Taylor Helen Classroombehavior

Running head: CLASSROOM MANAGEMENT 1
Classroom Behavior and Management
Helen A. Taylor
Regent University
CLASSROOM BEHAVIOR AND MANAGEMENT 2
Classroom Behavior and Management
Dr. Vernon Minor says, ""Because I said so" is an authoritative approach to leadership. It
is a style of leadership that was modeled for many of us in our younger years; unfortunately, it is
an approach that still lingers today. Top-down decision-making and mandates—telling people
what to do—are actually counter-productive. They create resistance, short term compliance, and
creative insubordination. In a day of rapid change and innovation, such an approach to leadership
is simply ineffective," (Minor, para. 4). In teaching it is important to be the authoritative
presence in your classroom, but it is also important to realize that students will not respond well
to the "Because I am the teacher" method of leadership. Many times the question that follows
"Because I said so" is "Why?" To avoid this argument with your students you must establish
rules and reasons for those rules at the beginning of the year, but you also must be consistent
throughout their entire time in your classroom. These rules should always build up the student
and be rooted in their well-being and their success in the classroom.
Reasoning for Artifacts
The following artifacts have been included because they represent a cohesive behavior
and management plan that was executed successfully in a tenth grade classroom. Class Dojo is a
technology based that helps classrooms stay connected on multiple levels. They believe, “It's not
about creating an “ideal” classroom, a one-size-fits-all model that everyone must fit, because
there's no such thing. Instead, we believe that teachers, parents and students should have the
power to create an incredible classroom that is best for them. And, we believe that when you
give good people simple ways to do the right things, amazing things will happen” (Class Twist
Inc, para. 2). Class Dojo has many different features, but I decided to utilize the feature which
allows the teacher to promote healthy behavior in the classroom. This feature allows teachers to
pick what types of behavior will receive positive points and which types of behavior will receive
negative points. The students each receive a randomized avatar and the points are updated live in
front of the whole class. The reason that this artifact was included is that it encompasses my
beliefs on classroom management. The second artifact that is included is my list of expectations
that I introduced students to when I walked into the classroom. This list is posted on the wall and
each student was required to read and initial it so that they acknowledged that they understood.
This list was also followed by a conversation that covered exactly why I expected students to
behave in a particular way.
Rationale for Artifacts
Class Dojo is typically utilized for students of younger ages, but I believe that it is useful
for students of all ages. When I first came into this classroom, the students were having a terrible
time with participation. I put Class Dojo into effect because it gave the students incentive to
work harder and also kept them accountable to themselves and their peers. The Dojo Points that
were accumulated over the course of the unit were assigned as a quiz grade at the end of the
Unit. This gave students plenty of opportunity to earn points that would help them in the long
run. At first the students were hesitant because they viewed Dojo as something only children use,
but after a couple of classes they started taking it very seriously. They even began worrying
about their class point total and started keeping their classmates accountable. Class Dojo works
exactly how I envisioned it which is a huge milestone for me.
Discipline Strategies.
How you manage your classroom severely impacts the success of your students because
it sets the tone for what type of teacher you are and what type of students you want them to be. I
believe in the Kagan “Win-Win Discipline.” This strategy has its foundations on understanding
the needs of your learners. “When we meet students' needs or give them respectful and
responsible strategies for dealing with their unmet needs, disruptive behaviors drop away.
Students win. They get their needs met or learn how to deal with their needs. And we win. We
get to focus on teaching and provide for our students a safe and productive learning environment,
without disruptions. It's a win-win proposition, thus the name, "Win-Win Discipline." (Kagan,
2002, para. 4). Understanding student needs takes time, but it is a crucial step in keeping a
classroom running smoothly when it comes to discipline. If we take the time to understand our
student’s point of view, we can better understand where the problem is coming from. Many
times students desire attention, and if we take the time to give it to them we can avoid many
issues further down the road. Ultimately we should desire the best for our students and
sometimes discipline is the best thing for them, but we have to have a set plan and strategy in
place. It may be hard, but it is necessary for the well-being of all students in the classroom.
References
Class Dojo. (2015, June 15). About Us. Retrieved April 23, 2018, from
https://www.classdojo.com/about/
Kagan, S. (2002). What is Win-Win Discipline? Retrieved April 23, 2018, from
https://www.kaganonline.com/free_articles/dr_spencer_kagan/301/What-is-Win-Win-
Discipline
Minor, V. (2004). Because I Said So! Retrieved April 23, 2018, from
https://www.kaganonline.com/free_articles/leadership_library/439/Because-I-Said-So!

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Taylor Helen Classroombehavior

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Running head: CLASSROOM MANAGEMENT 1

Classroom Behavior and Management

Classroom Behavior and Management

is simply ineffective," (Minor, para. 4). In teaching it is important to be the authoritative

and be rooted in their well-being and their success in the classroom.

Reasoning for Artifacts

behave in a particular way.

Rationale for Artifacts

exactly how I envisioned it which is a huge milestone for me.

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