Running head: CLASSROOM AND BEHAVIOR MANAGEMENT

Classroom and Behavior Management

Jessica Hamm
Regent University

Introduction
In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2016

CLASSROOM AND BEHAVIOR MANAGEMENT

Classroom management is the process by which teachers and schools create and
maintain appropriate behavior of students in classroom settings (Kratochwill). One of the duties
of an educator is to teach, but it can be hard to do so in a rampageous environment. Nothing can
stop instruction or change the mood of a day like an unruly classroom. Teachers are challenged
daily to create and maintain a positive, productive classroom atmosphere conducive to learning.
On any given day, this can be quite a challenge (Barbetta, 2005). Students need the structure
and reinforcement that behavior management can provide. In this competency I have listed my
artifacts and provided some classroom management tactics.
Rationale for Selection of Artifacts
The first artifact I chose was a behavior chart that is implemented for certain students.
Each bell the student is to give the teacher their chart and then the student will collect it after
class. The behavior chart lists behaviors that are expected of a model student. The teacher has the
option to check the box, give half credit, or an x. There is also a section for class comments
and homework. The parents/guardians must sign off on the page. At the end of the week the
students turn them in and get a prize based on how well they did this week. I enjoy the positive
reinforcement and that this sheet keeps the parents/guardians involved with how their child is
doing. I have one student who is 2 years older than the rest of his peers and can be very defiant
and disrespectful to his teachers and peers. He has improved so much since he was put on a
behavior plan, if you give him a warning about marking his sheet he is quick to apologize and
make an effort to stop. This helps emphasize student expectations for behavior and learning and
promote active learning and student involvement (Kratochwill).

CLASSROOM AND BEHAVIOR MANAGEMENT

The second artifact is a timeout sheet. I use this if I have to repeatedly talk to the student,
the students is not making an attempt to improve their behavior, or if the students has been
disruptive multiple times over a few days. I have only had to use this sheet once. I enjoy the idea
of the student having to write down what they did that was wrong and ways to improve their
behavior. It gets the students thinking about what they did, and how to avoid doing it next time.
Normally when you ask a student to stop or give them warnings they arent usually thinking,
How can I improve on my behavior so that doesnt happen again.
The third artifact I selected is a Lunch Time Out Reflection. This sheet is used when a
student gets lunch detention. They must get their lunch and spend it with me; during their lunch
period they must copy the paragraph above and then recite it to me. I really value the one-on-one
time this option has. The teacher gets to converse with the student and give them their full
attention while talking about behavior problems; this time could lead into a deeper conversation
or understanding of the behavior problem.
Reflection on Theory and Practice
Although classroom management has not been my biggest hurtle while student teaching, I have
learned that I still have much to learn and improve on. When collecting the scores of nearly 100
students and how they viewed me as a teacher was hard, I really appreciate knowing my weak
spots. I need to improve on demonstrate caring, communicating regularly and clearly with
students, invoking consequences in a calm manner, transitions between lessons, and giving
ample opportunities or students to experience success and receive recognition (Questar). I dont
want to always be the disciplinary teacher, I would like to be known as the kind, fun, and caring
teacher as well.

CLASSROOM AND BEHAVIOR MANAGEMENT

One article I found listed a menu for behavior problems which I found to be very
interesting. (1) Behavior reminder, (2) academic adjustment, (3) environmental adjustment, (4)
warning, (5) time-out, (6) response cost, (7) behavior conference, and (8) defusing strategies
(How To: Handle Common Classroom Problem Behaviors Using a Behavior Management
Menu). The behavior reminder is more of reminder to stay on task, eye contact, hand gestures;
academic adjustment would be allowing more time on an assignment or more work assigned to
one student if they need it. Environmental change would be a seat movement and a warning is
the final warning before a parent/guardian is called. Time out is where the student is sent
somewhere alone. Response cost would be a response to their behavior and that student is cost
something like free time or lunch with their class. Behavior conference is a conference with the
teacher and the student to discuss the problem of their behavior. Defusing is used when the
teacher allows the student alone time to gather themselves and calm down.
Classroom management is no walk in the park, every class is different and every child is
different. The most important thing is having a plan of action with the set classroom rules. If the
teacher is prepared, has a plan, and sticks to that, they are better off than they would be just being
a dictator. It is important to make those classroom rules a part of your daily routine in the
beginning of the year. Structure will help the students behave. Effective classroom management
establishes and sustains an orderly environment in the classroom, increases meaningful academic
learning and facilitates social and emotional growth, and decreases negative behaviors and
increases time spent academically engaged (Kratochwill).

CLASSROOM AND BEHAVIOR MANAGEMENT

References:
Barbetta, P., Norona, K., & Bicard, D. (2005, Spring). Classroom Behavior Management: A
Dozen Common Mistakes and What to Do Instead. Retrieved February 28, 2016, from
http://web.cortland.edu/andersmd/psy501/12.htm
Classroom Management and Behavior Strategies For Secondary Teachers [PDF]. (n.d.). Questar.
How To: Handle Common Classroom Problem Behaviors Using a Behavior Management Menu.
(n.d.). Retrieved February 29, 2016, from
http://www.interventioncentral.org/blog/behavior/how-handle-common-classroomproblem-behaviors-using-behavior-management-menu
Kratochwill, T., DeRoos, R., & Blair, S. (n.d.). Classroom Management. Retrieved February 29,
2016, from http://www.apa.org/education/k12/classroom-mgmt.aspx