Running Head: CLASSROOM AND BEHAVIOR MANAGEMENT 1

Classroom and Behavior Management

Beverly Leftwich

Regent University
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Introduction

Of all the variables, classroom management has the largest effect on student achievement

(Marzano & Marzano, 2003). Children, nor adults, can learn in environments that are chaotic,

lacking in structure and routine, and that do not feel welcoming and safe. A behavior and

classroom management plan should be at the top of the to-do list for teachers to set in motion

beginning the first day of school. Whether educators enter the class at the start of a school year

or in the middle, all should be ready with a plan in hand.

Rationale for Selection of Artifacts

The first artifact that I chose to show was of a Dependability Contract that I created for

the students in my fifth-grade class. Naturally, this age group is very social and enjoy being

amongst their peers (Bergin & Bergin, 2010). The need to chat was very prominent with this

class and it was a challenge when it was time for them to get quiet for instruction. Several

students also displayed many inappropriate behaviors, such as calling out, making rude and

disrespectful comments to each other and the teacher, and not staying on task by playing with

items in their desks and browsing inappropriate websites during computer time.

I began to enact morning meetings and as a class, we discussed these behaviors. 100% of

the class agreed that things needed to change and that they have not been being the best students

that they could be. The Dependability Contract was a contract between the class and myself.

Each student came up with three things that they felt that I, as their teacher, should be able to

depend on them to do. We discussed consequences for inappropriate actions and reviewed the

contract at the end of the week. This artifact was evidence of how I incorporated a classroom

management strategy where students were made accountable for their actions and were able to
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self-reflect. The contract was on-going and changed weekly as students reflected on behaviors

that they wished to work on.

Classroom and behavior management goes beyond rules and consequences. It also

involves implementing instructional strategies and activities that are age appropriate and that will

grasp and hold students attention. My second artifact included photographs of my students

completing a 3D plant or animal cell model. This artifact showed how my students were

involved during the lesson and remained on task throughout the assignment. I was once told, if

the bum is numb, the brain is too. Amazingly, my students did not display one inappropriate

behavior and they remained on task the entire time. Research shows that when students are

actively engaged in a lesson, the display of negative and inappropriate behaviors decreases

(Wong & Wong, 2009).

Reflection on Theory and Practice

I am a strong believer that what you do on the first days of school will greatly impact

your entire school year (Wong & Wong, 2009). My first day just happened to be at the end of the

second quarter in a fifth-grade class. The artifacts that I chose to preview showed how I was able

to understand where my students were developmentally within their age group and in turn,

created a lesson that was fun and engaging, which eliminated unwanted behaviors. I also

displayed how implementing the Dependability Contract helped to build a sense of community

within the classroom and my students were able to reflect and see how their inappropriate

behaviors were negatively impacting their learning environment.

My faith impacted decision making and practice in this area in many ways. First and

foremost, it took prayer and seeking God to figure out how to be the most effective in the
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classroom. There were a few students who displayed several disrespectful behaviors and I

realized very quickly that I could not handle them on my own strength. I had to totally put my

trust in God and believe that he would lead me down the right path. I held on to Proverbs 3:5-6

which tells me to trust in the Lord and to lean not on my own understanding. In all my ways to

acknowledge him and he will direct my paths (NIV).

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Reference
Bergin, C. C., & Bergin, D. A. (2010). Child and Adolescent Development In Your Classroom.

Stamford, CT: Cengage Learning.

Marzano, R. J., & Marzano, J.S. The Keys to Classroom Management. Educational Leadership;

September 2003 V.61 Pg. 6-13.

Wong, H.K. & Wong, R.T., (2009). The First Days of School: How to be an Effective Teacher.

Mountain View, CA: Harry K. Wong Publications, Inc.