Running head: CLASSROOM AND BEHAVIOR MANAGEMENT 1

Classroom and Behavior Management

Kirstie Robison

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2017

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Introduction

Classroom and behavior management plays an important role in teaching. In order for

students to be able to learn, they have to be able to focus. If the classroom is out of control, then

the students are not able to focus on what is being taught. Classroom management should be set

in place from the first day of school. The students need to know what the teacher expects from

them. The teacher also needs to create an engaging working environment. Good classroom

management leads to a positive learning experience for the students.

Rationale for Selection of Artifacts

The first artifact that I chose is a video of a first grade math lesson. The students were

learning to tell time. I had engaging centers set up during the lesson which included

Chromebooks, Math Facts Basketball, Math Choices, and Calendar with the assistant teacher.

During the centers, I called groups back in order to work on telling time. I made the lesson

engaging and positive. A big part of classroom management is allowing students to have fun

while learning. The students need to be engaged in the lesson. The activities should be age

appropriate and keep the students involved. When the students stop engaging in a lesson and

become bored, that is when they usually begin to have behavior problems. During this lesson, the

students were well engaged both in small groups working with the teacher as well as at their

centers. This led to them being well behaved.

The second artifact that I chose is a PowerPoint I created of procedures and rules for my

classroom. As a teacher it is important for the students to know what is expected of them. The

first few weeks of school should be spent going over the rules and practicing procedures. These

also should be revisited throughout the year. It is important for the students to know what to

expect otherwise they cannot be held accountable to the rules.

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Reflection on Theory and Practice

There are several ways to encourage positive behavior from students. Students need to

feel safe and loved. A big part of classroom management comes when the students feel as though

they can trust their teacher. Trust is something major my professors at Regent constantly

stressed. Almost every teacher would tell me that the key to good classroom management is a

relationship between the students and teacher. Once the relationship is there the students are

more likely to want to please their teacher and follow his or her expectations.

Another major factor of classroom management is clear expectations. The students need

to know what the teachers rules are. Simpson (2008) states, Establishing expectations includes

identifying and defining a small number of positively stated expectations, or rules, that are broad

enough to include all desired behavior and are mutually exclusive (Simson et al., 2008, p. 358).

If the students do not know what the teacher expects from them, then the students will not be

held accountable for breaking a rule. There are many rules that a teacher may expect that the

students already know, for instance, when the teacher is talking the students should not be.

However, the students still need to be reminded of the rules. They cannot be expected to come in

knowing the rules.

Proverbs 22:6 states, Start children off on the way they should go, and even when they

are old they will not turn from it (Proverbs 22:6, New International Version).

Everywhere a child goes there will be rules and expectations. They need to be taught that actions

have consequences both positive and negative. I want my classroom to be a safe environment

where the students can learn right from wrong. If the students learn citizenship in the classroom,

then they are more likely to display citizenship outside the classroom. Even though the parents

should be the ones teaching the child honesty and responsibility in reality that is not always the
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case. As an educator I want to teach life lessons to the students who come through my door. I

want them to be able to apply the lessons in their life.

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Reference

Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based

Practices in Classroom Management: Considerations for Research to Practice. Education

and Treatment of Children, 31(1), 351-380. doi:10.1353/etc.0.0007