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Models: Harry Wong’s Effective Classroom management emphasizes the importance of classroom management in the first couple days of school. Harry Wong’s model makes it prevalent that discipline has nothing to do with classroom management. In this model, the number one issue in the classroom is not lack of discipline but lack of routines and procedures. Harry Wong’s model of classroom management states that the first day of school determines how much respect and success a teacher will receive for the rest of the year. Therefore, it is important to know how to implement procedures. It is done by using the 3step approach, first explain the expectation, second rehearse the expectation together, third reinforce and reteach throughout the year. Holt, Rinehart & Winston. (n.d.). Professional Reference for Teachers. Retrieved from https://evaeducation.weebly.com/uploads/1/9/6/9/19692577/hstpr034.pdf

Different from Harry Wong’s model, Kagan, Kyle, and Scott’s Win-Win Discipline includes discipline within the classroom management model. The purpose of this model is to teach students how to manage their own behaviors responsibly. In this model, collaboration between teacher and student is emphasized. In this classroom management plan, there is a three-pillar system to win-win discipline. The first pillar is same side approach where collaboration happens and both student and teacher work toward responsible behavior. The second pillar is collaborative solutions, where student and teacher make discipline solutions together. The third pillar is shared responsibility, this is where teachers help students make responsible choices according to what they agreed on in pillar two. Steggerda, R. & Nicodemus, N. (n.d.) Spencer Kagan, Patricia Kyle, & Sally Scott Win-Win Discipline. Retrieved from https://users.manchester.edu/Student/RHSteggerda/AdolExcept/Classroom %20Management/Kagan,%20Scott,%20&%20Kyle%20Lesson.pdf Unlike Harry Wong’s classroom management plan, Kagan, Kyle, and Scott’s Win-Win Discipline focuses on student’s behaviors and working with them to create effective strategies for them. Whereas in Wong’s model, it focuses on the implementation of classroom procedures already established and expected by the teacher. The weakness in Wong’s model is that there is not much wiggle room and must be implemented right away from the first day of class and planned ahead of time. This is where the strength of the Win-win dispone comes in. For the win-win model, it is very much as the class grows so does the classroom management and is catered to the students. However, this is where the model is weak as well, the students may feel a if they are in control and create power struggle. This method also can cause humiliation for a child since their behaviors are openly being corrected. This however is not a problem in Wong’s model since the teacher sets expectations and establishes that the teacher is the authority of purpose.

Systems: The PBIS system stands for Positive Behavioral Interventions and Supports. This is an evidence based three-tiered framework aimed to support all students. The first tier is universal supports to all students. This aims to encourage prosocial skills and expectations by teaching an acknowledging appropriate

behavior. The second tier is targeted for students who are at risk for developing more serious behavioral issues and where not successful with tier one supports alone. Tier three is individualized support targeted to those who display more disruptive behaviors or those who were not successful with tier 2 supports. This is usually where students with disabilities get extra support. A strength to this system is that it is organized and aims to help all students no matter the level of behaviors. The weakness in this system is that there is no time for students to evaluate their behaviors and if they do have more trouble with controlling their behaviors then they get more support but still do not learn how to self sooth. This however is where the S.T.A.R. system shines. The S.T.A.R. system aims to teach individuals self-regulation in four steps. The first step is Stop to observe, think, and evaluate how the student feels. The second step is to Think about what strategy can be used to meet the student’s needs. The third step is to act and implement the strategy chosen. Finally, step four is to reflect on how the strategy worked and ask for help if it did not. The weakness to this system however is that it is time consuming and individualized for every student. Aurora Remember. (2015). The STAR Process. Retrieved form https://www.auroraremember.com/blog/the-star-process PBIS. (n.d.). Tiered Framework. Retrieved from https://www.pbis.org/pbis/tiered-framework Part 2 My personal philosophy is that children do not need to be controlled or disciplined but taught the proper social, emotional, and behavioral skills needed to manage their behaviors and self-soothe. I think that students should play an active role in their classroom and feel a part of their education but my place as a teacher is above them and expectations/boundaries will be established clearly. For classroom management, I would like to make my rules in the classroom with my students but there will be set expectations already established when they walk into my classroom. Depending on what behaviors a student displays I would like to reward for behaviors I think are actions of progression, not just doing what they are expected to. These are things like a student used to yell at peers when they were angry and now instead walking away and telling the teacher. This is a behavior I want to reinforce and reward even though it is already an expectation because it is a sign of progression. I think the classroom management model I would take the most from is Wong’s. It is important to me that I am clear with what I want to see in my classroom from the very beginning so there is no lack of respect later. Students that respect me are ones that I can have fun with while teaching. The system I like the most for managing behaviors is the S.T.A.R. system. I just like that it is individualized to each student and aligns with my personal philosophy. My personal management system fosters learning and meets the needs of all students by creating an environment in which all students will feel safe and included. When a classroom has a welcoming environment, learning takes place since the expectations are clear and lets the class run smoothy. My classroom management framework promotes self-motivation and creates opportunities for positive social interaction since I value the voice of my students. An environment in which a student feels heard and valued, allows for a sense of autonomy, and motivates learners. Along with autonomy comes community. This promotes positive relationships amongst peers....