Running head: CLASSROOM AND BEHAVIOR MANAGEMENT

Classroom and Behavior Management

Audrie Lofay
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2015

CLASSROOM AND BEHAVIOR MANAGEMENT

Jesus said that the Kingdom of God belongs to children and to beware that you dont
look down on any of these little ones. For I tell you that in heaven their angels are always in the
presence of my heavenly Father (Matthew 18:10 NLT). It is important as a Christian educator
that we understand that these children we have been entrusted with are not meant to be treated as
objects to be managed, but rather little people who are to be appreciated and valued. Our job is to
love and respect them on the same level that Jesus does. That does not mean that we do not
enforce rules and disciplinary actions; this simply means that when we do enforce rules and
disciplinary actions, we love it with patience and love. The two artifacts featured for this
competency are the Star Student poster and the Wampum Bucks that the school uses to enforce
positive behavior. These two artifacts exemplify how I want to run a classroom that is based on
positivity and respect.
Rationale for Selection of Artifacts
The first artifact that I have chosen is the Star Student poster that is filled out on Friday.
Students earn this acknowledgment by demonstrating a P or AP in all areas on their weekly
folders. These areas include academics as well as behavior. During the week if a student has to
be spoken to more than once or if their first offense is serious enough, I will put their name on
the whiteboard. Their name will stay on the board the whole week and I will add tally marks
next to their name for each time I have to speak to them again. Three strikes equals a DP on their
folder for behavior and a visit to the quiet table at lunch. I like this method for several reasons: it
allows me to discipline a child without having to speak to them and disrupt the class and it gives
them the respect and opportunity to quickly correct their behavior. The name will remain on the
board as a reminder that the student should correct their behavior. Those who have not earned a
DP will get their name on the Star Student poster and will receive some sort of reward, whether it
is Wampum Bucks or candy.

CLASSROOM AND BEHAVIOR MANAGEMENT

The second artifact I have chosen are Wampum Bucks. These are used as a school-wide
incentive for students based off of a token economy that emphasizes positive behavior over
negative consequences (Powell, 2012, p. 162). As stated before, I sometimes pass these out
when students make it to the Star Student poster. The students have the opportunity to save up
their Wampums and trade them in each Thursday at the School Store. The School Store has an
array of choices ranging from posters of popular music artists to school supplies. While both of
these artifacts are extrinsic, I think it important that a teacher uses a mixture of extrinsic and
intrinsic for a balanced classroom. When I reward my student, I make sure to praise them and
stress that they are receiving these prizes because I appreciate their hard work and appropriate
behavior.
Reflection on Theory and Practice
Ive noticed that some students respond to correction quickly while others have a defiant
attitude. This is because students come from all types of backgrounds and this influences their
reactions to expectations, incentives, and consequences (Powell, 2012, p. 169). In my
Classroom Management course, we discussed how important it is to consider all your students
and their needs when developing your classroom management plan. I have special needs student
in my PM class and I have to handle that class a lot differently than my AM class. I have to be
stricter and remind them of my expectations several times during the day, most importantly
before they even enter my room. It is also extremely important to set high expectations for your
students and hold them accountable. I see myself leading a student-centered class where
students feel safe and willing to take chances. I want my students to be excited to come to school
and eager to learn. In my mind, my class will be welcoming, interesting, and organized.
My focus should not to break down my students, but rather give them the ability to voice
their opinions, take ownership of their actions, and operate as successful and independent
citizens. My students will come to me with specific God-given gifts and abilities and I must help

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them to grow into the unique individual God created them to be. In order to do this, I must
create relationships that show my students that I care. If my students dont think that I care, then
they will not care either.

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References
Powell, S. D. (2012). Your introduction to education: explorations in teaching. Upper Saddle
River, New Jersey: Pearson Education, Inc.