Running Head: CLASSROOM MANAGEMENT 1

Classroom and Behavior Management

Amanda Clay

Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Fall 2019

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Introduction

Classroom and behavior management are two of the most important skills for a teacher to

possess. While controlling the climate of the classroom is a basic and fundamental skill for a

teacher, it can be difficult for some to learn. Without these skills, a classroom can quickly fall

into disarray. However, when a teacher can maintain the behavior and attention of a classroom,

they have the ability to provide each student with an environment to explore, question, learn, and

flourish as a student. Classroom and behavior management should be approached with

redirection and positive reinforcement. It is also important for teachers to set expectations with

the class that they understand and believe in. The two artifacts I have included in this report

show how I have used a group incentive behavior system and student driven, PBIS method of

classroom management.

Rationale for Selection of Artifacts

Artifact 1

The first artifact included in this report is a picture of a fish bowl that my classroom filled

up with marbles as the students earn them. Students can earn marbles by remaining on task,

receiving a compliment from another teacher, receiving a good report from the cafeteria, gym,

art, or music teachers, having an overall well-behaved day, or if they simply need an extra push

to be back on track for the day. When the bowl is filled to the top, the class gets to pick a reward

to enjoy together. The awards include incentives such as eating lunch and watching a movie in

the classroom, having a pizza party, or having class outside. The system evaluates the class as a

group, not on an individual basis. This encourages students to keep each other in check and to

work together as a team to earn marbles. The goal is to encourage the students to behave well by

positively reenforcing their good behavior. Marbles are never taken away as a result of negative
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behavior. The students respond very well to this system because the marbles are something that

they are excited about.

Artifact 2

The second artifact in this report is what we call the “S.O.A.R. Board.” At my current

school, Indian Lakes, the school has an initiative called S.O.A.R. which stands for “show

respect,” “own your actions,” “act safely,” and “ready for success.” The S.O.A.R. initiative is

this school’s way of implementing PBIS throughout the entire school. Each classroom has their

own S.O.A.R. board, however each class comes up with their own rules that go along with each

area of “S.O.A.R.-ing.” During the first week of school, I led the students in coming up with

their own rules that they felt would help them soar. This way, the students are setting their own

expectations for the classroom while I add my own that I feel they have missed. Coming up with

the rules together ensures that they understand what the rules are and gives them buy-in.

Enforcing classroom rules carries more weight for the student when they came up with the rules

themselves.

Reflection on Theory and Practice

Student engagement is critical in maintaining a positive classroom environment. By

inviting students to come up with their own classroom rules, they become a part of the classroom

management process. Additionally, but giving them incentives to look forward to and rewarding

positive behavior, students learn to develop good traits as a student that go on to allow them to

flourish as a learner. In her article titled “Classroom Management: Setting Up the Classroom for

Learning” (2009), Donna Sterling explains that it is important to “establish a classroom culture

of positive expectations” (p. 30). Additionally, she encourages teachers to come up with

classroom rules that are “simple” and posted “in a prominent location” in the classroom (p. 30).
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Similarly, Stirling explains that “establishing routines to facilitate classroom procedures” is

important because “getting 20-30 kids to follow directions doesn’t just happen” (p. 31). When

students understand and are engaged in the classroom rules and know what to expect every time

they enter the classroom, they begin to get into their own rhythm.

In their article, “Creating A Positive Classroom Atmosphere: Teachers’ Use of Effective

Praise and Feedback” (2009), authors Maureen A. Conroy, et al. explain that regular positive

praise and feedback help to “increase the occurrence of children’s positive social and academic

behaviors” (p. 18). The authors go on to explain that the type of feedback must be well thought

out and is always contingent upon the student’s “backgrounds and experiences” in order for the

student to respond well (p. 18). Additionally, the note that praise should always “focus on

children’s improvement and effort” (p. 19). This means that a student should be acknowledged

for specific “efforts or accomplishments” not simply an “evaluation of individual abilities” (p.

19). Students thrive off of praise, but it must be carefully directed in order to see the best results

via growth and improvement. Too much praise at inappropriate times can have negative effects

on a child’s behavioral and academic development.

In her report titled “Perceptions of First Year Teachers' Classroom Management Abilities

and the Mentoring Experience” (2011), Caroline Alexander-Rami notes that “teacher-student

relationships” are the “foundation of classroom management” (p. 36). Research shows that

teachers with “high-quality relationships with their students had 31% fewer behavior problems”

than those who did not.

As a Christian, the sort of relationship that benefits classroom management is almost as if

a natural inclination. I consider my time in the classroom a faithful service to my Lord. His Word

says in Matthew 25:45 that “whatever you did not do for one of the least of these, you did not do
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for me.” While not all of the children in my classroom come from families of need or brokenness

and, therefore, necessarily considered “the least of these,” I believe the meaning of the verse still

applies. The Lord calls us to serve our neighbors as if we are serving Him. And while we are

blessing others with our service, we are blessing Him. I choose to do my work with all my heart,

as if working for the Lord (Colossians 3:23). When I am serving my Lord, I am serving out of

love, desiring to form a relationship so that I can show these children the love that Christ as for

them through my time with them in the classroom. I know that it is His desire for them to grow

and flourish as learners, therefore it is my devotion to lead them in a safe, positive, and healthy

environment that allows them to do so.

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References

Alexander-Rami, C. (2011). Perceptions of first year teachers' classroom management abilities

and the mentoring experience (Order No. 3492471). Available from ProQuest

Dissertations & Theses Global. (916905138). Retrieved from

http://eres.regent.edu:2048/login?url=https://search-proquest-

com.ezproxy.regent.edu/docview/916905138?accountid=13479.

Conroy, M., Sutherland, K., Snyder, A., Al-Hendawi, M., & Vo, A. (2009). Creating a Positive

Classroom Atmosphere: Teachers' Use of Effective Praise and Feedback. Beyond

Behavior, 18(2), 18-26. Retrieved from

http://www.jstor.org.ezproxy.regent.edu:2048/stable/24011740.

Sterling, D. R. (2009). Classroom management: Setting up the classroom for learning. Science

Scope, 32(9), 29-33. Retrieved from http://eres.regent.edu:2048/login?url=https://search-

proquest-com.ezproxy.regent.edu/docview/226062707?accountid=13479.