Running head: COMPETENCY I

Competency I
Morgan Leary
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

COMPETENCY I

An effective teacher manages a classroom, an ineffective teacher disciplines a

classroom (Wong, The First Days of School). As a new teacher, this aspect I experienced the
most fear in, behavioral management. I watched as seasoned educators sustained a controlled,
warm environment, yet I could not understand how. How could one person have such a smooth
functioning room with twenty-five students under the age of twelve all day? Throughout my
academic career I had begun to learn techniques, however, it is nothing like actually
implementing them.
The artifacts I chose to share exemplify some of the strategies I have used, or found to be
successful in a classroom. In the slide show above, I have displayed a picture of the clip system,
and behavioral report. The clip system consist of one number over every cluster of tables, which
is referred to as a team. Each team begins class with 5 clips, and can gain them for keeping pace
with transitions, participation, or remaining quiet during lessons. They can also lose pens for
being disruptive during class. This allows for a silent correction by the teacher, as you can walk
by, quietly removing a clip, and students are aware of why. At the end of the week, the table with
the most clips receives candy.
The orange slip, or behavioral report is used when homework is not turned in or a student
has consistently had behavioral issues, causing the need for parental intervention. When a slip is
filled out the parent receives an email and then has to sign the slip to ensure they received it. The
slip also features a student reflection section causing the student to reflect on how to resolve the
issue in the future.
In the slide show, I also featured kind notes from the students and pictures created by
them. The foundation to managing a classroom community is by building that crucial

COMPETENCY I

relationship with the students. This can be used to motivate, lead and encourage students to their
fullest potential. When students feel important, secure and loved they strive to do their best.
Every student enters the classroom carrying different experiences, these can be positive or
negative experiences, as a teacher, it is important to help the students overcome and thrive, no
matter what environment they may be coming out of.
The first key I believe to having less behavioral issues is by having clear procedures and
expectations for all students. When students are aware of the rules and expectations, they are
more willing to follow regulations. This also allows for accountability to take place as they are
responsible to follow procedures. Time is already limited within the classroom, so by having
procedures in place, it eliminates wasting precious instruction time. Not only that, but it also
allows the teacher to keep their peace instead of having to constantly reiterate the expectations.
It is important to build a relationship with each student, helping them to feel important,
loved and secure. Too often we underestimate the power of a touch, a smile, a kind word, a
listening ear, an honest compliment, or the smallest act of caring, all of which have the potential
to turn a life around (Jossey-Bass, 2009). By showing compassion to our students, we can
motivate them to their highest potential, and eliminate behavioral issues. Positively reinforcing a
child goes way farther than discipline in a classroom community.

COMPETENCY I

4
References

1. Partin, R. (2009). The classroom teacher's survival guide practical strategies,

management techniques, and reproducibles for new and experienced teachers (3rd
ed.). San Francisco, Calif.: Jossey-Bass.