Classroom and Behavior Management
Elisabeth Moore
Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Fall 2016




Classroom management is a key part of an educational experience. Through classroom
management, a teacher is able to create a positive learning environment for his or her students.
Behavior management strategies are also a key part of classroom management and play an
integral part in all students’ education.
The first artifact that I chose was a picture of a component of the behavior management
system used in the classroom. Each of the students received a “wallet” filled with money at the
beginning of the school year. They were able to decorate their wallet and earn money for positive
behavior. If the students had poor behavior, I would “fine” them a certain amount of money for
their negative behavior. At the end of every week, the students participated in a classroom store
in which they could spend their money on stuffed animals, pencils, and other articles that were
donated to the classroom. Some students chose to save up their money until they were able to
purchase a specific item. I chose this article because I believe that a behavior management
system such as this helps students make real life connections to their actions. It also helps
students to have motivation to be obedient. Students learn quickly that obedience is rewarded.
The second artifact that I chose is a photo of an “attention getter” that I used in the
classroom. At times, the classroom can become a bit chaotic during transitions or when the
students are discussing material. In order to regain their attention I used a simple “hands up”
method. If I raised my hand with one finger up in the air, it meant that the students needed to be
silent. If I raised my hand with two fingers up in the air, it meant that the students needed to be



silent and return to their seats. I chose this artifact because something as simple as a hand up can
help the teacher re-gain control of the classroom.
The third artifact that I chose was taken during our Morning Meeting. Every day before
beginning content, we had a Morning Meeting. Morning Meeting consisted of several different
parts: greeting, guided sharing, group activity, news and announcements. Having a Morning
Meeting helped with classroom management because it allowed the students to be able to share
what was on their minds with their classmates without taking away from instructional time. It
was also an important part of classroom management because every day during news and
announcements, I informed the students about what excellent behaviors I had viewed the
previous day and what behaviors I had noticed they needed to work on. I chose this picture as my
third artifact because I believe that morning meeting plays an instrumental part in classroom
Reflection on Theory and Practice
Management of the classroom is an extremely important part of a teacher’s role.
Classroom behavior expectations should be clearly written and communicated so there is no
doubt in the student’s mind. In doing this, it allows the students to be able to focus on learning
(Dean, ​Hubbell, Pitler, and Stone ​2012 p.7). Students who have knowledge of clear expectations
typically rise to the occasion. During my educational experience at Regent, I learned that clearly
stating the rules and expectations of the classroom as well as during projects or lessons maintains
order in the classroom and gives the students the opportunity to learn in an organized and
structured environment. When students accomplish the desired goals for the lesson, it is
important to inform and congratulate them in their accomplishments. Something as simple as



mentioning students’ successes during Morning Meeting “News and Announcements” could
bring motivation to the students and become part of a behavior management strategy. In giving
students feedback on their behaviors in the classroom, the teacher is creating a positive learning
environment where the students can effectively learn (Dean, 2012, p.11). Self-control is also
a significant part of behavior management in the classroom. ​It is a skill that students will need
for the rest of their life. It has been shown that students who exhibit self-control have greater
academic success (Bergin and Bergin, 2015, p.278). Behavior management strategies can help
students learn gain self-control in all areas of their life.
In the Bible, it says that God is a God of order (1 Cor. 14:33 New International Version).
Order is a vital part of classroom management. God calls His children to model the character
traits of Christ (Eph. 5:1 New King James Version). In keeping my classroom in order, I am
demonstrating to other teachers and students an aspect of God’s character. Order plays a key role
in helping me decide what strategies for classroom management would be most beneficial for my
students. Order is only one aspect of classroom management. I chose to pray for God’s
perspective on my students. In doing so I have compassion for them; however, I also realize the
importance of discipline and correction. Behavior management is a vital part of classroom
management. Hebrews 12:11 says, “​For the moment all discipline seems painful rather than
pleasant, but later it yields the peaceful fruit of righteousness to those who have been trained by
it” (Heb. 12:11 English Standard Version). Although it may be difficult to discipline students, it
is an integral part of classroom and behavior management. Just as God disciplines those He
loves, as a teacher, disciplining students should also come from a place of love (Rev. 3:19 New
King James Version).



One of the greatest components of classroom and behavior management is modeling
appropriate behavior. Studies have shown that, ​“People learn many behaviors, both appropriate
and inappropriate, by imitating a model.” (Alberto and Troutman, 2013, p.14) ​In the Bible, Paul
used the example of “...imitate me just as I also imitate Christ” and later on he encouraged
believers to, “ imitators of God” (1 Cor. 11:1, Eph. 5:1 New King James Version). As I
model appropriate behaviors for the students and run my classroom with order, students will
grow academically and become well rounded citizens.



Alberto, P., & Troutman, A. C. (2013). ​Applied Behavior Analysis for Teachers (9th ed.). Upper
Saddle River, NJ: Pearson.

Bergin, C. C., & Bergin, D. A. (2015). ​Child and Adolescent Development In Your Classroom
(2nd ed.). Stamford, CT: Cengage Learning.

Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). ​Classroom Instruction that Works:
Research-Based Strategies for Increasing Student Achievement (2nd ed.). Alexandria, VA: