You are on page 1of 5

Running Head: CLASSROOM AND BEHAVIOR MANAGEMENT 1

Classroom and Behavior Management

Regent University

Elizabeth Rohr

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2018


CLASSROOM AND BEHAVIOR MANAGEMENT 2

Introduction

Classroom management is one of the most important aspects of being a successful

teacher, but it is also the most difficult to areas to be proficient in. As a teacher, managing a

classroom and gaining respect from students is a daily battle, but not one that is impossible.

Being understanding of students own individual needs while also setting a standard for behavior

in the classroom is essential and has the ability to make a student’s learning experience a positive

or negative one. If a teacher is consistent with classroom management and structure within the

classroom, results will be evident in the student’s behavior as well as their academic progeress.

Rationale for Selection of Artifacts

The first artifact that I choose is a screenshot of a website called ClassDojo. In my first

student teaching placement, this was how behavior was managed in the classroom. ClassDojo

can be used for more than just classroom management, it can also be used to keep in contact with

parents, post homework, and much more. In ClassDojo, students are put in as characters and are

then can be given points or can have points taken away from them. When awarding and taking

away points, parents get notifications so they know how their child is behaving in the classroom.

Points can be awarded for different things in ClassDojo, as well as taken away. Some categories

that points are rewarded for are being kind, following directions, and listening to instructions.

Some categories that points are taken away for are talking during an inappropriate time, not

following directions, and distracting other students.

The reason that I choose ClassDojo is because I have seen it be an effective way to

manage classroom behavior. Since ClassDojo can give points and take points away, it

encourages positive behavior from students while also discouraging negative behavior. Student’s

don’t like to lose points and if I start taking away points first thing in the morning, I have noticed
CLASSROOM AND BEHAVIOR MANAGEMENT 3

that behaviors in the classroom stay under control. Whenever I take away points, I also make

sure to reward points as well so that I am not only focusing on negative behavior. ClassDojo is a

great system that works very well in our classroom.

The second artifact that I choose are screenshots from one of my bi-weekly evaluations

from my first cooperating teacher. In the screenshots I included one from the first evaluation and

last evaluation in my first placement. I did this to show how I had improved in this area over

time. My cooperating teacher mentions that classroom management was a weak point for me

starting out, but that I was able to make connections with students and as a result earn their

respect and control positive classroom management. I also included my first evaluation as a

student teacher. This shows that classroom management was somewhat of a weak point for me,

but throughout student teaching I made strides to improve in this area.

Reflection on Theory and Practice

During my time training to be a teacher at Regent University, I have had classroom

management as an emphasis to being a successful teacher. While my preparation in school has

prepared me with plenty of knowledge on classroom management, I have not been prepared in

implementing this knowledge in the classroom due to lack of experience. Classroom

management is a vital aspect of the classroom because, “if students are disorderly and

disrespectful, and no apparent rules and procedures guide behavior, chaos becomes the norm”

(2003, p. 64).

While in the classroom, I have seen that, “visible learning and classroom space are ways

in which you create and support a positive learning environment” (2013, p. 79). Classroom

management is an essential part of any learning experience, but it is especially essential for a

Christian educator who desires that their students live up to their full potential. As a Christian
CLASSROOM AND BEHAVIOR MANAGEMENT 4

educator, myself I feel like it is my job to encourage and build up my students while also dealing

with negative behavior. Proverbs 22:6 says, “Train up a child in the way he should go; even

when he is old he will not depart from it” (ESV). While I believe that it is important to build up

and support children, I also know that the Bible clearly tells us that we are to train up children

and provide them with structure because, “God is a God of order” (1 Corinthians 14:33, NIV).

Classroom management is the structure that is needed for students to be successful, without this

structure students cannot possibly be expected to succeed.

As a Christian educator, I need to be mindful to train up my students in a way that is

pleasing to the Lord. In public schools, talking with students about faith is not allowed. This can

be a challenge at times, but I still can teach my students right from wrong and train them up in a

way that the Lord would want. While disciplining students can be difficult at times, it is

important to encourage positive behaviors and to discourage negative behaviors. Proverbs 21:1

says, “whoever loves discipline loves knowledge, but he who hates reproof is stupid” (ESV). The

Bible tells us that discipline is needed in life. Which would also mean that discipline is needed in

the classroom By giving students feedback on their behavior, the teacher is creating a positive

learning environment for students to learn and grow (2012, p. 11).


CLASSROOM AND BEHAVIOR MANAGEMENT 5

References

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

Works: Research-Based Strategies for Increasing Student Achievement (2nd ed.).

Alexandria, VA: Pearson.

Marzano, R. J., Marzano, J. S., & Pickering, D. J. (2003). Classroom Management That

Works: Research-Based Strategies for Every Teacher. Alexandria, Virginia: Association

for Supervision and Curriculum Development.

Radford, C. P. (2013). Strategies for successful student teaching: A guide to student teaching,

the job search, and your first classroom. New York City, NY: Pearson.

You might also like