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| Experience/Artifact Reflection for
Wisconsin Standard for Teacher Development and Licensure #5 Title of Experience/Artifact: Good Behavior Bucks Date Experience Completed: August 2005 Describe your educational experience/artifact: During my experience as a lead teacher for the YMCA of Dane County, it was critical that I was able to manage a classroom. To help me manage my classroom, I started what I called �Good Behavior Bucks�. When a child demonstrated good behavior such as: caring, honesty, responsibility, and respect, I would give that child a �Good Behavior Buck�. The goal for the children throughout the summer was to earn as many �Good Behavior Bucks� as they could. At the end of the summer they could buy prizes with their �Good Behavior Bucks�. One of the prizes was that I auction off two whip cream pies. Two lucky children got to throw them in my face. To help keep track of the �Good Behavior Bucks�, the other teachers and I made a huge chart we posted on the classroom wall. We would keep track of how many �Good Behavior Bucks� each child earned. ALIGNMENT: Wisconsin Teacher Standard Alignment This experience best aligns with Wisconsin Teacher Licensure Standard #5: Teachers know how to manage a classroom. Standard five involves teachers understanding individual and group motivation, and behavior, to establish an educational environment that promotes positive social interaction, active engagement in learning, and self-motivation. I feel that this experience is applicable to this statement because I used my understanding of student motivation, behavior, and classroom set up to create an environment conducive to students learning and having fun. I recognize that students are likely to respond well to a management system, if they are included in its formation and agree with it. Therefore, I consulted the students about their ideas regarding classroom rules, procedures, rewards, and consequences. Then, I used their ideas to design this plan of �Good Behavior Bucks�. I made sure that all students agreed with the classroom management plan by having them approve it. Upon implementation, the plan encouraged the children to learn and have fun. The class knew that if they work hard and behaved appropriately, they would earn �Good Behavior Bucks�. The students were inspired to earn as many �Good Behavior Bucks� as possible because they could spend them bidding on prizes during an auction. Finally, the students were encouraged to act well as a group because I charted how many �Good Behavior Bucks� the group received as a whole. UW-Platteville School of Education Knowledge, Skill, & Disposition Statement Alignment I believe that this experience aligns with KSD2.d. Manages Student Behavior, which entails teachers establishing clear standards of pupil performance with ideas contributed by their students, monitoring the standards subtly, and reacting to misbehavior effectively. My �Good Behavior Bucks� classroom management plan and its implementation are applicable to KSD2.d. because it was created with students� ideas. Also, it applies because students monitored their own behavior and that of others. This experience also allowed me to respond to misbehavior effectively. By following the plan, I dealt with behavior quickly and successfully. Also aligns with Knowledge, Skill, & Disposition Standards KSD2.a. Creates an Environment of Respect and Rapport KSD2.b. Establishes a Culture for Learning KSD2.c. Manages Classroom Procedures KS2.e. Organizes Physical Space REFLECTION What I learned about teaching from this experience is that children have to learn to respect each other as well as the teacher in order to have good classroom management. By having good classroom management, I can create a classroom with a positive learning environment. I also learned from this experience that disputes and conflicts can be prevented by careful lesson planning and positive teacher support. There is a reason behind a child�s behavior. Misbehavior is usually directed at achieving one of four goals: revenge, power, attention, and feelings of inadequacy. I also learned to control the way I responded to a child�s behavior. The ultimate goal of child guidance is not to manage children�s behavior, but to help children manage their own behavior. Conflict situations provide important learning opportunities for children. A teacher that removes materials and solves problems for children deprives the children of the opportunity to learn problem-solving skills. I will implement what I have learned from this experience about managing a classroom into my future classroom. I will not use punishment, but logical consequences. When children experience logical consequences, they are automatically forced into the problem solving and decision making process. Using logical consequences teaches children that they are capable of making decisions. Also, children who experience logical consequences learn that they are in charge of their own destinies. |