Running Head: CLASSROOM AND BEHAVIOR MANAGMENT

Classroom and Behavior Management

Regent University

Emily Brannock

In partial fulfillment of UED496 Field Experience ePortfolio, Spring 2018

CLASSROOM AND BEHAVIOR MANAGEMNT

Introduction

“A teacher is only as good as the learning environment she can create for the students”

(Radford, 2013, p. 81). Classroom management is what ultimately makes or breaks a teacher and

their classroom. A teachers’ ability to manage the classroom supports the student’s ability to

learn and grow. There are so many different factors and concepts that go into classroom

management; “Setting up a classroom and establishing routines are key components of classroom

management” (Radford, , p. 81). It is also important to consider the students’ abilities, student

relationships, student behavior, possible interruptions (tutoring, drills, meltdowns, etc.) and even

things as simple as transitioning from what activity to the next. This competency will discuss

my observations and experience with classroom management.

Rationale for Selection of Artifacts

I have a collection of pictures that will be used to explain my competency in classroom

management. My classroom management skills have become stronger and strong every single

day. I have learned a couple different strategies from Regent that I have applied but also from

other teachers whom I’ve worked with. I have become more confident in the classroom through

using different techniques; one thing I have learned is that each student is different and that

means different techniques work for different students.

The first picture is a picture of a student’s planner. Students go home with their planners

to be signed every single day. Students will receive a “5” in their planner if they have completed

their homework and were well behaved during the day. If students received a “5” that day, they

receive a ticket which they can eventually trade in for candy or treats. Students also received

table points for being on task and ready to go after I had given directions. Whichever table had

the most points on Friday would receive one ticket. With the fourth graders I realized that there
CLASSROOM AND BEHAVIOR MANAGEMNT

were simple strategies that I needed to do to keep them on task such as time limits and counting

down to have the students get things done right away. There were other situations where I

realized I needed to change how I was doing something. For example, during bathroom breaks I

noticed I had to only allow one boy to go into the bathroom at a time because there was fighting

and fussing. It was interesting for me to learn in the moment and adapt to the certain situations.

One more strategy that seemed to work really well with the fourth graders on days there

was a substitute in the classroom with me was playing a game with the students. I played

Teacher versus students; if the students were on task and relatively quiet, they received a point

but if they were off task, out of their seat and loud, I received a point. At the end of the class

period, if the class had more points than me (the teacher) than they would get ten minutes of free

time or pick out a piece of candy. I enjoyed playing this game with them and it really seemed to

work for me and them. I could see how it wouldn’t work if it was constantly one student who

didn’t care about the consequences and if the class didn’t get the free time. It could easily be

adjusted to change the rule so that the whole class wouldn’t be punished for one student’s

misbehavior.

Classroom management was completely different with the first graders. First graders

need a lot of redirection and encouragement to complete simple requests and activities. Some

activities have to be modified due to the level of energy the students already have or will gain

from said activity. There are three different artifacts that go along with the first grade placement.

First the students have a behavior calendar that goes home every day for parents to sign.

Students start with five clips attached to their nametag on their desk, if something happens

throughout the day where they lose a clip, their number goes down and is written on their

calendar. This strategy works well for students and isn’t really needed often in the classroom.
CLASSROOM AND BEHAVIOR MANAGEMNT

The concept I learning most in first grade is the artifact which shows a button. This button is

essentially a doorbell which rings and the students stop what they are doing with thumbs up,

looking at me and ready to listen. It is a miracle worker because I am a soft spoken individual

who doesn’t like to raise my voice. All of these concepts together are just the beginning of what I

have learned about classroom management.

Reflection on Theory and Practice

I was very nervous about classroom management when deciding to become a teacher. I

was very excited to complete the Classroom Management class at Regent because I knew it

would help me feel more prepared; little did I realize that I wouldn't truly feel prepared until I

applied the knowledge in the classroom. However, during the classroom management class, I did

do a lot of research and reflecting and discovered what I predict my teaching style and

philosophy will look like. I believe that I will have many different teaching strategies and

theories all mixed into my specific style. For example, I do think that I fall under the

authoritative style where I have high expectations for my students. “When there isn’t a solid

routine established by the teacher, kids will misbehave; students need clarity in instruction”

(Rebora, 2013, p. 2). I will have a warm relationship with my students but also teach them the

difference between appropriate and unacceptable behavior. I want to be respected by my

students but also have my students know that I respect them. My students will know that they

can count on me but they will also know that I mean business and that we will work hard, play

hard.

I also tend to agree with a lot of William Glasser’s beliefs on classroom management. For

example, I would like to be a guide to my students which would require them to take

responsibility for their learning (Lynch, 2016). Students will become more responsible and
CLASSROOM AND BEHAVIOR MANAGEMNT

better decision-makers when they are in charge of their learning. I will have my students work in

groups so that they can lean on one another and have less reliance on me for knowledge. My role

as the teacher is to be a guide. Glasser also believes in a positive relationship with students,

which is important to me. My classroom will be a safe place where we will be considered a

family and everyone belongs. Glasser is the creator of the Choice Theory which is another belief

of his that I agree with (Lynch, 2016). Choice Theory provides students with the opportunity to

discuss, reflect, and make amends to result in learning to make better choices. Not only will the

students take responsibility for their learning but they will also take responsibility for their

behavior.

Regardless of what all of the theorists say, prayer will always be at the top of my list

when it comes to solving different problems in the classroom. Having faith that God will guide

me to make good decisions and give me patience will be very important to me. I plan to pray for

my students every day; I have thirty one days of prayers saved and ready to go for my students.

In the book of Proverbs it says that there are many plans in our hearts but it is always the Lord’s

purpose that prevails; therefore bringing God into the decisions we make instead of excluding

him can make a world of a difference in every situation (New International Version, 19:21). By

being faithful and obedient to God, we will show our students God’s love and therefore, I believe

that we will see a reflection of ourselves in our students; if not, God has a plan. Ultimately, it is

all about the students and their ability to learn, to feel safe, respected and loved.
CLASSROOM AND BEHAVIOR MANAGEMNT

References

Lynch, M. (2016). Understanding Three Key Classroom Management Theories. The Edvocate.

Retrieved from: http://www.theedadvocate.org/understanding-three-key-classroom-

management-theories/

Radford, C.P. (2013). Strategies for Successful Student Teaching. Boston, MA: Pearson.

Rebora, A. (2013). Instructional Coaches Dissect Classroom-Management Challenges. Retrieved

from https://www.edweek.org/tm/articles/2013/10/14/cm_coaches.html