Running Head: CLASSROOM AND BEHAVIOR MANAGEMENT 1

Classroom and Behavior Management

Shawna LoPresto

Regent University

In partial fulfillment of UED 496 e-Portfolio, Spring 2017

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Introduction

Classroom management is an integral component of the educational process. For a

teacher, the ability to manage the classroom and behavior is the only way that anything will be

learned. Without management, there cannot be learning and without learning, there is no point to

the educational process. While there are key elements to the way that students behave, it is the

sole responsibility of the teacher to asses and address all aspects of behavior and management to

create an environment that is conducive to the most beneficial learning experience for each

student.

Rationale for Artifacts

The first artifact I chose is a picture of the clip chart I implemented in a 1st grade

classroom. I chose to show this artifact as an example of how I encouraged positive behavior

choices to facilitate a learning environment that was beneficial for all students. This chart was

used to show students how their behavior is being reflected. Every day the students start out on

green, ready to learn. Every day I had a student volunteer to remind the class of the expectations

of the classroom. The clip chart was the enforcement related to the reward or consequence for

following or ignoring classroom expectations. As the teacher, I was responsible for

communicating with the students whether they were able to clip up or clip down, and the

students had to move their number based on the outcome of their behavior. The rules in the

classroom were; listen well, be respectful, use self-control, get work done (using best effort), and

always show hallway behavior. Whether a student were to clip up or down, I would ask them

why they were moving their clip, so that they could see that it was based on the choices they

made.
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The second artifact I chose is a picture of the ticket system. I chose this artifact to show

the positive reinforcement behind students being able to clip up. When students made choices

that were in constant alignment with expectations, or went above the expectations, they could get

a ticket out of the ticket box. Students do not use these tickets to pay for negative behavior, nor

do they lose the tickets, but they only receive them for positive behavior.

The third artifact I chose to show is a picture of students getting in line after given

directions and representation of how they should line up. I chose to show this artifact as an

example of clear communication being easily followed by a class, with a chance of earning a

smiley as a class. The students were called by table groups based on who was sitting with a

clean desk, facing the teacher, and showing hands and eyes. Hands and eyes is a saying I used

so that students know to look at me, and have their hands together, not doing anything during

directions. Once I explained the line up, I looked for students still modeling this, and called their

table group. As students got lunch boxes, they would stay quiet and show a hand up and a bubble

in their mouth.

The final artifact I chose is the smiley and frowny chart. I chose to use this artifact to

show the behavior reinforcement for the class as a whole. There is always a need for students to

know and see their progress as an individual, but this chart also allowed for students to feel like a

team and work together to keep each other accountable and on task. For this chart, the class

would receive a smiley when they were working together to meet classroom expectations, such

as working well together in groups, listening when a classmate is sharing, or encouraging others

to do the right thing. The class would not lose a smiley if they were not meeting expectations,

however they would receive a frowny to let them know that they are not being a productive

team. The class would receive a reward if they earned 15 smileys before earning 15 frownys.
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Reflection

Throughout my experiences at Regent University, two practicum placements, and two

student teaching placements, I have spent a lot of time discovering what good classroom

management is. One of the most important things I have learned is that classroom and behavior

management are absolutely necessary in establishing the environment of the classroom, and

setting the foundation for instruction and learning. My philosophy of classroom management has

been shaped largely by the idea that a teacher must set the tone of a classroom. Levin & Nolan

(2010) promote this idea by saying that a teachers verbal and nonverbal behavior will influence

the students behavior whether the teacher is being intentional about this or not.

I have continually practiced using behavior that enforces a positive behavior from

students, such as using a tone of voice that is firm but positive, giving my attention to students

who share in class when they are supposed to, and allowing students to explain why they chose

poor behavior at times verses telling them what they did wrong. Something that I have come to

believe about classroom management is that the teachers goal should be to encourage students

to develop better self-control. Bergin & Bergin (2012) suggested that a teacher can implement

ways to help encourage students to acquire better self-control, such as; minimizing distractions

and interruptions to allow for more on-task time, understanding each students self-control

abilities and creating opportune times for practice and rest of practicing self-control, and

communicating positive expectations with students. I believe that students who can use self-

control in the classroom will also become better at taking responsibility for their actions.

All of these things must go hand in hand with the clearly communicated objectives and

feedback so that students can know how they are doing and celebrate their accomplishments.

Dean, et al. (2012) argued that giving students feedback on objective-related tasks provides
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direction for learning and allows students to see purpose for what they are learning. Going a step

further, I believe that when students are given clearly communicated objectives, as well as create

their own goals to reach the objectives, motivation increases because it becomes personal and

allows for responsibility in the process of reaching that goal.

Overall, my goal in classroom management is to be a teacher that facilitates an

environment where students want to behave well, enjoy learning, and feel safe to take risks. I

believe that this will take place as I build relationships with my students, to create a foundation

of trust and support. It is my goal to show each and every student that they are accepted,

valuable, and fully capable of growing. I strive to be a teacher who employs discipline that has a

voice of grace and truth, so that students know I am tough because I care.

As a Christian educator, I will strive to, Start children off on the way they should go and

even when they are old they will not turn from it (Proverbs 22:6). I believe that teaching is part

of my purpose in this life, and through that I know that it is my responsibility to train children in

becoming responsible and independent individuals who seek out knowledge, believe in

themselves, and lead others in a positive direction. I have learned that classroom management,

when used positively, provides a strong foundation for the growth of all students. As a teacher, I

plan to continually put forth effort to be a positive example of character, so that my students will

have a model and a guide in growing in character too.

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References

Bergin, C. B., & Bergin, D. A. (2012). Child and Adolescent Development in Your Classroom.

Belmont, CA: Wadsworth.

Dean, C. B., Hubbell, E. R., Pitler, H., Stone, B. (2012). Classroom Instruction that Works.

Alexandria, VA: ASCD.

Levin, J., & Nolan, J. F. (2010). Principles of Classroom Management. Upper Saddle River, NJ:

Pearson.