Documente Academic
Documente Profesional
Documente Cultură
Scarlett Palmieri
Regent University
Running head: CLASSROOM AND BEHAVIOR MANAGEMENT 2
Introduction
It is a practice that extends to every area of the classroom. It can be as simple as how students
line up for dismissal or as complex as how students’ interact with one another on a daily basis.
A teacher’s classroom management directly impacts the school building, learning climate and
immediate community just as much as it affects the specific individuals within that classroom.
Because effective management supports effective instruction and vice versa, skilled teachers are
to attach a personal, comprehensive classroom management plan. This plan is organized into five
parts. The first part (Theoretical Introduction) includes my philosophy of classroom management
and assumptions of the nature of young people and learning. In addition, I compare principal
teachings of various theorists to determine which ones I predominantly agree with. Part B
climate, as well as any additional rules and procedures I plan to implement within my classroom.
Part C (Instructional & Assessment Strategies That Promote Management Goals) details how I
will go about meeting my students’ various academic needs, promoting my own management
goals, allowing for variable styles, cultures and circumstances, meeting the diverse needs of my
students, and preventing students need to act out. The second to last portion of this
comprehensive plan (Motivation) deals with motivation, both short term and long term, and
addresses how I will plan to motivate the students in my classroom. The fifth and final portion of
this document (Vision) details my vision for my future classroom climate and community of
Running head: CLASSROOM AND BEHAVIOR MANAGEMENT 3
learners. Furthermore, it includes what I anticipate an instructional day would look like from
To accompany this classroom management plan, I have included a “SOAR” Think Sheet.
On this think sheet, students describe the nature of their misbehavior, identify the expectation
they did not meet, whether it be safety, ownership, attitude or respect, and describe how their
misbehavior affected others. In addition, students will determine what they should do next time if
they were to find themselves in the same situation and determine if an apology is necessary.
There is also a section dedicated to describing the actions taken in response to their misbehavior.
This think sheet has recently been implemented school-wide, and in each classroom, as an
extension to the PBIS initiative. It has been useful in curbing some of the behaviors we have
been seeing recently and is working to deter those same behaviors from repeating themselves.
All in all, this think sheet is an effective tool to manage behaviors that are incondusive to
learning in the classroom because it fosters empathy and encourages students to be reflective,
classroom on a daily basis. It includes how a teacher delivers the content, how students interact
with the delivery of the content, as well as how the students and teacher interact with one
another. According to Sugai and Homer, effective classroom management can be broken down
into three central components: maximized allocation of time for instruction, arrangement of
behavior management practices (Sugai & Homer, 2002). Management in the classroom setting
Fairbanks, Briesch, Myers & Sugai, p. 352, 2008). Most importantly, effective classroom
maximizing the time students spend on learning (Wiseman and Hunt, 2008, p. 6).
When it comes to management in the classroom, rules in theory are much different from
rules in practice. Classrooms that are conductive to learning are birthed long before students
enter the classroom. Teachers who plan their management before the school year begins are
more likely to be successful in their various endeavors because they know the expectations they
will hold students to, as well as the specific tasks students will need to undertake throughout the
worrisome that in service teachers historically regard classroom management as a major concern
(Martin, Yin, & Mayall, 2006). Discipline, minimal parental support, violence, weak
administration and social/emotional matters all play into this concern, however the most frequent
problem teachers have in managing student behavior are fundamentally linked to lack of student
motivation (Sieberer-Nagle, 2016). When a student is intrinsically motivated to learn, they are
more likely to practice restraint and self-control in the classroom. Likewise, a student who is
operating under a specific set of clearly established expectations will be more likely to prioritize
their learning.
For those educators who believe in Christ, effective classroom management becomes
something more than a mindset or theory; it becomes something you practice in order to
exemplify your understanding of God’s most precious and esteemed creation, his children. By
Running head: CLASSROOM AND BEHAVIOR MANAGEMENT 5
providing my students with healthy boundaries and firm expectations, I am able to take part in
the great work God is doing in their lives by bringing them up in the way they should go
(Proverbs 22:6). 1 Timothy 3:4 states, “He must manage his own family well and see that his
children obey him, and he must do so in a manner worthy of full respect.” (NIV) While the Bible
speaks of management and submission in this verse as it relates to the heretical family unit, these
wise words can be readily applied to a different kind of family unit as well… the classroom.
Educators who are grounded in love and exercise dignity at all times ensure their students remain
obedient, respectful and, ultimately, prepared to learn and soak in the knowledge God has
representation of his outpouring of love. With that in mind, it us up to myself to honor each of
the student’s in the classroom by treating them with the respect, mercy, forgiveness and care that
my students’ in response to my delight in them. The bible makes it very clear that God
disciplines those he loves. Proverbs 3:11-12 demonstrate this idea by stating, “Do not despise the
Lord’s discipline, and do not resent his rebuke, because the Lord disciplines those he loves.” The
chapter of proverbs goes on to say “Whoever spares the rod hates this children, but the one who
and the ways in which I go about demonstrating Christ’s character through the establishment of
rules, procedures and expectations in the classroom. Through my management methods I ensure
References
Martin, N., Yin, Z., & Mayall, H. (2006). Classroom management training, teaching experience
and gender: Do these variables impact teachers’ attitudes and beliefs toward classroom
Sugai, G., & Horner, R (2006). A promising approach for expanding and sustaining the
35L 245-259.
Wiseman, D., & Hunt G., (2008). Best practice in motivation and management in the classroom
Simonsen, B., Fairbanks, S., Briesch, A., Myers, D., & Sugai, G. (2008). Evidence-based