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Running head: CLASSROOM AND BEHAVIOR MANAGEMENT 1

Classroom and Behavior Management

Sonya Swartzentruber

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2017


CLASSROOM AND BEHAVIOR MANAGEMENT 2

Introduction

It only takes a moment for a teacher to lose control of her classroom, which is why it is

vital for teachers to implement strong classroom and behavior management in the classroom. If

classroom management is nonexistent in the classroom and a positive learning environment is

not fostered, students will be missing out on a big part of their learning experience. It is vital for

teachers to create a positive learning environment where students feel loved and cared for. Not

only that, but if there is a great deal of behavioral problems in the class, the teacher will

frequently have to stop instruction to deal with the problems, causing students to miss out on a

great deal of instructional time, over the course of a year. If a teacher creates an environment that

students want to come to day after day and that does not require frequent stopping to deal with

behavioral issues, students will get the most out of their education.

Rationale for Selection of Artifacts

The first artifact I chose is an observation that was conducted by Dr. Cheryl Gould, the

director of student teaching at Regent University, on her second visit to my classroom. In her

observation, she stated that the students were highly engaged throughout the lesson and that I

chose a great kinesthetic activity for students. She also said that children were very well

behaved. After completing the observation, she spoke with me and my cooperating teacher,

noting that she had never seen a third grade class so well-behaved. My cooperating teacher

created a positive learning environment for students and he expects a lot from them. While I may

not have been in the classroom at the beginning of the year, I have carried over his classroom

management techniques and continue to hold high expectations for students. In addition, as the

observation stated, the students were highly engaged throughout the lesson, which is of the

utmost importance in the classroom. If students are not engaged, they will stop participating and
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go off into their own world or begin misbehaving due to boredom, which is why I strive to keep

my students engaged at all times.

The second artifact I chose is a picture of me leading Morning Meeting. Every morning,

for several weeks now, I have lead a Morning Meeting to build relationships with students. For

this activity, I meet with students in the morning on the carpet and have them share about a

specific topic, such as their favorite food, favorite activity, number of siblings, et cetera. Some

mornings, we also do a fun activity that gets them up and active, so they are ready for the day.

Students thoroughly enjoy Morning Meeting and look forward to it every morning because they

get a chance to share something about themselves or they get to move around. Morning Meetings

are significant because it allows me to build relationships with students and learn something new

about them each day. Not only that, but I also share about myself so students can get to know me

on a more personal level and see how we are similar, even if older than them.

According to Kriete and Davis (2006), The time teachers commit to Morning Meeting is

an investment that is repaid many times over. The sense of belonging and the skills of attention,

listening, expression, and cooperative interaction developed in Morning Meeting are a

foundation for every lesson, every transition (p. 3). Taking just five minutes every day to get

to know the students and build relationships with them is priceless. Building relationships with

students is the most important component of maintaining classroom management because if

students have a relationship with their teacher, they are more likely to respect and follow what

their teacher says and they will also feel more comfortable in the classroom.

The third artifact is the Clipboard of Doom and I created it as a bit of an incentive for

students to behave in music class. The week before I created this, students were not following

directions in music class, which made the music teacher very upset with them. The music teacher
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wanted to keep a record each week after that of who was making good choices in her class and

who was misbehaving. Students came up with the name Clipboard of Doom and I created the

document, using colors and clipart, so they would have a visual representation of the list their

names would go on if they were misbehaving. Not only that, but if students did misbehave and

landed on the not following rules side of the list, they would lose all rewards for that week. If

students behave all week, they get to choose two rewards, which includes eating lunch in the

classroom, bringing a stuffed animal, getting candy, et cetera, and they did not want to lose those

rewards. Before students went to music, I spoke with them about the list and showed them what

it looked like, explaining the consequences if they were to misbehave. This was obviously

enough incentive because there was not a single student who has misbehaved in music class

since then.

Reflection on Theory and Practice

Managing the classroom and the behaviors in the classroom is one of the most vital

elements in creating a positive learning environment. Teachers need to establish rules,

relationships, and create lessons that are engaging, in order to foster learning and growth.

According to Hinton, Warnke, and Wubbolding (2011), establishing a safe, secure, and trusting

environment which accentuates human relationships allows students to reach a higher level of

academic achievement (p. 91). If students have a teacher who is trustworthy, makes them feel

safe, loved, cared for, and builds a positive relationship with them, they will have a greater desire

to come to school and show their best work. Every student has a desire to be loved and feel a

connection with their teacher, whether they make it known or not, which is why teachers need to

be adamant about connecting with students and helping them feel a belonging.
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In the observation completed by Dr. Gould, artifact one, she stated that students were

highly engaged throughout the lesson. According to Berger, Woodfin, and Vilen (2016), Lessons

that engage students impel them to become self-directed and independent in pursuing knowledge

and honing skills (p. 18). If students are not engaged in learning, they will not enjoy learning

and they may begin feeling bored, which is why it is so essential for teachers to keep students

engaged and help build a desire in students to learn. Keeping students engaged will also help

keep behavioral problems at bay because students will be more interested in what they are

learning than in coming up with ways to act out.

My faith greatly impacts my beliefs about classroom and behavior management. 1

Thessalonians 5:11 says, Therefore encourage one another and build each other up, just as in

fact you are doing (NIV). As a Christian educator, I believe that I need to be an encouragement

to my students, which will be most effective if I build relationships with them and let them know

I am there for them. Students need to feel encouraged by teachers, especially when they are

having trouble with something and do not feel that they are capable of succeeding. Teachers

should be there to boost and build their students up and make them feel empowered that they can

accomplish anything, which will in turn keep them focused on the tasks at hand, rather than

having them act out because they are frustrated they do not understand a topic.

Proverbs 22:6 says, Train up a child in the way he should go; even when he is old he

will not depart from it (ESV). Teachers need to keep order in the classroom and model for

students how they should behave in the classroom and even outside of the classroom. If a teacher

allows chaos in her room and does not hold high expectations for students, not only will they not

learn as much as they could, but they will likely continue to act that way for years to come.

Teachers should not only be teaching content, but they should be teaching students how to be
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good citizens and how to properly behave because those lessons will likely stay with them for

many years.
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References

Berger, R., Woodfin, L., & Vilen, A. (2016). Learning that lasts. Retrieved February 9, 2017.

Hinton, D., Warnke, B., & Wubbolding, R. (2011). Choosing success in the classroom by

building student relationships. International Journal of Choice Theory and Reality

Therapy, 31(1), 90-96. Retrieved February 9, 2017.

Kriete, R., & Davis, C. (2016). The morning meeting book (3rd ed.). Turners Fall, MA: Center

for Responsive Schools.

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