Running head: CLASSROOM MANAGEMENT 1

Classroom and Behavior Management

Kelsie Weyer

Regent University
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Introduction

Classroom management is one of the intimidating aspects to undertake as a new teacher.

It is impossible to anticipate every situation that will occur in your classroom, so it is essential to

have systems in place to be proactive instead of simply reactive to behavior management. In this

student teaching placement with fifth-graders, I did my best to implement classroom

management systems that would encourage students to behave in the first place.

Rationale for Selection of Artifacts

My first artifact is a selection of chuck bucks. The mascot of my school, Woodstock

Elementary, is the woodchuck, so part of the school and classroom token economy system are

chuck bucks. This fake monetary system is a way of rewarding students in an effort to encourage

positive behavior. The school enforces the “Woodstock Way” which is to be respectful, be

responsible, and be safe. When children go above and beyond the requirements, they are

rewarded with these chuck bucks. With their money, they are able to trade in with their teacher

to buy prizes, have special seating, or even become the principal’s assistant for a day.

As part of my classroom, I reward with chuck bucks for achieving certain academic

goals. Every week, I check through their work they have completed and turned into my basket.

For the students who have turned in all their work, they receive a $5 chuck buck for their

consistent effort to stay focused and finish their work during independent time. If they score a

100% on their first try of an Achieve 3000 article quiz, then they receive $5 chuck bucks and

they put their name on a tally board in the main hallway of the school. I also will hand out chuck

bucks to students if they make a great connection to prior learning during a lesson. I also

personally will reward students for acts of compassion, such as helping a student who dropped
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their binder and is picking up their papers. This is the type of behavior and attitude I want to

encourage my students to habitually exhibit in their daily lives.

My second artifact is a picture of the seating arrangement of my students. The week I

took over full responsibility for classroom instruction, I immediately rearranged their assigned

seats. It was apparent that some students had been sitting with some other classmates for far too

long and this was causing unneeded tension or distracting chattiness. When considering the best

seating positions for their new assignments, classroom behavior was one of my top priorities.

First, I separated my most talkative students and then I made sure to spread out students who

were having confrontations with each other. I filled in the rest of the spaces with students who

could contribute to discussion so each table had a diverse set of learners.

Every whole group instructional period I plan has ample time for discussion, whether

with a partner or the entire table. I needed to ensure that these conversations would be healthy

and productive by not placing students who would pointlessly argue or distract each other at the

same table. With my seating arrangements, each table had a diverse group of learners from

different cultures, ethnicities, gender, and levels of learning that contributed to better class

conversations and behavior.

Reflection on Theory and Practice

The key to a token economy is not to create a dependency on the token for students to

exhibit the preferred behavior. To ensure students are not over-incentivized, it is necessary to

“gradually fade the use of tokens from a continuous to an intermittent schedule of delivery” as

students begin to more habitually display the skill or behavior being reinforced (Token, n.d., p.

5). The positive behavior interventions and support (PBIS) system of Woodstock elementary also
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helps “reduce disruptive behavior problems through the application of behavioral, social

learning, and organizational behavioral principles” (Bradshaw, 2008, p. 462).

Many theorists also stress “positive relationships between students and teachers” as an

integral element to an effective classroom management plan (Kaliska, 2002, p. 1). As a Christian

educator, I believe in the power of relationship. Some of my most effective conversations with

students who have reoccurring defiance issues have been when I pull them aside and discuss

their ability to succeed. I ask them, “What can we do?” This helps them understand that I want

them to work with me, not simply for me. It takes the pressure of these students who do not have

support at home and feel like they are drowning under all this responsibility. They realize that I

am here a source of support and care, rather than a hindrance.

However, it is extremely difficult to determine when to give a second chance for the fifth

time and when to come down a little harder. This line between mercy and justice is challenging

to understand, especially as a new teacher. Part of distinguishing between the two is discovering

the “causes of misbehavior” and not simply treating all interruptions as malicious in intent

(Responding, n.d., p. 50). I truly believe that however you treat a child as they walk through your

door in the morning is going to greatly affect their attitude for the rest of the day. However, even

the best students will have their “off” days and must be addressed. If students begin to shut

down, then teachers must implement a new plan to reach that student and whatever is burdening

their heart and mind.

As a Christian educator, I believe every child is worthy of being afforded the chance to

make a new decision each day on they are going to enter my classroom. No matter what occurred

the day before, children must be give the opportunity to make new and better choices. Rather
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than holding grudges against these students for past behavior problems, we should show mercy

towards any effort shown towards becoming a different person. Just like the Father forgives us

and allows us to walk anew in His grace and mercy, we should strive to do the same for our

students.

We are also called to have a sense of peace and patience with children in our classrooms.

Proverbs 15:18 proclaims, “Hot tempers cause arguments, but patience brings peace.” (The New,

2005) Rather than feeding into the chaos of moments of behavior issues, I believe we should do

our best to remain calm and channel that student’s attention somewhere more beneficial. Instead

of jumping at the chance to have a troublesome student sent away from the classroom, we should

be seeking those opportunities to help that child grow and learn. I truly believe students can be

completely changed through the power of calmness and prayer. As educators, we must model for

our students the behavior we expect from them.

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References

Bradshaw, C. (2008). The impact of school-wide positive behavioral interventions and supports

(PBIS) on the organizational health of elementary schools. Psyc Net,23(4), 462-473.

Retrieved March 8, 2018.

Kaliska, P. (2002). A Comprehensive Study Identifying the Most Effective Classroom

Management Techniques and Practices. 1-45. Retrieved March 8, 2018.

Responding to Misbehavior. (n.d.). Teaching As Leadership,43-59. Retrieved March 8, 2018.

The New American Bible. (2005). Huntington, IN: Our Sunday Visitor.

Token Economy. (n.d.). Positive Interactions Procedure,1-9. Retrieved March 8, 2018.