Documente Academic
Documente Profesional
Documente Cultură
Taylor Falkowski
Regent University
Introduction
This report details the completion of the classroom behavior and management
lessons and sought to create an atmosphere of respect and learning. With a prayer for unending
patience, I was able to manage my classrooms so that all students were able to focus and learn in
a structured environment.
For the purpose of this competency, I have supplied a copy of my seating chart for one of
my classes and a project rubric. The first artifact, the seating chart, was created for my core
English 10 4A class. This class contained 28 students, half of whom had a C average or lower.
Before I implemented the seating chart, the students were able to pick their seats and move
between seats on a day-to-day basis. However, I had difficulty managing the behavior of this
class and decided that a seating chart would help to reduce the number of distractions. Another
problem was that some amount of time was wasted when the students moved from their seats
into their groups. My solution was to make a seating chart which had the students sit by their
groups. This way, when it was time for the group activities, the students would simply turn
The second artifact is the rubric from a public speaking project. This artifact was chosen
because of it clearly states the expectations of the students and it gives them direction on how to
create a project according to a set standard. The rubric (with directions sheet) allows students to
work at their own pace so that they do not fall into a down time trap. The students are expected
to stay on task and work through the duration of class on any part of their project. The rubric and
Running Head: Classroom and Behavior Management Falkowski 3
directions were available to the students through Google Classroom, paper copies, and on the
is necessary in order to avoid negative student attitudes and keep the classroom disciplined and
orderly (Wolfman and Glickman, 1987). By the creation of a seating chart and clearly provided
instruction, I found a way to maintain order in the classroom. The seating chart brought order in
that the students knew they were expected to sit in their newly assigned seat and were
encouraged to not distract their new neighbors. The rubric supplemented order and student
involvement in that it did not leave downtime for the students; the students knew what the task
was and how to complete every aspect of it, as well as what to do when they were finished.
classroom experience in which the students could work in a productive environment. Positive
and self-motivation (Burden and Byrd, 2016, pg. 226). When the students were placed next to
their productive peers, they tended to stay on task and be more productive. By placing them next
to their fellow group members, it encouraged them to connect and to function both in groups and
as individuals during their whole group activity. The rubric gave specific guidelines to help the
students work collaboratively and cooperatively to meet the requirements of the assignment.
As a Christian, I seek to be a positive influence, role model, and authority figure in the
classroom. I set rules and monitor behavior to be an authoritative teacher. During my time
teaching, I quickly saw that all six of my classes had a separate and distinct personality. Some
Running Head: Classroom and Behavior Management Falkowski 4
were incredibly trying to deal with in regard to their attitudes, focus, and discipline. Others were
focused and ready to learn. In 1 Thessalonians 5:14, we are encouraged to ... admonish the idle,
encourage the fainthearted, help the weak, be patient with them all (ESV). As a teacher, I am
the: encourager and motivator, admonisher and corrector, and the support and guidance for all of
my students. Through it all, it is most important to be patient; every student deserves respect and
sufficient grace. I strive to practice patience during my student teaching internship with the
References
Burden, P. R., & Byrd, D. M. (2016). Methods for effective teaching: meeting the needs of all
Wolfgang, C. H., & Glickman, C. D. (1987). Solving discipline problems: strategies for