Running head: CLASSROOM AND BEHAVIOR 1

Classroom and Behavior Management

Myra Verdes

Regent University

In partial fulfillment of EFND 595 Field Experience ePortfolio, Spring 2017

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Introduction

The term classroom management is more than just rules and discipline. It is an overall

process of how schools and teachers create and maintain the behavior that offers an ideal

learning environment for all students. Classroom management is everything that a teacher does

to organize space, time, materials, and routines in order for daily instructions to run smoothly.

Without an effective classroom management, students will not know what they are doing in class

and what the purpose of the task they are told to do. Efficient classrooms may prevent teacher

burnout.

Rationale

Throughout my student teaching and graduate studies, I had a real-life experience in

managing a classroom and creating classroom routines. I have learned how to create procedures

and routines that are either effective or ineffective. What I have to keep in mind is that what

might work in one classroom may not work in another. Student population makes a big

difference in how to manage a classroom.

My first artifact is one example of how I managed my second grade class at Woodstock.

A majority of my students eat breakfast at school, and they are allowed to eat in the classroom.

They unpack when they arrive in the room and grab their bagged breakfast in the hallway.

Students only have from the time they arrive to school until after the morning announcements to

eat breakfast. This gives them about fifteen to twenty minutes to finish and clean up.

When the announcements are over and I play the good morning song, the students know

to clean up and find their spot on the carpet. The carpet is where we all meet as a class and begin

the day. We begin by doing the calendar and a morning meeting. It is the best practice to let

students know what is expected of them and what they need to look forward to throughout the
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day. This is the time when students are reminded that they will earn their Chuck Bucks or

points for the day if they are caught doing good and following directions. It sets the expectation

and lessens the confusion between students and teacher.

My second artifact is a morning routine procedure that I created for my practicum class

this past semester. It is four days worth of what I would like to have for my future classroom. It

breaks it down from the morning work, greeting, group activity, message, and transitions. This

artifact displays my ability to create an outline of how a teacher can demonstrate the expectations

in the classroom.

Reflection on Practice

A successful classroom begins with an effective teacher. Effective teaching and learning

cannot happen with an unorganized classroom. As noted by Edmund Emmer, Julie Sanford,

Barbara Clements, and Jeanne Martin, class time and student's time are wasted due to poor

management (Marzano , Marzano, & PIckering, 2003). When a teacher struggles, students notice

and their learning will suffer. It is unfair for students to have their time to learn be taken away

because of it.

Both of the artifacts demonstrate how crucial it is to keep students on task the minute

they step into the classroom. Students must be informed of what is expected of them. When

students are aware of expectations and routines, teachers can trust students to be responsible and

provide a high-quality learning environment.

According to (Hattie & Anderman, 2013) , transitions are an important part of daily

routines. As seen on my second artifact, I have included transitions and signals in my morning

routines. These shifts in between activities and contents takes about fifteen percent of the school

day (Hattie & Anderman, 2013). It could also become a cause of misbehavior. Using cues or
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signals are helpful in managing transitions and it will let students know what is happening.

In addition, there are many different approaches in classroom management. Robert

Marzano is an expert in classroom management strategies. He explains that regardless of the

level of experience in teaching, educators must have the willingness to make changes

accordingly and to try new ideas (Marzano, Gaddy, and Foseid, 2005). No matter what approach

a teacher and educator chooses, the student's best interest is always the biggest deciding factor.

The effectiveness and success of the classroom is for the good of the students to have a safe and

happy place to learn.

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References

Hattie, J., & Anderman, E. M. (2013). International Guide to Student Achievement. New York:
Routledge.
Marzano , R. J., Marzano, J. S., & PIckering, D. (2003). Classroom Management that Works:
Research-based Strategies for Every Teacher. Alexandria: ASCD.
Marzano, R. J., Gaddy, B. B., & Foseid, M. C. (2005). A Handbook for Classrooms that Works .
Alexandria: ASCD.