Classroom Management Plan Using A Tiered Approach: Article Analysis

Sayeski, K. L., & Brown, M. R. (2014). Developing a classroom management plan using a tiered approach. Teaching Exceptional Children, 47(2), 119-127.
In the article, Developing a Classroom Management Plan Using a Tiered Approach, Sayeski describes a classroom management plan by using the response-to intervention method. This method allows teachers to work with students who need extra help or attention in certain areas including behavioral. In each tier the article gives different strategies for teachers to choose from that will help with behavioral management. The three tiers include: preventative classroom management, first-line interventions, and intensive, individualized interventions. Some strategies that Sayeski provides for tier

Nice Guy”: Preservice Teachers’ Conflict With Classroom Management in a predominantly African-American Urban Elementary School, Higgins examines thirteen interns as they observe and teach in an urban school which consisted mainly of African-American children. She explains the reactions of the interns as they saw the real world and how they reacted when they saw how the students are treated in the classroom. The interns went through a program called the Professional Teacher Education Program (PTEP), in which the interns were to observe and help the teachers in the classroom setting. While they were observing, the interns were to write in a journal about their experiences and reactions. Many of their observations were negative about the way the teachers treated the students. One intern explains that the teachers have to be strict in order to keep their classroom from falling apart. Higgins believes that interns should observe in more of these schools so they can understand that teaching is more than what they learn in

Teachers have the power to determine whether their classroom will be a caring atmosphere or an authoritarian environment for the students. Teachers need to curb their ego and model empathy, positive attitude, and leadership skills. She believes that if teachers use positive attitudes when dealing with difficult students, the students will respect the teacher more; therefore, the students will have better behaviors. Showing empathy toward the students will result in the student feeling like someone understands them. Creating relationships with students helps them feel safe in their environment and comfortable talking to the teacher. It is not the job of the teacher to butt heads with the students. The teacher needs to control their sarcasm and use “positive psychology”. Positive psychology acknowledges a student’s negative skill and creates something positive out of it. For example: if a student is a class clown, the teacher would admire the student by complementing them. Then, the teacher would redirect the student’s disruptive behavior and have them put on a skit or write a funny story to tell to the class. O’Ferral also comments on multicultural backgrounds in the classroom. She explains that teachers should be aware of cultural differences and educate students on those