Discussion of Classroom Management Models and Behavior Management

Discussion of Classroom Management Models and Behavior Management
Teachers must identify the approaches and principles to use in managing their classroom and fostering productive learning. Below is a discussion of some classroom management models, campus-wide behavior management systems, and a reflection of how my philosophy will facilitate learning and interaction.
Classroom Management Models
The two classroom management models that will be explored are Fred Jones's positive classroom discipline and Morrish’s real discipline models. On the one hand, Fred Jones' positive classroom discipline refers to a set of practices teachers use to manage discipline in the classroom. It involves techniques that prevent and rectify problem behavior (Jones, n.d.). The advantage of Fred Jones' positive classroom discipline is that the focus is on both prevention and remedy. It occurs through limit setting, incentives, and backup systems. Limit setting happens through body language and class agreements. It can be easily taught to teachers to help them foster discipline in the classroom. Fred Jones' positive classroom discipline's weakness is that its success depends on the teacher's social competence (Jones, n.d.). Also, some students might not understand the body language used in limit-setting.
On the other hand, Morrish’s real discipline refers to the strategies and techniques used by teachers and parents to promote respect for authority (Morrish, n.d.). It does not focus on the consequences of actions but on the actions themselves to ensure children do what is right. Discipline is achieved when teachers provide students with directions on how to do the right thing. In this model, the focus is mostly on prevention. The key strength of this model is that it teaches students the skills that contribute to acceptable behavior (Morrish, n.d.). Proper behavior is achieved by teaching children how to comply with rules and behave as well as giving them more choices to enhance positive behavior. The weakness of this model is that little attention is paid to remedying negative behavior since the focus is mostly on prevention.
Campus-wide Behavior Management Systems
The campus-wide behavior management systems of interest are Love and Logic and PBIS (Positive Behavioral Interventions and Strategies). On the one hand, the love and logic behavior management system focuses on building positive bonds/relationships between teachers and students. Teachers demonstrate love and empathy towards students, encouraging students to comply with rules and engage in positive behaviors (Fay, n.d.). The strength of this system is that teachers do not yell or get angry when addressing a problem but instead show love and empathy towards students while correcting them (Fay, n.d.). Consequently, students take responsibility for their actions and strive to maintain positive behavior because they are treated with respect and love. However, this system has a weakness because it relies on the consistency of teachers in addressing problem behavior (Fay, n.d.). In the absence of this consistency, the system is ineffective.
On the other hand, PBIS is an evidence-based system that focuses on holistically supporting the student's needs (PBI...