Running Head: CLASSROOM AND BEHAVIOR MANAGEMENT

Classroom and Behavior Management

Sierra Allen
Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2016

Classroom and Behavior Management

Introduction
One common area of frustration for beginning teachers is classroom management.

Students are often pushing the limits of what they can get away with and want to see how a new
teacher will react to this situation. However, all learning is built upon good classroom
management. In truth, a healthy classroom environment depends on it. Some teachers fear being
seen as too strict or too gentle, while others just dont know where to start. Every class is
different and it is important to know the students and know the research. With a solid behavior
management plan, future issues can be avoided and problems among students mitigated within
the first few days. An educators willingness to commit the time and effort into practicing and
guiding their students within the first few weeks can be the deciding factor between a class of
chaos and a class of order.
Rationale
The first artifact included is a photo of ClassDojo. ClassDojo is a common tool used
throughout the third grade at Thoroughgood Elementary. This is a tool used to reinforce
behaviors in the classroom, while connecting with both the parents and the students. Each
student is given a monster icon that their parents are able to see. The teacher can give or take
points throughout the day based on what behavior they are seeing. Parents are able to get
notifications or view their childs report for the day and see exactly why points were given or
taken. They are also able to send messages. More importantly for our class, the tool makes a
noise when points are given or taken. When I see positive behavior in the class, I am able to give
a point and the students hear the noise. Those who are off task will often hear that noise and
correct their behavior, hoping to get points themselves. There is also a sound that goes off when
a point is deducted. In our class, the negative points are used much less often. They are generally

Classroom and Behavior Management

only used whenever a whole group lesson is much too noisy or a student repeatedly ignores

directions. Often, we can use the positive reinforcements to get the desired behaviors. ClassDojo
is much more effective for older elementary school students. They are interested in finding out
their points at the end of the day and dont need to see the immediate benefits of their behavior.
If a student earns five points throughout the week, they earn class dollars, which can be
exchanged for prizes.
The second artifact is the behavior charts that I have been filling out for two students.
The students with behavior charts are those who commonly have issues that are not fixed
through normal classroom management techniques. After meeting with the parents, these charts
were made to identify the problem and create positive goals for the student to meet. If they are
meeting that goal, they will get a check mark on their chart. After a certain amount of checks,
they receive a reward, such as extra time working on their Passion Project. These charts are
effective because it is an immediate reinforcement for the student. When giving the check, I am
able to tell them what I like about their behavior and how they could improve.
Reflection
Behavior management is a necessary school for every classroom teacher, but it rarely is
an easy process. As my cooperating teacher tells me often, you can go into the year with a
classroom behavior plan, meet your students, and immediately throw that plan out the window.
Each class presents its own challenges and needs a plan that works for them. You will find out
which students cannot sit together, which ones need to be closer to the front of the room, those
who work best alone, and students who will push the boundaries. The best plan is for a beginning
teacher to go in with as many options as possible.

Classroom and Behavior Management

Whenever one method of behavior management is ineffective, teachers often get stuck in
the try harder mindset. If moving this childs seat didnt stop him from distracting those around
him, maybe it is necessary to move him again. If that doesnt work, keep on trying until the right
seating arrangement is found. When an approach is not working, instead of trying harder, we
should try another way. Some examples include verbal redirecting, proximity control, reinforcing
incompatible behaviors, changing the academic tasks and providing additional cues or prompts.
These approaches are more effective, simpler to use, and create a more positive classroom
climate than trying harder. (Barbetta, Norona, & Bicard, 2005, p.12) Teachers cannot be willing
to accept anything other than appropriate behavior and learning. Anything less than that means
that it is time for another method.
Positive reinforcement is one of the best methods of motivation for students. According
to the Classroom Teachers Survival Guide, Students often enter the classroom with little
internal motivation for the virtue of studying Shakespeare, Roman history, or quadratic
equations... they may well need some external incentive to entice them into taking that first
step. (Partin, 2005, 37) Most of the students coming into the class need their teacher to get them
excited about the material. Positive reinforcement, which tells the student they are doing the right
thing, can guide them into positive behaviors. When a teacher uses positive reinforcement
correctly not as a bribe or out of desperation they can create a classroom environment that is
focused on building one another up.
My Christian faith comes into play quite often in my classroom management. When I
become frustrated with a student, rather than acting out of anger, I can reflect on what the Bible
tells me about letting anger take control. Instead of being angry, I can pray for that student and
react in a way that shows them grace. I am able to show love to every student in my class, even if

Classroom and Behavior Management

they might rub me the wrong way, because I know who they are to God and how important
they are to His kingdom. More importantly, I am aware of my powerful responsibility as a

teacher of Gods children. I know that each of them has a purpose and a calling, which I am able
to pray into. I am committed to giving them the greatest education possible in order to prepare
them for their future. And I approach each day knowing that I am strengthened and sustained by
God alone. As a result, I am confident. Not in my abilities, but in the power of Christ in me and
the calling He has placed on my life.
References
Barbetta, Patricia M., Kathleen Leong Norona, and David F. Bicard. "Classroom Behavior
Management: A Dozen Common Mistakes and What to Do Instead." Preventing School
Failure: Alternative Education for Children and Youth 49.3 (2005): 11-19. Web. 3 Mar.
2016
Partin, Ronald L. Classroom Teacher's Survival Guide: Practical Strategies, Management
Techniques, and Reproducibles for New and Experienced Teachers. San Francisco, CA:
Jossey-Bass, 2005. Print.