Running head: CLASSROOM MANAGEMENT page 1

Classroom Management

Christina Tucker

Regent University

In partial fulfillment of UED 495 Field Experience ePortfolio, Spring 2020

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Introduction

My competency paper is on classroom management. Classroom management is what

makes a classroom function. Students learn best in environments that are consistent and

structured. It is my job is to create this environment, which involves a lot of preparation and

planning. As a Christian, I know that discipline and correction is crucial for growth. God corrects

us in order for us to grow more like Him and to become a better person. In the same way, when

students are corrected and taught how to behave, they will grow into better students and people.

This view shapes how I make decisions and plans in my classroom.

Rationale for Selection of Artifacts

My first artifact is a seating chart. In Math 8, our PLC decided to try transitioning into

small groups for review. Changes in the layout of a classroom need a lot of prior thought in order

to prepare students for the new routine. I made new seating charts for the five classes. I thought

about where students would learn best and which students should or should not be grouped with

others. The first day of the new seating chart, the students were very upset that the room had

been changed around, but by the next day because of the procedures set up, the students were

fine. It took some trial and error during the first week of the seating. I had to move a few students

for continually being off task, but overall it was a successful transition.

My second artifact is a picture of the noise level and timer that I used for a graded

classwork activity. The students had twenty minutes to finish a worksheet on verifying the

Pythagorean Theorem for a classwork grade. During that time, if the noise level meter went

above a certain point, the Smart Board would ding and a tally was written on the board. Each of

the three Math 8 classes were in competition with each other. The class that had the least amount
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of tallies knew that they would receive a prize. This strategy worked well because the students

love to compete and it kept them on task during their assignment. When I looked through the

papers, the vast majority of students completed the paper well because they were not distracted

by talking to their neighbors. The timer aspect helped them to grow in their time management

skills.

Reflection on Theory and Practice

Classroom management is essential to the classroom culture, achievement, and growth. A

successful classroom needs to have high and attainable expectations for their students. These

expectations should be clear and known to the students. A successful classroom also needs to

make sure every student feels like they belong. Students are more likely to participate, be

involved in class, and put their best effort in to their work if they know that the teacher and other

students care about them and believe they can succeed. Most of them are longing for a sense of

belonging, and a classroom management plan gives the classroom an intentional culture.

I agree with Wong (2009) who says, “The number-one problem in the classroom is not

discipline—it is the lack of procedures and routines” (p. 1). Students thrive in structured

environments with consistent procedures. Whatever particular discipline strategy used, the key to

having a good plan is to explain the consequences for an action and to follow through. There is

research showing that “teachers who offer high structure and support are effective in eliciting

student cooperation, engagement, and high achievement” (Gregory & Cornell, 2009, p. 108).

Rosas and West (2009) talked about how pre-service teachers were not as confident in

their ability to handle situations because of their lack of experience (p. 59-60). I found that at

first, I was very timid with handling actions that needed discipline, but after gaining more
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experience and seeking council from more experienced teachers, I was able to discipline

effectively and consistently.

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References

Gregory, A., & Cornell, D. (2009). “Tolerating” Adolescent Needs: Moving Beyond Zero

Tolerance Policies in High School. Theory into Practice, 48(2), 106-113. doi:

10.1080/00405840902776327

Rosas, C., & West, M. (2009). Teachers Beliefs about Classroom Management: Pre-service and

Inservice Teachers’ Beliefs about Classroom Management.

Wong, H. K., (2009). The Well-Managed Classroom. Retrieved from:

https://wtc.ie/images/pdf/Classroom_Management/cm6.PDF