Running head: CLASSROOM AND BEHAVIOR MANAGEMENT 1

Classroom and Behavior Management

Jessica A. Moran

Regent University

In partial fulfillment of EFND 595 Field Experience/Student Teaching ePortfolio, Spring 2017
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Introduction

A teachers classroom and behavior management philosophy is the glue that holds

the students, their learning environment, and the flow of the instructional year together. If it is

not properly modeled at the years commencement, reinforced, and revisited, student learning

will suffer as well as the teachers ability to effectively instruct. It is more than mere routine, but

a combined effort of system and relationship building in recognizing that we are all created in

His image (Genesis 1:25, NLT). Educators must set high expectations for [student]

performance, and an understanding of the kind of support students need to succeed in the

classroom (Dean, Hubbell, Pitler, Stone, 2012, p.xii, xx). This understanding could be

represented in thinking of each student as a seed that will thrive only with the teachers provision

of both tenderness and structure for their growth.

God says in Deuteronomy: Let my teaching fall on you like rain; let my speech settle

like dew. Let my words fall like rain on tender grass, like gentle showers on young plants (32:2,

NLT). Thus, my teaching should be founded upon the nurturing of relationships with students,

which will lead to a greater sense of belonging, purpose, and overall safety, resulting in smoother

procedures and consistent evidence of meaningful learning (Wong & Wong, 2009). The

following artifacts provide examples of how I used various classroom and behavior management

strategies within my time at a Title I elementary school to build such an environment.

Rationale for Selection of Artifacts

The first artifact is a collection of photographs that demonstrate the use of the

Schoolwide Positive Behavioral Interventions and Supports system (SWPBIS or PBIS) (Howell,

2013); PBIS is used across the district within Title I schools. It is based on principles of

applied behavioral analysis and defined as a framework or approach for assisting school
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personnel in adopting and organizing evidence-based behavioral interventions into an integrated

continuum that enhances academic and social behavior outcomes for all students (PBIS FAQs,

2017). Specific phrases and hand signals are seen and used daily across the school. During my

time at College Park Elementary, I became familiar with reminding students to use the PBIS

common values: be safe, be responsible, and be respectful. These would be read at the beginning

of and throughout the school day; this included situations where students were being disruptive,

such as an argument over which color carpet square to sit on, and prior to a lesson or event, such

as a school performance. Hand signals were used to communicate the need for silence by the

teacher with the expectation of students to reciprocate the signal; students used signals to ask for

a drink of water or to visit the restroom.

I found that the strategies used within PBIS reduced disruptions, and increase[d]

instructional time (PBIS in the Classroom 2017), allowing for an overall improvement in

student behavior and concrete evidence of learning. Thus, the schools organizational

climate (Bradshaw, Pas, Bloom, Barrett, Hershfeldt, Alexander, McKenna, Chafin, & Leaf,

2012, p. 226) and learning environment were exceedingly calm, efficient, and carried a sense of

perpetual preparation, which in turn allowed my instruction to follow suit.

For the second artifact, I selected a series of photographs representing management tools

and strategies that I used daily in the classroom. This included the class bucket, clip system, and

centers rule chant. The class bucket was used as a reward system for not just good, but

exemplary displays of behavior. If the class were to exhibit the PBIS values as mentioned above,

a drop or colored cotton ball would be added to their bucket; an example of this would be if

the students used their inside voices for the duration of their centers time when I met with small

groups. When the bucket was full, the students could choose their reward from a list of options
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which included a pizza, ice cream, or dance party. If students had a particularly rough day

behaviorally, I would silently remove a drop from the bucket; this would often be enough to

show the class my displeasure without having to raise my voice. This strategy was equally

effective while using the clip system which visually indicated a childs behavioral success or

struggles throughout the day.

I applied the clip system in a variety of ways, but acknowledged student displays of

positive conduct, such as sitting quietly on the carpet, more commonly than moving clips down;

this was done to model the benefits of positive behavior. To give students a sense of ownership,

they would move the clips up or down independently; I found this lessened the frequency of

students acting out as moving their own clip helped them reexamine their actions. Those who did

move their clip down would be pulled aside to discuss why I had them do so, what they could

change the next time, and to add a gentle reminder that there was always a chance to move the

clip up again. If a student ended up on Parent Contact, I would write a note home to the parent

which contained something positive the student had done that day, as well as what they needed to

work on tomorrow.

Students were aware of the high expectations in the class as the PBIS rules and others

were repeated throughout the day. Another tool that supported such expectations was their

centers chant which was repeated daily. However, I would highlight certain points throughout my

placement whenever the class struggled or required a reminder; I would often use students to

help me model and reciprocally teach how we could better maintain the correct behavior or

response.

Reflection on Theory and Practice

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My time in Title I schools has taught me a great deal about relationally based classroom

and behavioral management, something I advocate for passionately within my personal

philosophy. Many of the children come from backgrounds of struggle, thus it is my hope and

prayer to be a teacher they feel provides them with a sense of worth, comfort, structure, and

above all, safety. Teaching must add value to the lives of others and to our society (Finn,

2011, p. 146) for as Jesus teaches in Luke, When someone has been given much, much will be

required in return; and when someone has been entrusted with much, even more will be

required (Luke 12:48, NLT; Finn, 2011, p.146).

As a professional, I cannot allow myself to become stagnant and expect to use the same

routines and strategies year after year. Rather, when a group of students is entrusted into my care

it my great responsibility to guide each of them toward not only academic but personal success.

This includes my be[ing] a Godly example (Finn, 2011, p.147) within my approach to

classroom and behavioral management for my students and their families; whether I want them

to or not, students will imitate and respond to my words and actions. Paul writes to the

Corinthians Be imitators of me, as I am of Christ (1 Corinthians 11:1, ESV). Thus, when it is

Christ whom I pray to emulate, my students, too, will be shepherded.

Establishing this relationship may take place because of well-rehearsed routines and

systems which sustain an efficient, even peaceful, classroom environment (Wong & Wong,

2009). The artifacts above exemplify this in their assistance with the development of personal

responsibility for behavior and actions; it also sustains a reflective space for students and

teachers alike to embark from. When students feel safe to learn, even and especially from

mistakes, a teachers role becomes far more significant. As Jesus instructed the disciples, But if

you cause one of these little ones who trusts me to fall into sin, it would be better for you to have
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a large millstone tied around your neck and be drowned in the depths of the sea (Matthew 18:6,

NLT). Managing a classroom should not be regarded as controlling a unit of fifteen or more

bodies, but as entering and providing a home for individual children, which in turn furnishes

structure, warmth, love, and a foundation from which they may spring forward into Gods

intended path. Thus, Educators must realize that teaching does not merely involve rote

knowledge of theories, strategies, pedagogy or the ability to hold a groups attention but the

plethora of in- and outside layers affecting both their and their students daily lives (Nichols,

2011; Moran, 2016). Accounting for these layers in the development of a classroom and

behavioral management philosophy is crucial to meaningful, transferrable learning for Children

are a heritage from the LordBlessed is the man whose quiver is full of them (Psalm 127: 3, 5,

NIV).

References

Bradshaw, C.P., Pas, E.T., Bloom, J., Barrett, S., Hershfeldt, P., Alexander, A., McKenna, M.,

Chafin, A.E., & Leaf, P.J. (14 January, 2012). A state-wide partnership to promote safe

and supportive schools: the PBIS Maryland initiative. Administration and policy in

mental health and mental health services research, 39(4), pp. 225-237.

Dean, C.B., Hubbell, E.R., Pitler, H., & Stone, BJ. (2012). Classroom instruction that works:

research-based strategies for increasing student achievement. Alexandria, VA: ASCD.

Howell, J.C. (2013). GREAT results: implications for PBIS in schools. American Society of

Criminology, 12(3), pp. 413-420.

Finn, D. (2011). The law of responsibility. In A.A. Arroyo & Hope Jordan, The Secret Kingdom

for Educators (pp. 145-155). Boston, MA: Pearson Learning Solutions.

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Moran, J. (2016). Classroom management plan: a servant-heart in education. Unpublished

paper: Regent University.

Nichols, J.D. (2011). Teachers as servant leaders. New York, NY: Rowman & Littlefield

Publishers, Inc.

PBIS faqs. (2017). Retrieved from https://www.pbis.org/school/swpbis-for-beginners/pbis-faqs

PBIS in the classroom. (2017). Retrieved from https://www.pbis.org/school/pbis-in-the-

classroom

Wong, H. & Wong, R. (2009). The first days of school: how to be an effective teacher. Mountain

View, CA: Harry K. Wong Publishing, Inc.