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Running head: CLASSROOM AND BEHAVIOR MANAGEMENT

Classroom and Behavior Management

Taylor Falkowski

Regent University

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


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Introduction

This report details the completion of the classroom behavior and management

competency. To fulfil the requirements of this competency, I implemented procedures into my

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.

Rationale for Selection of Artifacts

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

around or to their left or right to face their partners.

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
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directions were available to the students through Google Classroom, paper copies, and on the

projector screen during class.

Reflection on Theory and Practice

A crucial part of teaching is mastering classroom management. Classroom management

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.

Additionally, the implementation of these two management strategies lead to a positive

classroom experience in which the students could work in a productive environment. Positive

classroom management encourages positive social interaction, active engagement in learning,

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
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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

intention of promoting a positive, student-centered classroom.


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References

Burden, P. R., & Byrd, D. M. (2016). Methods for effective teaching: meeting the needs of all

students (7th ed.). Boston: Pearson.

Wolfgang, C. H., & Glickman, C. D. (1987). Solving discipline problems: strategies for

classroom teachers. Retrieved February 26, 2017.

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