Running head: CLASSROOM AND BEHAVIOR MANAGEMENT 1

Positive Classroom and Behavior Management

Madeline Keever

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2018

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Introduction

Throughout my time in the classroom I have observed that the most successful and

fulfilled teachers are those who can manage a classroom well. This allows teachers the time they

need to do what they enjoy most- teach content. Many contemporary educators will attribute

their student’s lack of academic success to a number of factors such as family issues, low

economic status, or the general decline of student behavior throughout society. Regardless of a

students background or experience, the teacher has the responsibility to set the environment in

their classroom. Research has shown that with several simple strategies, established at the start of

class and enforced consistently throughout the year, can greatly reduce typical classroom

management issues. “Implementing routines, to ensure a safe and secure learning environment,

takes time and effort, however, it is time well spent and considered the backbone of daily

classroom life” (Lester, Bolton, & Notar, 2017, pg. 398).

Rationale for Selection of Artifacts

In order to demonstrate some classroom management strategies that have been

implemented in my classroom I have included several artifacts. My first artifact is a lesson plan I

helped teach. The lesson plan explains the process that the students were instructed to follow in

order to create their class norms. When I taught this lesson, I fist demonstrated the distinction

between school rules, class expectations, and norms. I asked the students to give me an example

of a rule. They responded with statements such as, “No running in the halls.” “Do not be late to

class.” I then drew their attention to the fact that most rules start with a “do not” phrase. I then

asked the students to give me an example of an expectation that a teacher has of her students.

They responded with, “Come to class prepared.” “Stay on task during instruction and class

work.” I then explained that norms are a set of standards that they, as a class, want to hold
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themselves to. I modeled what a norm is, such as, “I will listen to my classmates when they are

speaking.” I explained that norms are worded with positive language rather than, “do not”

statements. The students worked in groups to come up with a list of five norms. At the end of

class, my teacher and I worked together to narrow the list down to six official norms.

My second artifact is a lesson plan following the previous one wherein I had the students

write a list of goals that they wanted to work on this school year. The students also wrote a list of

personal struggles and strengths. This is a classroom management technique because I could

refer to the list of struggles and strengths when a student was behaving a certain way. If a student

had put, “I want to pay attention in class more” and then later became distracted, I would remind

the student of their personal goal.

Reflection on Theory of Practice

Throughout my courses at Regent University Dr. Kreassig and Dr. Gould have both

stressed the necessity of classroom management and its effect on the teacher’s ability to teach, as

well as the student’s ability to learn. This is one hurdle that countless teachers have failed to

clear at the start of their classroom experience. “A teacher is only as good as the learning

environment she can create for the students” (Radford, 2000, pg. 81). At Regent, the discussion

of classroom management went far beyond the scope of discipline; rather, instruction covered

preventative measures such as establishing routines and creating a positive classroom

environment. “The most effective teachers not only planned for classroom management before

actually beginning the school year, but they also spent more time ensuring that management

activities were, understood by students, generally accepted by students, and practiced until they

became routine” (Marzano, Marzano, & Pickering, 2003, pg. 93). During in-service week at

Lynnhaven Middle School, administration spent about 80 percent of training on classroom

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management and 20 percent on content strategies. During planning periods my cooperating

teacher and I strategized class expectations and the classroom environment. During the first week

of teaching, my teacher and I taught and constantly re-enforced classroom procedures, etiquette,

and class norms. Consequentially, student misbehavior has been curbed at the onset with strict

instruction, encouragement, and enforcement. Students are more focused in class, less distracted,

and are aware of what standard they will be held to throughout the year.

My faith has substantially impacted my classroom management philosophy. Proverbs

22:6 (ESV) says, “Train up a child in the way he should go; even when he is old he will not

depart from it.” This principle can be seen in the classroom. When modeling class norms for

students I speak to them with respect and emphasize integrity because I believe that each student

is made in the image of God (Gen. 1:27) and is worthy to be treated as such. Even though I

cannot directly use Scripture during instruction, I consistently pull principles from God’s Word

such as honesty, humility, and compassion when discussing my expectations to my students. I

care about the student’s potential and how they view themselves; therefore, I emphasize their

strengths and encourage them in their struggles to be better students and members of society.

Hopefully, this will plant seeds in their hearts to be receptive to the fact that they are dearly

loved by their Creator and have a purpose that transcends the societal expectations of their

generation.
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References

Lester, R. R., Allanson, P. B., & Notar, C. E. (2017). Routines are the Foundation of Classroom

Management Project Innovation (Alabama).

Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom Management that Works:

Research-based Strategies for Every Teacher. Alexandria, Va: 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. Boston: Pearson.