Classroom Management

       I would say my classroom is an effective and managed classroom and this is a result of having a very tough first year of teaching.  Towards the end of my first year, my school decided to implement PBIS (Positive Behavioral Incentive System).  In order to decrease behavior problems, the administration wanted to look into a program that had proven to be successful at other schools.  Having PBIS at my school helped me to be more on the lookout for positive behaviors, and consequently, became a habit to draw attention to what students were doing right rather than wrong.  Since my first year was so challenging, I knew there had to be a change with how I started out my second year.  I made it a point to practice the qualities of a sound PBIS teacher.  How my classroom was effectively managed that year and from then on is that the following is being implemented: 

• a well-designed physical environment that makes the students feel safe and respected. 
• clear rules and routines (the first week of school is strictly for practicing rules and procedures)
• appropriate and effective instruction
• reinforcement for positive behaviors
• consistent consequences with inappropriate behaviors
• teaching and modeling prosocial competencies

Also, my posted rules are between the 3-6 suggested number and they address multiple situations.  These rules are referred to daily and role modeling is done if needed to show what could happen if this helpful rule wasn't in place.  During whole group, one of the rules is you have to raise your hand to be the speaker.  During transitions, there is no talking or touching and when I count down from 5-1, they have to have their "five things" together (eyes on me, ears listening, mouth closed, hands to self, feet still).  During individual work, they are to only whisper or talk softly to themselves if they need to talk out their thinking.  If they have to talk to someone, it's only to use manners like "Excuse me" or "May I please borrow an eraser?"  During partner/group work, they are to have "soft work talk," talking only about the assignment they're doing.  They are to stay seated and show numbers for getting up out of their seat.  These numbers are for using the bathroom, getting water (not during whole group), and getting supplies (only tissues during whole group).  There is an individual and whole class reward system that has components of a token economy and the students know that each day, they could be caught for doing the right thing.  Individually, they receive stickers and once they get to a certain amount, they go to the treasure box.  As a class, when they're all working hard together academically and/or behaviorally, they could receive puzzle pieces and once the puzzle is complete, they know I'll reward something they've expressed interest in (certain type of treat, extra recess, a Magic School Bus movie, etc).  Now there's also a time of token removal with the puzzle, a piece is taken when there's several students not following rules and procedures.  For their individual reward system, if they got a letter (a consequence for violation of rules), they'll not be able to receive a sticker at the end of the day when I'm signing behavior charts.  However, during the day if they showed proof that they were obeying the rule/procedure of whatever they got in trouble for, they could be given a sticker.
         Sometimes I do forget to be more on the lookout for chances to reward tokens to students, especially my students that are almost always following our rules and procedures.  When transitioning from one place to another in my room (there's different places for whole group:  at the promethean board, classroom library, calendar, and desks) when they have their five things together without me having to count down, I forget to reward them a puzzle piece.  When a child does or says something positive for another in my class, I ignore the importance of praising this to the class as a whole.
        What I'd like to improve with my classroom management is to take every opportunity to be positive and to give praise where praise is due.  This would help with giving more stickers to the students who are consistently doing the right thing.  It would also help with class puzzle pieces being given more when they're all working towards a common goal.  And when a child follows through with PPR (Positive Peer Reporting) I need to always reward that child with a token and/or praise.  I'm going to help PPR become more evident in my classroom by introducing tootling and why it's important to toot each other's horns whenever possible!  I'll give feedback after I've implemented these strategies more and how my class environment has become even more positive (there's always room for improvement!)