to break the assignment up. You should go up to him and
put your hand over the second portion of the worksheet. Just read the Part 1 directions to him. Encourage him to complete that and
remind him that once he completes that part, he will get a high five.
Hannah: Should I give him a desk pet reward if he completes that part?
Mrs. Kellogg: While I know he would love the desk pet, by giving him a reward for completing part 1, every student will expect a
reward. This is not Fred Jones’ Classroom Discipline Model. We cannot give incentives for the whole class. Max would love
admiration from the teacher so encouraging him through a high five and saying great job will be enough.
Hannah: Great points! What about that third student you mentioned?
Mrs. Kellogg: Yes, Addy is a sweet girl. She was diagnosed with ADHD, so she is bouncing of the walls much of the time. She
also wants everything to go her way, so if something does not go her way, she gets upset and cries.
Hannah: What kind of behavior management plan works best for her?
Mrs. Kellogg: A lady named Jeanne Gibbs created a model called the Tribes. With this, there are four different areas of this model.
How this fits with Addy is the attentive listening portion, as well as mutual respect and appreciation. Students with ADHD often
need a little bit of organization help in their life. Because of this, I like to have a set schedule we follow each and every day. Even
though it may be a struggle, this will help her in listening attentively and will teach her to listen to the opinions of her peers.
References
Bradshaw, C. P., Mitchell, M. M., & Leaf, P. J. (2010). Examining the effects of schoolwide positive behavioral interventions and
supports on student outcomes: Results from a randomized controlled effectiveness trial in elementary schools. Journal of
Positive Behavior Interventions , 12 (3), 133-148.
Gibbs, J. (1999). Internalizing Character Education Values by Living and Learning within a Caring School Community.
Reglin, G., Akpo-Sanni, J., & Losike-Sedimo, N. (2012). The effect of a professional development classroom management model on
at-risk elementary students' misbehaviors. Education , 133 (1), 3-18.
Behavior Management Models
Course: Creating and Managing Engaging Learning Environments (ELM-250)
University: Grand Canyon University
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