Running head: CLASSROOM AND BEHAVIOR MANAGEMENT 1

Classroom and Behavior Management

Kira Madison

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2019

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Introduction

My competency paper is on classroom and behavior management in the elementary

school grades. Classroom and behavior management is essential in many ways, including

relationships with the students, structure in the classroom, and to effectively teach our students.

Classroom management is crucial because it helps create structure for your class. Having a

behavior management system is effective and works well with all children, especially if it is

school-wide and implemented year after year for students. Classroom management has many

tiers to it and involves necessary everyday schedules, classroom seating arrangements, and more.

One of the most significant assets a teacher can have is an effective classroom management plan

that allows an open relationship with the student and the teacher. Teaching a classroom and

behavior management plan to students can be difficult at the beginning of the year, but it can

bring great reward to the students in the end.

Rationale for Selection of Articles

One of the two artifacts that I picked for this competency is a behavior chart that goes

between our classroom and our co-teachers classroom. This chart lets the teachers know if the

students have completed homework if they are being disrespectful, having a bad day, and more.

The chart numbers align with the numbered rules of the classroom that are hanging on the wall.

There is a chart for both our homeroom and our other class. The students do not see this chart,

but they know that it is sufficient for the teachers to understand what is going on. It lists the

student's names, and it can be blank, or it can have numbers in it or a symbol to talk to the other

teacher about the student. The chart is also used to help determine what goes on the student's

weekly reports.
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I choose this artifact because it helps improve behavior management in the classroom. The

students might not know precisely what the paper on the clipboard is, but they know that if they

do an act that goes against our classroom rules, and it goes on the board, then they should check

what they are doing and make sure they are responsible, respectful, and safe. The behavior chart

is also used when a student is excellent, which can lead to a good and positive call home to the

parents of the student. The behavior chart is a small but impactful part of the classroom

management that we have in the classroom.

My second artifact is our Good Classmate Chart that the class made on the first day of

school describing what a good classmate is, says, can, and does not. The teacher wrote this

chart, but everything on it was explained and came from the students in the class. This artifact is

beneficial because it allowed the students to determine what they believe a good classmate is and

how they should act towards each other on a given day. It remains hanging in the classroom for

the students to see and to be reminded of every day.

I chose the Good Classmate Chart because it helps with classroom management. When

the students created the chart as a whole class, they determined how they should act and how

they should respond to students and teachers both inside the classroom and in other areas

throughout the school. The students are reminded about what a good classmate is and how they

should act towards one another. If a student is having a bad day or is acting up, I can refer to the

good classmate chart to remind the class how they should respond to such situations. I personally

like this artifact because the students wrote it, and it described what they wanted in the classroom

compared to what the teacher requires out of her classroom.

Reflection on Practice and Theory

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I took the classroom management course at Regent University in the Fall of 2018.

During that class, we discuss many topics about appropriate and inappropriate classroom

management. One of the key ideas that have stuck with me is that teachers are the key to our

student’s success along with themselves. Delceva agrees with that statement by saying that, “the

teacher should provide every student with the possibility of choice and the responsibility for his

education;” I believe that every student should have some responsibility for their education, and

effective classroom management can allow that to happen (2014, pg. 51). For example, if a

teacher is giving the students the choice of whether they want to complete an activity on the

computer or by paper, the student is choosing what they want to do. An effective classroom

management plan allows this to happen because the teacher has made the students aware of how

they should act on the computer. As well as what will happen if they work wrongly, but the

teacher is giving the student the responsibility to choose and allowing them to have a chance to

be responsible for their education. Proper and effective classroom management can also help

foster student gains in the classroom. If a student feels comfortable to discuss what they do not

understand, this can help with their learning goals and achievement scores in the classroom.

Kunter, Baumert, and Köller agree with this by stating that “effective teaching shows clearly that

the actual time students spend learning and working on meaningful tasks is one of the key

predictors of their learning gains” (2007, pg. 495). By having an effective classroom

management plan, students not only feel comfortable discussing their problems and having

responsibility for their education, students can also have better learning gains and show

significant growth throughout the year.

During class, we also discussed new trends in classroom and behavior management. One

of those trends was the PBIS system. PBIS stands for Positive Behavior Intervention and
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supports; this system involves, “defining and teaching 3–5 behavioral expectations that are stated

in a positive way, acknowledging positive behaviors, implementing consistent consequences for

problem behavior” and more (Lyons et al., 2011). I have seen how this practice has worked

since being at my first student teaching placement. As a teacher, pointing out the positive

behavior of students dramatically changes the negative behaviors that are being shown by other

students. It is like a domino effect; if one student changes their attitude for the better and get

praise for it, the rest of the students will start to copy or take after the model student. In class, we

discussed the effectiveness of positive behavior intervention compared to the typical mindset of

point out the student’s flaws. By pointing out the positive behavior of a student, you can reduce

the embarrassment and negative connotation that comes with pointing out the negative behavior.

If the negative behavior needs to be addressed, it needs to be reinforced before and after with

positive behavior that the student is demonstrating.

My faith impacts my classroom management style by making sure that I address

everything out of love and respect for the student. If Jesus can forgive us of our sins that cause

us to be dead souls, why should I hold my students accountable for the entire year for something

they did in the first week of school? I do not know all of the backgrounds that my students come

from, and coming to school might be the only opportunity that they get to receiving love.

Instead of spending my time tearing them down and diminishing their self-confidence, I instead

spend my time lifting them and helping them become more confident by the love that I give

them. Jesus was created to love the world, I was created to not only love the world, but my

purpose is to educate and love my students year after year.

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References

Delceva-Dizdarevik, Jasmina. (2014). CLASSROOM MANAGEMENT. International Journal

of Cognitive Research in Science, Engineering and Education, 2(1), 51-55.

Kunter, M., Baumert, J., & Köller, O. (2007). Effective classroom management and the

development of subject-related interest. Learning and Instruction, 17(5), 494-509.

Lyons, L. R., Nishimura, Y., Kim, H. ‐., Donovan, E., Angelopoulos, V., Sofko, G., Nishitani, N.

(2011). Possible connection of polar cap flows to pre‐ and post‐substorm onset PBIS and

streamers. Journal of Geophysical Research: Space Physics, 116(A12), n/a.