RUNNING HEAD: CLASSROOM AND BEHAVIOR MANAGEMENT 1

Classroom and Behavior Management

Anne Corbitt

Regent University
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Introduction

In this paper, the methods of classroom and behavior management used in the fifth-grade

class that I am currently in are discussed. Classroom and behavior management set the tone for

the classroom and can help a teacher have a grasp of control, order, and organization. It is

important to keep classroom and behavior management positive. From day one, teachers need to

state their expectations for their students and define what an exemplar student looks like.

Students also need to understand that there are consequences in their actions. Studies have found

responsive classroom to be extremely effective and beneficial for students. “Responsive

Classroom is an evidence-based approach to education that focuses on the strong relationship

between academic success and social-emotional learning (SEL). The Responsive Classroom

approach empowers educators to create safe, joyful, and engaging learning communities where

all students have a sense of belonging and feel significant” (Responsive Classroom, 2018). This

approach not only empowers the teacher, but also the students. This not only encourages

positive behavior, but it encourages students to be successful academically but with their

relationships and actions.

Rationale for Selection of Artifacts

The first artifact I chose to discuss is the ticket system that I use in my classroom. I am

currently placed at a school that switches classes in fifth grade, therefore, I have a morning and

afternoon class. With the ticket system, I will handout tickets to students who, show outstanding

behavior, go above and beyond to help classmates or others, or if the whole class has an

outstanding day and everyone was very productive, then I will give a ticket to each student.

Once a student receives a ticket, they will write their name on the back of it and put it in their

class bucket. Every Friday I will draw five names from the buckets. The winner can choose a
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prize of either candy or a homework pass. This is a positive way to encourage students to go

above and beyond and be a role model to other students. I am not generally one who believes in

rewarding a student for doing what is expected from them, however, the expectations that I hold

for students who receive a ticket is quite high. The students get excited when they receive a

ticket and know that they did the right thing and were recognized for it. The students will always

remind me on Friday’s to draw tickets, it is an activity they look forward to.

The second artifact I chose was the clipboard marking. For each class, I have a clipboard

with each students’ name on it. This is where I keep track of attendance and mark students off

for behavior or breaking any classroom/school rules. At the back of the classroom, there is a

poster that lists all of the classroom rules. If a student breaks that rule, the number of the rule

they broke will be marked down next to their name. I also check their planners on Friday’s to

make sure they wrote down their homework for the week and I check their reading logs to make

sure they read and have their logs signed. If students do not complete one or both, then they will

be marked for not completing assignments and tasks, which is a classroom rule. On Friday’s I

will tally up each student’s mark amounts. For each mark, that is five minutes off of extended

recess Friday’s. This system is to keep students accountable for their behavior and their

assignments. Also, if I have a hard time getting students quiet or if some students are having a

difficult time with behavior, I will first give them a warning and let them know if the behavior

continues, then I will have to mark them off for extended recess Friday’s. This tactic generally

works, but if the student(s) continue, then I will come through with my word and mark them off.

This system will help prepare them for middle school where they will need to be more

independent and they will be accountable for their own work and actions.
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Reflection on Theory and Practice

My Classroom Management course at Regent University is where I had learned a great

deal of how to deal with student behavior and how to properly layout a classroom for students

benefit. In the course, Dr. Kreassig would challenge us to think of new and interesting ways to

challenge students and motivate them to do what is right. In the course, I was able to learn more

about my personal classroom and behavior management styles and apply this is into the class

that I am currently in. Of course, the classroom management styles may need to be modified

because it ultimately depends on the students’ needs and what works best for them. It’s also

important to be positive and that each student knows that the teacher genuinely loves and cares

for them. “Love and Logic says that discipline involves building students up so they feel more

capable-better about themselves, in a healthy way, even after a discipline situation” (Dean &

Marzano p. 64). It is important to keep students engaged and involved not only in their school

work, but keep them involved the classroom and behavioral management policies and

expectations. From day one, the student expectations should be discussed and each student

should have an understanding for those rules and procedures. Students may need to be reminded

of those rules and procedures from time to time, but it should be a requirement and expectation

that they know and understand. “When we are actively engaged with students in our overall

instruction philosophy, discipline can actually become one of the most rewarding parts of

teaching (p. 67). Holding students accountable and keeping them involved throughout the

classroom process is critical. This not only eliminates on the confusion and uncertainty in the

classroom, but it can decrease on the amount of discipline issues. It keeps the students moving

and on task throughout the day.

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References

Dean, C. B., & Marzano, R. J. (2014). Classroom Instruction That Works: Research-Based

Strategies for Increasing Student Achievement, Boston, MA: Pearson Education.

Responsive Classroom, (n.d.). Retrieved February 25, 2018, from

https://www.responsiveclassroom.org/