PEDAGOGY: Second Grade
Management
- Demonstrates fairness, support, and consistency in order to achieve a positive learning environment.
- Uses instructional time effectively and monitors student participation, interactions, and engagement.
- Develops and implements procedures and routines to enhance a positive learning environment (time management, transition management).
- Organizes space, materials, and activities to maximize teaching and learning.
- Proactively implements positive behavior support strategies (e.g., exhibits high levels of "with-it-ness" when teaching).
- Provides appropriate positive reinforcement and feedback to all students.
Description & Rationale
Jan Ingram applied several methods of behavior management simultaneously. First, she posted in her classroom what was posted in every classroom and hallway at Blossomwood Elementary – The Three BEEs of Blossomwood. Colorfully decorated with whimsical bumblebees, these postings declared the expectations for all students in the school.
BE RESPECTFUL
BE RESPONSIBLE
BE RESOURCEFUL
During the first week of school, we devoted a good portion of one entire day to defining, describing, and discussing the Three BEEs of Blossomwood. The students drew pictures and decorated their notebooks with cartoon bumblebees and illustrations exemplifying these three concepts. Through the weeks, both Jan and I referred to The Three BEEs of Blossomwood when pertinent. When the occasion required it, I gently but firmly reminded a student that he or she needed to make choices consistent with the Three BEEs of Blossomwood. We typically addressed behavior issues in terms of choices. I also read books to them about feelings, behavior, and thinking of others. Some of the books I read to them were "My Many Colored Days" by Dr. Seuss and "Mrs. Piggle-Wiggle" by Betty MacDonald.
Based upon The Three BEEs of Blossomwood, the children created rules for the classroom as we wrote them on the board. Once there were 22 rules listed, we assigned a rule to each student. Each student had to write his/her assigned rule on a special piece of paper along with a drawing illustrating the meaning or real-life application of the rule. We gathered the final products and inserted them into Team Ingram’s Class Rules. All of the children signed their names at the front of the book agreeing to follow the rules therein.
“Raise Your Football”
Posted on the wall in the classroom was a huge laminated football field composed of green craft paper and white Velcro strips. Each child received a Velcro-backed football labeled with his or her name. When a student acted appropriately or made good choices, the student was rewarded by raising his or her football 5 yards up the football field toward the Touchdown-highlighted end zone. When the student acted inappropriately or made bad choices, the student was required to lower his or her football by 5 yards. Before lowering a football, the student was always given a warning first and an opportunity to correct the offending behavior. When a student made a touchdown, he/she visited the treasure box of goodies that Jan kept stocked in one corner of the room. Whether a child raised or lowered his/her football, we always specified why the child was being rewarded or discouraged so that behavior expectations for everyone in the class were clear, consistent, and unambiguous. This method worked phenomenally. Each child so desperately wanted to score a touchdown and visit the treasure box. This tool truly motivated them to be on their best behavior and make good choices.
Jan Ingram also implemented a ticket system. We employed this method to positively reinforce the behavior of individuals, groups (based upon the seating arrangement), and the class as a whole. Once a child earned it, a ticket could never be taken away. The children stored their tickets in individual envelopes that they kept in their desks. Every other Friday, we held a raffle. We pulled tickets from a bucket. Whoever possessed the matching half of a drawn ticket won a visit to the treasure box. Usually, we pulled about 5 to 10 tickets at each raffle. The children loved this and looked forward to the next raffle. They talked about who had the most tickets with a sense of pride and accomplishment. Like the footballs, this method inspired positive behavior and operated as a wonderful mechanism for acknowledging and rewarding such behavior.
BE RESPECTFUL
BE RESPONSIBLE
BE RESOURCEFUL
During the first week of school, we devoted a good portion of one entire day to defining, describing, and discussing the Three BEEs of Blossomwood. The students drew pictures and decorated their notebooks with cartoon bumblebees and illustrations exemplifying these three concepts. Through the weeks, both Jan and I referred to The Three BEEs of Blossomwood when pertinent. When the occasion required it, I gently but firmly reminded a student that he or she needed to make choices consistent with the Three BEEs of Blossomwood. We typically addressed behavior issues in terms of choices. I also read books to them about feelings, behavior, and thinking of others. Some of the books I read to them were "My Many Colored Days" by Dr. Seuss and "Mrs. Piggle-Wiggle" by Betty MacDonald.
Based upon The Three BEEs of Blossomwood, the children created rules for the classroom as we wrote them on the board. Once there were 22 rules listed, we assigned a rule to each student. Each student had to write his/her assigned rule on a special piece of paper along with a drawing illustrating the meaning or real-life application of the rule. We gathered the final products and inserted them into Team Ingram’s Class Rules. All of the children signed their names at the front of the book agreeing to follow the rules therein.
“Raise Your Football”
Posted on the wall in the classroom was a huge laminated football field composed of green craft paper and white Velcro strips. Each child received a Velcro-backed football labeled with his or her name. When a student acted appropriately or made good choices, the student was rewarded by raising his or her football 5 yards up the football field toward the Touchdown-highlighted end zone. When the student acted inappropriately or made bad choices, the student was required to lower his or her football by 5 yards. Before lowering a football, the student was always given a warning first and an opportunity to correct the offending behavior. When a student made a touchdown, he/she visited the treasure box of goodies that Jan kept stocked in one corner of the room. Whether a child raised or lowered his/her football, we always specified why the child was being rewarded or discouraged so that behavior expectations for everyone in the class were clear, consistent, and unambiguous. This method worked phenomenally. Each child so desperately wanted to score a touchdown and visit the treasure box. This tool truly motivated them to be on their best behavior and make good choices.
Jan Ingram also implemented a ticket system. We employed this method to positively reinforce the behavior of individuals, groups (based upon the seating arrangement), and the class as a whole. Once a child earned it, a ticket could never be taken away. The children stored their tickets in individual envelopes that they kept in their desks. Every other Friday, we held a raffle. We pulled tickets from a bucket. Whoever possessed the matching half of a drawn ticket won a visit to the treasure box. Usually, we pulled about 5 to 10 tickets at each raffle. The children loved this and looked forward to the next raffle. They talked about who had the most tickets with a sense of pride and accomplishment. Like the footballs, this method inspired positive behavior and operated as a wonderful mechanism for acknowledging and rewarding such behavior.
Reflection
When anticipating my student teaching experience, I was the most concerned about my ability to manage the behavior of my students. To be quite honest, I was concerned that I would be too harsh and unyielding. When it comes to classroom behavior, I can be rather "old-school." It was important to me to develop or borrow methods of behavior management that are easy to implement, predictable for the children, and effective at accomplishing the goals of the classroom. While I may sound like a broken record, I cannot stress enough how fortunate I feel that Jan Ingram was my first mentor teacher. She is a master at managing behavior from a positive, yet effective perspective. She communicates high expectations clearly; she treats students fairly; and she nurtures their spirits to be the best little kids they can be. They hate to disappoint her and the dread of that motivates most of them to make good choices. I really like how we framed all discussions about behavior in terms of choices, consequences, and effects on others. Behavior management is more than just getting the students to sit still and listen long enought to teach them some grammar or math. It is about building character, responsibility, respect, and a sense of community in the children. After learning from Jan and seeing how she disciplines through love (like a good mom), I feel more than confident and capable of managing my future classes.
And, yes, I will be using the football method and the ticket method. They work. I think the methods can be modified for different age groups depending upon what the currency or reward is. For second graders, it was the treasure box. For fifth graders, it might be a homework pass, bonus points, lunchroom privileges, or extra library time. Determining the motivating currency will vary from grade to grade and even class to class, but the method of obtaining the reward through the football and/or ticket methods can remain the same.
And, yes, I will be using the football method and the ticket method. They work. I think the methods can be modified for different age groups depending upon what the currency or reward is. For second graders, it was the treasure box. For fifth graders, it might be a homework pass, bonus points, lunchroom privileges, or extra library time. Determining the motivating currency will vary from grade to grade and even class to class, but the method of obtaining the reward through the football and/or ticket methods can remain the same.