CLASSROOM AND BEHAVIOR MANAGEMENT PAGE 1

Classroom and Behavior Management

Micah O’Hara

Regent University

In partial fulfillment of UED 496 Field Experience ePortfolio, Spring 2020

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Introduction

Classroom and behavior management are essential components of the learning experience

for students. If a student does not feel safe and comfortable, they will have a difficult time

engaging in their learning. A teacher’s role is to ensure that each student is provided with the

environment and support required to be successful in the classroom. For a student to feel safe,

they must not be worried about being bullied, bothered, or frequently distracted (Bergin and

Bergin, 2018, p. 410). A teacher must have a plan of classroom and behavior management and

enforce it so that each student is provided with a safe environment. There are many different

aspects of a classroom and behavior management plan. One of the central parts is the teacher’s

expectations. These are presented at the beginning of the year and are upheld fairly throughout

the following months. Different strategies can be used to then address behavior problems in the

classroom. The ultimate goal is to ensure that students are provided with an atmosphere and

environment where they feel equipped to learn to the highest of their potential.

Rationale for Selection of Artifacts

To demonstrate my understanding and implementation of classroom and behavior

management, I chose to show my expectations and a revised seating chart. One thing that I have

heard repeatedly since being in the classroom and taking education classes at Regent, is that as a

teacher one must set high expectations at the beginning and continue to stick to the standards set

for the class. I have heard repeatedly that it is easier to “loosen up” throughout the year than it is

to try and “reign in” all sorts of behavior later on if you did not set high expectations. During my

first day of having responsibility in the classroom, I presented the students with a presentation

about myself and also with a slide concerning my classroom behavior expectations. I did this to

ensure that I was clear on what type of behavior I expected from them so that there was no
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confusion. This process did look a little differently since Mrs. Rudy already had expectations

established in her class.

The other artifact I chose to display was an original seating chart and a revised one.

Every classroom has some kind of seating arrangement for students to be positioned during

learning. Mrs. Rudy had already created seating charts for each bell that she taught. When I

began teaching, I just continued using the same seating arrangement. Seating charts can either

encourage or prohibit talking and distraction among students. Following a parent-teacher

conference, one parents wanted their student moved away from a specific student. This was due

to the student complaining about being distracted by a specific individual. Mrs. Rudy and I

discussed potential options for the new seating chart and implemented the change quickly. We

saw some change in the student’s attention and behavior during class due to the seating change.

Reflection on Theory and Practice

During my classes at Regent, I have learned about classroom and behavior management

in a variety of classes. I took Classroom Management for Secondary Classrooms. In this class, I

learned about behavior theories as well as the practical solutions for addressing behavior

concerns. In my Child and Adolescent Growth and Development class, I also learned about

different influences on a student’s behavior and the classroom and ways to address issues. “Of all

the recent changes in our talk about behavior and classroom management, perhaps the most

dramatic change of all has been in how current discussions focus on building positive teacher-

student relationships” (Scarlett, Ponte, and Singh, 2009, p. 51 ). As evidenced by this quote

relationships are a central theme in discussion about classroom and behavior management today.

I have consistently seen this topic come up in my classes and my time in the classroom.

Relationships are possibly the biggest determining factor for a student’s success in the
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classroom. When a student feel that their teacher cares about them, the student will in turn

respond positively in the classroom. I want everything that comes from a student’s learning

experience in my classroom to start with the fact that they know that I care about each pf them

and their success as a student. I recognize the importance of having an effective behavior and

classroom management plan because apart from one it is difficult for excellent learning to

happen (Marzano and Pickering, 2003, p. 1).

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References

Bergin, C., & Bergin, D. (2018). Child and adolescent development in your classroom.

Stamford, CT: Cengage Learning.

Marzano, R. J., Marzano, J. S., & Pickering, D. (2003). Classroom management that works:

Research-based strategies for every teacher. Alexandria, VA: Association for

Supervision and Curriculum Development.

Scarlett, W. G., Ponte, I. C., & Singh, J. P. (2009). Approaches to behavior and classroom

management: Integrating discipline and care. Los Angeles: Sage.