Running head: CLASSROOM AND BEHAVIOR MANAGEMENT 1

Classroom and Behavior Management

Kristen Clark

Regent University

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

CLASSROOM AND BEHAVIOR MANAGEMENT 2

Introduction

Classroom management is essential for student learning in any classroom. Additionally,

classroom management varies depending on the teacher and the classroom. However, no matter

what classroom management style a teacher may use, it is imperative that they use strategies that

are effective in order to best manage the classroom and provide for a suitable learning

environment for all students.

Rationale for Selection of Artifacts

The first artifact that I selected was a noise meter called Too Noisy Meter app. The noise

meter was a classroom management strategy that I implemented in my first student teaching

placement. The meter monitors the volume in the classroom and turns red when it gets too loud. I

used the meter at the end of the day to keep the students from getting too loud so that we could

make sure we were able to hear the announcements and so that they did not get too rowdy. I used

this meter in combination with a classroom management strategy that had already been

established in the classroom, a tally chart. I told the students that if they could make it through

pack-up time and dismissal without the meter going to red, they would be able to earn three

tallies. Then, when the receive the designated amount of tallies, they can redeem them for a class

reward.

The second artifact I chose was the Class Dojo App. This is an app I saw used in my first

practicum placement and one that I used in my first student teaching placement. With Class

Dojo, students can receive positive points for being on task, completing assignments, and for

other good behaviors that deserve a positive reward. Additionally, students can receive negative

points for being off-task, not completing assignments, and other behaviors that warrant

consequences. Throughout my first student teaching placement, I was able to use Class Dojo as a
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classroom management tool to reward students for correct behavior and as a consequence for

students who did not follow the class rules. For example, throughout the morning, I would give

students positive points for beginning and focusing on their morning work. Furthermore, I used

Class Dojo during my small group time to keep students focused and on task by giving them

positive points when staying on task and negative points for being off-task or talking to others

during small group.

By using the Too Noisy Meter and Class Dojo, I was able to learn about and practice

classroom management strategies that I can implement into my future classroom. Both of these

strategies provide students with a goal to work for in order to obtain a reward, whether it be a

class-wide reward, with the tally chart, or a personal reward, with Class Dojo.

Reflection on Theory and Practice

Classroom management is an area in which I have a lot of room to grow. It is one thing to

learn about theories, but a completely different thing to put theories and strategies into practice.

One thing that was emphasized during my time at Regent University was that relationships are

key in establishing good classroom management. With my first student teaching placement, I

was able to build relationships with the students by eating lunch with them, allowing me to get to

know them better. Furthermore, I sent a newsletter home to the students and parents before I

began my first placement so that the students and parents could get to know a little bit about me

before I arrived. I believe that building these relationships is key before being able to establish

good classroom management strategies. It is important to build these relationships, to have a

classroom that is welcoming, and to establish rules and procedures right from the beginning to

help establish classroom management for the rest of the school year (Clement, 2013, p. 25). With

this, it is also important have clear and consistent procedures and routines for the students so
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they know what your expectations are and they know what they are expected to do (Clement,

2013, p.25).

Additionally, classroom management should be focused on student learning. The whole

idea behind classroom management is that a teacher should be able to manage a classroom to

ensure that learning can take place. Eisenman, Edwards, and Cushman (2015) suggest that we

should look to classroom management as a resource to improve student learning as opposed to

controlling behavior (p. 2). By doing this, it can help us to focus on making sure that our class is

a suitable learning environment for our students and we can use this idea to teach our students

that their behavior will affect the learning that takes place in the classroom.

In my own experiences in the classroom, my faith has impacted my ideas and beliefs on

classroom management. I believe that it is important to love all students and show them Christs

love, because Christ first loved us (1 John 4:19). Classroom management may be difficult at

times, and some students may be more difficult to manage than others, but this idea is so

important to remember during these times. We fail Christ daily, and we will have students who

disappoint us, but we cannot change how we view or act towards those students. As Gods

mercies are new each morning, we should start each new day welcoming each student the same

way (Lamentations 3:22-23). We can remember that each day is a fresh start, leaving what

happened the previous day in the past, and focusing on the upcoming day.

Classroom management is an important part in every classroom. It helps us, as teachers,

to ensure that our students know what is expected of them and it helps to ensure that our

classroom is a suitable learning environment for all our students. However, there will be some

days that are harder than others, but it is important to remember that we can trust God to help us

through each day and to love each of our students because Christ first loved us.
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References

Clement, M. (2013). Pop Quiz: Classroom Management Strategies. Educational Horizons, 92(1),

24-25. Retrieved from http://0-www.jstor.org.library.regent.edu/stable/42927204

Eisenman, G., Edwards, S., & Cushman, C. A. (2015). Bringing reality to classroom

management in teacher education. The Professional Educator, 39(1), 1-12. Retrieved

from http://0-search.proquest.com.library.regent.edu/docview/1691409092?

accountid=13479